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OBJECTIVES
Define the word content in relation to language learning. Identify the factors that define the different content-based models. Recognize the theories behind content-based instruction. Recognize the five different models of contentbased instruction. Identify the features of each model. Recognize the different strategies of content-based teachers and content-based instructors.
WHAT IS CONTENT?
Traditionally Content is defined as. the communicative purposes for which speakers use the second/foreign language. There are some approaches that have different notions of what is content. e.g. -The Grammar-translation method -The Audiolingual method -The Communicative Approach -Natural Approach (refer to text book p. 303)
The Recent definition for Content is The Use of subject matter for Second/foreign language teaching purposes.
Look up the meaning of subject matter. (p.303)
-Content based instruction can be found in Foreign and second language settings. -Content based instruction can be implemented at the elementary level or secondary and post secondary level. Factors that define different content-based instruction models: (refer to p.303)
RATIONALE
Theoretical foundation of Content based instruction:
Krashens comprehensible input (p.304) i+1 What is comprehensible input?
Studies from Canadian Immersion programs (p.304) What are the findings of these studies? Sociocultural Approaches (Vygotsky notions) (p.304) What are Vygotskys notions? Cognitive psychology (Andersons theory)(p.304) Mention Anderson's theory?
CONTENT-BASED MODELS
IMMERSION MODEL
It was established in Canada and now can be found all over North America. In the total Immersion Model, students receive the majority of their schooling through the Second/Foreign language. By the end of the elementary school, the students become functional bilingual. Second/foreign language is generally used for most of the academic instruction beginning in kindergarten or grade 1. Most Immersion programs share the same objectives. (p.306) What are these objectives?
THEME-BASED MODEL
The theme-based model is a type of content-based instruction in which selected topics or themes provide the content from which teachers extract language learning activities. This model is widely implemented in language institutions at the college or university level. The teachers goal is to select topics suitable for academic English skills. Find an example in the text on a topic that is taught through the theme-based model? (p.307)
THEME-BASED MODEL
Content is incorporated into the theme-base model through different means. What are these means? (refer to p.307) In 1997, the first systematic framework for themebased instruction was offered. It was called the Six Ts Approach. What are these six Ts? (p.307)
SHELTERED MODEL
Sheltered courses currently exist in a variety of secondary and postsecondary settings. Sheltered models mean the separation of second/foreign language students from native speakers of the target language for the purpose of content instruction. Refer to the examples of the sheltered model on p.307.
ADJUNCT MODEL
The adjunct model is a content-based approach in which students are concurrently enrolled in a language class and a content course. A key feature of the adjunct models the coordination of objectives and assignments between language and content instructors. The language class becomes content based in the sense that the students needs in the content class dictate the activities of the language class. For examples, refer to p. 308-309