alx - presentation for class 5 (september 10th, 2013 - tuesday)

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Applied Linguistics Applied Linguistics Session # 5: TBLT, Session # 5: TBLT, and CBI and CBI Frank Giraldo September 10 th , 2013 (Tuesday)

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Page 1: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

Applied LinguisticsApplied LinguisticsSession # 5: TBLT, and Session # 5: TBLT, and CBICBIFrank GiraldoSeptember 10th, 2013 (Tuesday)

Page 2: ALx - Presentation for class 5 (september 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.

Page 3: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

(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.

Page 4: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

(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

Page 5: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

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)

Page 6: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

Old MacDonald’s Zoo:Old MacDonald’s Zoo:15 cows45 giraffes66 chickens20 elephants22 tigers123 pigs6 crocodiles

How many herbivores?How many carnivoresHow many omnivores?

Page 7: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)
Page 8: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

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!

Page 9: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

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

Page 10: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

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..

Page 11: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

Bilingual EducationBilingual Education

Theoretical Models and Types

Page 12: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

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.

Page 13: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

Analyze Analyze

What theoretical framework of BE is evident in the director’s words?

Why is it that framework?

Page 14: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

A possible analysisA possible analysis

Page 15: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

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

Page 16: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

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. #).

Page 17: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

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).

Page 18: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

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.

Page 19: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

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)?

Page 20: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

Tons of good Tons of good energy!energy!

Page 21: ALx - Presentation for class 5 (september 10th, 2013 - tuesday)

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.