alx - presentation for class 5 (september 10th, 2013 - tuesday)
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Applied LinguisticsApplied LinguisticsSession # 5: TBLT, and Session # 5: TBLT, and CBICBIFrank GiraldoSeptember 10th, 2013 (Tuesday)
Task-Based Instruction Task-Based Instruction (TBI)(TBI)
Process orientedDoing through languageReplication of real-life use of
language to achieve purposesThe what is a result of the how. Learning: Not based on grammar
points, but on tasks.
(TBI) Task-types(TBI) Task-types
Social: Transactions, discussions, goal-oriented conversations; decision-making.
Pedagogic: Information-gap; listening to teacher and drawing a map.
Academic: Categorizing, synthesizing, etc.
(TBI) Task cycle(TBI) Task cyclePre-task: Teacher support,
examples, scaffolding, activation of prior knowledge
Task: Ss. struggling through language, to achieve something.
Post-task: Attention to form
TBI is (or should be) complementary:- focus on fluency – focus on accuracy- focus on meaning – focus on form
Content-Based InstructionContent-Based InstructionIntegration: Curriculum Content
and Language Learning objectivesMaximizing learner exposure to
target languageReciprocal processConcepts in their discourse
context.Text Easification: Teacher’s task BICS (CLT) and CALP (CBI)
Old MacDonald’s Zoo:Old MacDonald’s Zoo:15 cows45 giraffes66 chickens20 elephants22 tigers123 pigs6 crocodiles
How many herbivores?How many carnivoresHow many omnivores?
Content-Based InstructionContent-Based InstructionImmersion Programs: Multilingual and
multicultural contextsFocus on form needed.Language and Content Interface- Should I teach language so Ss. face
content?- Should I water down content so Ss. get it?- Should I become an expert in content?- But I’m an English teacher, not a math
one!
CLT, TBLT, and CBICLT, TBLT, and CBICommunicative competence: Main
goalLanguage as a means to something,
not as a goal in itself. Attention to meaning first, then form. Highly context-sensitiveUse of authentic materials and tasksSocio-constructivist approach to
learningRich input – Rich output
Communicative Language Communicative Language Teaching:Teaching:Interacting through Interacting through languagelanguage..
Task-Based Instruction: Task-Based Instruction: Interacting through language Interacting through language to do somethingto do something..
Content-Based Instruction: Content-Based Instruction: Learning through languageLearning through language..
Bilingual EducationBilingual Education
Theoretical Models and Types
A director of school saysA director of school says
In our school, we want students to be able to understand and use the official language of our country. We believe they need to be functional in it in order to cope with academic and communicative encounters, even if this means that their native or home language is not fully developed. Since we have students from different linguistic backgrounds, it’s important for us that they adjust to this official language; it is administratively difficult to accommodate to the multiple linguistic possibilities in our classrooms. If we use their home/mother tongues, we do so to support (or speed up) the development of our official language in them.
Analyze Analyze
What theoretical framework of BE is evident in the director’s words?
Why is it that framework?
A possible analysisA possible analysis
According to what this director says, his school promotes and is based on a subtractive model of bilingualism. This type of bilingualism has a monoglossic view because it seeks proficiency in one language: the official one. What is more, it is transitional because students use their mother/home language to develop the official one at school. García (2009) explains that this framework involves work in 2 languages: the home language first, but always having the majority language as a goal. (page 116)
Identify Explain
Support
Citing and quoting: A Citing and quoting: A must do!must do!
According to last name (year), …
Last name (year) defines ___ as …
Last name (year) states / suggests / implies / considers / that “…” (p. #).
Citing and Quoting: A Citing and Quoting: A must do!must do!According to García (2009), an additive
framework of bilingual education still has a monoglossic view because…
García (2009) defines a monoglossic view as one which considers students as starting or ending in a monolingual continuum.
García (2009) states that a monoglossic view “assumes that legitimate linguistic practices are only those enacted by monolinguals” (p. 115).
Instructions for partial # 1Instructions for partial # 1Bring the articles studied so far. Read
them well.Bring the “program” given to you. Bring a pen, pencil and eraser, a
monolingual dictionary, and your notes. No electronic devices of any kind. No backpacks. No talking during test. Two people
talking: both tests annulled. Bring complete portfolio.
For portfolio: Analysis of For portfolio: Analysis of taskstasks
Analyze each task you’ve done and answer:
What did I learn as a learner (language)?
What did I learn about content (theory)?
What did I learn as a teacher (professional development)?
Tons of good Tons of good energy!energy!
ReferenceReference
Bingham, M. and Skehan, P. (2002). Communicative, task-based, and content-based language instruction. In: R.B. Kaplan (Ed.), The Oxford handbook of applied linguistics. Oxford: Oxford University Press.