Contrasting Teaching approaches

Contrasting Teaching approaches

1. When Culture Is Content: Applications for Content-Based Instruction in the World Language Classroom

   • Instruction in two well-known CBI
     • Language immersion programs,
       • Learning of academic subject matter
   • Research has shown about how WL teachers plan and learn about mplementing CBI in the classroom.
     • The research on how CBI teachers balance language and content, and negotiate between academic content and cultural content
   • Teacher planning and teacher learning about CBI
     • WL teachers, when planning for CBI, tend to focus on the
       • practice and rehearsal of the language needed for the upcoming lesson
     • to use CBI in the WL classroom
       • CBI can present a challenge to teachers
         • significant departure from their existing practices
     • variety of models of content-based lesson planning and pedagogy
       • context in which they plan to teach
         • a curriculum-planning model for ensuring the inclusion of intentional and meaningful language instruction
     • curriculum planning documents
       • researchers
         • to identify how teachers understand and plan to enact CBI
   • The content-language dichotomy
     • Tension between the directionality of planning
     • specific language goals and proficiency assessments
       • Largely incidental
     • Language-driven programs structure instructional goals around language forms and functions
       • Academic content within the instruction
         • Specifically supports the language goals
     • Teachers should use instructional interventions
       • Orient learners in the direction opposite to that which their target language learning environment has accustomed them
     • Instruction that requires learners to vary their attentional
       • the content to which they usually attend in classroom discourse
       • Target language features that are not otherwise attended to, facilitates the destabilization of interlanguage forms.
   • The academic content-cultural content dichotomy
     • Most WL teachers have not been trained in other academic areas to the extent that they would feel qualified to teach that content successfully
   • Methods
     • Scholars have argued that teachers’ pedagogical knowledge and decisions
       • Lesson planning documents
     • The students to develop a unit that is more content-based
       • Currently teach
         • Realistic for their students and their teaching context
       • Content as solely academic subject matter
         • To maximize the likelihood of implementation.
     • The research approach
       • Qualitative unit plan analysis
         • curriculum study
   • Setting and participants
     • Students observed instruction in local language teaching programs, and planned and taught CBI lessons in a micro-teaching format
     • Template for unit planning
       • Formative assessments
       • Summative assessment
   • Researcher identities
     • Participate in the initial analysis of the data
   • Data sources
     • Pulled at one time, and only units created for traditional K-16 WL settings were included in the study.
   • Data analysis procedures
     • Phase 1
       • They determined that the theoretical framework of the two dichotomies was appropriate, and they noted and resolved where discrepancies in their analysis had occurred.
     • Phase 2
       • Language-driven
         • Content-driven
       • Academic content
     • Phase 3.
       • Balanced unit plans
         • Language and content as well as academic and cultural content were balanced throughout the uni
       • Unit plans focusing on content-driven academic content
         • Situated within academic content and focused on content more than language
       • Unit plans focusing on content-driven cultural content
         • Situated within cultural content and focused on content more than language
       • Unit plans focusing on language-driven academic content
         • The unit plans were geared toward academic content, but focused more on language than content
       • Unit plans focusing on language- driven cultural content
         • The unit plans were geared toward cultural content, but focused more on language than content
     • Phase 4
       • CBI instructional design
   • When experienced teachers from traditional WL classroom contexts design CBI unit plans, what do these plans reveal about the pathways they take towards CBI in a traditional WL settings?
     • CBI through counterbalance.
       • Language objectives
         • Shifted between language and content
     • CBI through collaboration
       • The WL teacher thus developed content objectives that addressed understanding biographical information
       • The teacher paid attention to practicing language in order to increase students’ ability to work effectively with the content
     • CBI through expansion
       • language-driven topics
     • CBI through multidisciplinarity
       • Multidisciplinary approach
   • What broader challenges and opportunities related to using CBI in the traditional WL context are revealed?
     • Trends in academic content.
       • Cultural content
     • Trends in cultural content
       • Prioritize teaching about the target culture
     • Cognitively demanding tasks
   • Discussion
     • Teacher planning and teacher learning about CBI/CLIL
       • Used their prior lan- guage teaching experiences to guide and frame their CBI units
     • Language-content dichotomy
       • To achieve counterbalanced lessons in which students shift their attention between meaning and language as to create the conditions for language learning
         • to include clear language objectives and tasks that support the development of proficiency
     • The academic content-cultural content dichotomy
   • Recommendations and limitations
     • Broad definition of appropriate content in CBI
     • Cultural content or multidisciplinary content as acceptable content for CBI in the WL setting
       • Research literature.

2. Innovations and Challenges in CLIL Teacher Training

   • Affecting teacher training within the current CLIL
     • Educational process
       • As the potential lynchpin to boost and reinforce foreign-language learning levels and multilingualism
     • Innovations, challenges, and solutions affecting teacher training within the current CLIL panorama
     • knowingthetarget competencies that teachers should develop makes it more feasible for them to be attained
     • Have revealed a very interesting and positive evolution of bilin- gual programs in monolingual contexts
   • Teacher training
     • The success, sustainability, and continuity of CLIL schemes are considered to hinge largely on teacher teducation and preparation
   • Seven core CLIL
     • Linguistic compe- tence
       • Basic Skills Interpersonal Communication Information and Communication (BICS)
     • Cognitive Academic Language Proficiency (CALP)
     • Technologies acquire a particularly sharp relief), and a more transparent, holistic, and formative type of evaluation.
     • CLIL need to be successfully deployed by teachers, together with classroom management and control strategies.
     • Interpersonal and collaborative competen- cies
     • Competencies are fully commensurate with the final one—reflective and developmental competence
   • Challenges in Teacher Training for CLIL
     • That language needs are different for teachers with less and more than 3 years of experience in CLIL programs
       • To increase their language competence to deliver lessons in the FL
       • To fine-tune it to adjust it to their students’ level and comprehension
       • Nonlinguistic area and primary and infant education teachers are still very much in need of further linguistic training.
       • preservice teachers are not receiving sufficient specific CLIL methodological training
   • The need for training on CLIL program management and organization also decreases with experience.
     • Scientific knowledge
       • Teacher training
     • favoring the inclusion of specific disciplines and itineraries on bilingual education
     • CLIL sustainability: teacher training

3. Studies in Second Language Learning and Teaching

   • The construction of teacher identity entails interaction between present experiences and the imagined self
     • Validation study of a data collection instrument intended to tap into the use of vocabulary strat- egies in the process of learning Swedish as an additional language
       • Development of a taxonomy
         • memorization strategies
         • depth enhancing strategies
         • association-based strategies
         • depth enhancing strategies
         • self- regulation and reflection strategies
         • lexical information strategie
     • Employed questionnaires and interviews to elicit preferences con- cerning the use of language learning strategies
       • Accuracy and fluency
         • impact of metalinguistic information