Content + Language: Europe’s CLIL and America’s CBI Robert J. Dickey Korea TESOL Gyeongju University [email protected] Purpose of adding content • Learning “authentic” language • Learner motivation – Always ??? topic choices consideration • Preparing for overseas studies or reading/writing international publications • 46% of universities in Japan now offering content courses in FL, number is growing in Korea and across Asia No agreement on definition! • Over 35 terms of art in use, including – content-based language instruction – integrated content and language learning – content-focused language learning – enhanced language learning – teaching English through content – immersion – and of course, CBI and CLIL No agreement on definition! • Diversity is the definition? – How many different ways to analyze aims and orientations? – All-inclusive a good thing? – For classrooms “where a commitment has been made to content learning as well as language learning” • Various descriptive typologies No agreement on focus • Using content to learn English – content pre-selected • content determines language points – “content-driven language learning”? • choosing language points from content – content selected by language instructor (& students?) • language aims determine content selection? • language aims determine content use? • common source for all content materials? No agreement on focus • Using language to learn content – Teaching Through English, Foreign Language Medium Instruction – Total Immersion – Krashen’s version of Sheltered Subject Matter Teaching • Decisions made by – Administrators – Departments (hosting the course) – Teachers A few Types of CBI • “Subject Majors” (e.g., Sociology, History, Art, Business) • Academic Skills (EAP) • Technology (e.g., computers/Internet, watching movies/commercials/, music) • Vocational Skills • Linguistics/Literature – GRAMMAR??? Teaching Methods • CBI does not dictate methods/ techniques/approaches – Task-based learning is a popular choice • Arguably predates Communicative Language Teaching by centuries • Not an “English Only” requirement • Does not dictate medium of instruction – distance learning, CALL, audio, video… Duration of Content • • • • • Sustained Content – 6 weeks + each Thematic – multiple weeks each Topical – multiple class hours - maybe One-off Lessons / Learning Activities Even simple “Classroom English”??? Content-learning Designs • Adjunct classes – Regular content course with NS students + language class complement • Sheltered Workshops – Content course with language learners only, simplified content or presentation • Immersion (full or partial) • Topical/Theme-based language courses Content-learning Designs • Content-based design implemented at – Curriculum level – Syllabus (course) level – Lesson level • Target Language use * Textbook * Lecture (only) * Class discussions * Homework/Reports * Quiz / Exam * Combinations One mix of content and… Content Matrix for Elementary Themebased / Topical studies Another (my) perspective… Balance of content & English • Based on various factors • Possibility of intentionally “grading” the levels of content and language in a series of courses • Don’t neglect learner anxiety as a multiplier of all other issues • A “Gradient Continuum” of classes? • Content courses just one part of overall language learning program Striking the Balance Gradient Continuum ideas For More Info… www.content-english.org Robert J. Dickey [email protected]