an example for teacher training – method of “ changing sides ”
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Language teaching in subject-matter. An example for teacher training – method of “ changing sides ”. An example: mathematical word problem (grade 9): - PowerPoint PPT PresentationTRANSCRIPT
An example for teacher training – method of “changing sides”
Language teaching in subject-matter
An example: mathematical word problem (grade 9):On an insect collecting project Lizzy caught mudwasps, Izzy caught waterbugs and Dizzy caught flies. It was observed that three times the number of mudwasps that Lizzy caught less 14 was equal to the difference between the number of flies Dizzy caught and the number of waterbugs Izzy caught. In addition, it was observed that the sum of the mudwasps caught by Izzy and the waterbugs caught by Lizzy was 10 less than three times the flies caught by Dizzy. On further examination of the collection it was seen that three times the number of waterbugs caught by Izzy plus the difference between the number of mudwasps caught by Lizzy and the number of flies caught by Dizzy was 16. How many mudwasps did Lizzy collect?
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Upper secondary
Language supportacross thecurriculumLink between language &subject-matter
Primary school
Additionallanguagesupport / outsideschool
L1
Additive & inclusivelanguage support
Lower secondary
Involvement of parents & families
Inclusion of informallanguage learningsituations & contexts
Academic language
Everyday language
L2
Kindergarten
Method for continuous and systematic language support (Gogolin et al. 2011)
Didactical methods to include multilingualism Forms of cooperation
SCAFFOLDING language for learning
Multilingualism and language instruction in subject-matter
Two theoretical bases
Vygotsky’s “zone of proximal development” as a theory for learning
Vygotsky, 1934/2002 Language and content learning through systematic support in
the „zone of proximal development“ (Gibbons 2009)
Systematic construction and deconstruction of support by
teachers with the aim of overcoming the „zone“
Macro- and micro-scaffolding (Hammond 2001)
Scaffolding represents the “temporary assistance that teachers provide for their
students in order to assist them to complete a task so that they will later be able to complete similar
tasks alone” (Hammond, 2001: 15)
Halliday’s systemic functional grammaras a theory of language
Language:• Meaning making, context dependent• Mediating construction of knowledge• Variation in relation to: the area of inquiry or topic (field), the roles and
relationships between participants (tenor), and the channel of communication (mode).
Education:• Central role of interaction in the
construction of knowledge• Effective teaching is about and through
language• View of language away from deficit
perspectives
Joining theories for scaffolding - a theory for learning content and language
Scaffolding – the curriculum cycle (Gibbons, 2002)
Knowledge of contents
Everyday language (mostly oral)
Scaffolding – the curriculum cycle (Gibbons, 2002)
this...no, it doesn’t go... it doesn’t move... try that... yes, it does... a bit... that won’t...won’t work, it’s not metal... these are the best... going really fast.
Scaffolding – an example (Gibbons 2002)
Knowledge of contents
Introduction to the register
Everyday language (mostly oral)
First elements of academic
language (oral)
Scaffolding – the curriculum cycle (Gibbons, 2002)
Teacher:
we’re trying to talk like scientists;
your language has got to be really precise;
the language you choose is very important
...
Knowledge of contents
Introduction to the register
Everyday language (mostly oral)
First elements of academic
language (oral)
Connection between linguistic aspects and contents
Academic language (oral)
Scaffolding – the curriculum cycle (Gibbons, 2002)
this...no, it doesn’t go... it doesn’t move... try that... yes, it does... a bit... that won’t...won’t work, it’s not metal... these are the best... going really fast.
Scaffolding – an example (Gibbons 2002)
Knowledge of contents
Introduction to the register
Everyday language (mostly oral)
First elements of academic
language (oral)
Connection between linguistic aspects and contents
Indepedent writing on the theme
Academic language (oral)
Written academic language
Scaffolding – the curriculum cycle (Gibbons, 2002)
this...no, it doesn’t go... it doesn’t move... try that... yes, it does... a bit... that won’t...won’t work, it’s not metal... these are the best... going really fast.
Scaffolding – an example (Gibbons 2002)
2 types of scaffolding
Designed-in scaffolding:macro-scaffolding that is consciously planned at a systemic level
Point-of-need scaffolding:spontaneous use of scaffolding techniques (also called micro-scaffolding or interactional scaffolding) Hammond 2001, Hammond & Gibbons 2005
Designed-in scaffolding -
principles
Hammond & Gibbons 2005: 13
Hammond & Gibbons 2005: 21
Point-of-need or
interactional scaffolding
Practical activity – engaging with the role of language in scaffolding for learning
4.
1. Form groups of 3 to 4 persons
2. Discuss the examples in the handouts (10 minutes)
3. Remember to make notes and choose a raporteur
Scaffolding – snapshots from the classroom
Away from IRF (“the nurse, what about her?”) - prolonging talk, by involving pupils in the construction of knowledge
Responsibility for continuing the conversation is handed to the pupils (increasing the prospectiveness)
14.11.2012Pestalozzi Workshop Slovenia Seite 20
Handout 1Handout 2Handout 3Handout 4 Develop technical vocabulary Paraphrasing students’ talk resulting in a
recontextualised version of their own ideas Evidence of designed-in and point-of-need
scaffolding:in planning the lesson, teacher thought of key concepts;in interaction teacher carefully supports development of
appropriate technical vocabulary
Creating a conceptual hook on which students can “hang” their understanding of the study of history
Extend or reformulate responses from students Develop a line of reasoning Section summary or meta-statement
Focus on language issues – “migrate” Use everyday language to convey knowledge Redefining and elaborating on an activity to support
understanding Final exchange – recapping or making a final
summative statement that points to out the focus of the task
Thank you!
Upper secondary
Language supportacross thecurriculumLink between language &subject-matter
Primary school
Additionallanguagesupport / outsideschool
L1
Additive & inclusivelanguage support
Lower secondary
Involvement of parents & families
Inclusion of informallanguage learningsituations & contexts
Academic language
Everyday language
L2
Kindergarten
Method for continuous and systematic language support (Gogolin et al. 2011)
Didactical methods to include multilingualism Forms of cooperation
Systematic language assessment basis for professional ⇨language support
Types of instruments:
Observation Profile analysis Tests(Screenings)
Needs coordination between members of a team – principle of rotation
Multilingualism L1 + L2⇨
Systematic language assessment
Systematic language assessment
Knowledge
Phases of language aquisition (U-Curve)
Features of multilingual speech (code-switching,
transfer)
L1 proficiency of pupils (in particular literacy
related)
Systematic language assessment
Upper secondary
Language supportacross thecurriculumLink between language &subject-matter
Primary school
Additionallanguagesupport / outsideschool
L1
Additive & inclusivelanguage support
Lower secondary
Involvement of parents & families
Inclusion of informallanguage learningsituations & contexts
Academic language
Everyday language
L2
Kindergarten
Method for continuous and systematic language support (Gogolin et al. 2011)
Didactical methods to include multilingualism Forms of cooperation
Condition – each teacher is a language teacher and must assume responsability in actively promoting academic language proficiency to all pupils
Vertical e horizontal cooperation: Between several educational institutions
Between the several teachers of a grade (ex: English and biology)
Between the deffierent teachers of a subject.
Methods:
1. Analysing curricula in groups (planning for designed-in scaffolding)
2. Develop a plan based on cooperation (ex: train the genre of report in chemistry and english).
Forms of cooperation
Summary
Social cohesion and reducing the achievement gap are possible through school change (at a systemic, a classroom and individual level) Method at a school level – continuous and systematic language support of all learners (4 pillars) Method at a classroom level – scaffolding for language learning in all subjects Pre-requisites for change:
Political priority Teacher empowerement (pre- and in-service training) Whole-school involvement (need for systematic change)
Equal participation Higher social cohesion
References
Baker, Colin (2006): Foundations of bilingual education and bilingualism. Multilingual Matters, Clevedon. Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters. Duarte, J. (2011): Bilingual langauge proficiency. A comparative study. Münster: Waxmann. Gibbons, Pauline (2002): Scaffolding Language, Scaffolding. Learning. Teaching Second Language Learners in the. Mainstream
Classroom. Portsmouth NH: Heinemann. Gogolin, I. (2006): Bilingualität und die Bildungssprache der Schule. In: Mecheril, Paul/ Quehl, Thomas Hrsg.): Die Macht der Sprachen.
Englische Perspektiven auf die mehrsprachige Schule. Münster: Waxmann, S. 79 - 85. Gogolin, I. und Lange, I. (2010): Bildungssprache und Durchgängige Sprachbildung. In: Fürstenau, S. und Gomolla, M. (Hrsg.): Migration
und schulischer Wandel: Mehrsprachigkeit. Wiesbaden: VS-Verlag, S. 69 - 87. Grosjean, F. (2001). The bilingual's language modes. In Nicol, J. (Ed.). One Mind, Two Languages: Bilingual Language
Processing (pp. 1-22). Oxford: Blackwell. Also in Li Wei (Ed.). The Bilingual Reader (2nd edition). London: Routledge, 2007.
Klieme et al. (2010): PISA 2009. Eine Bilanz. Waxmann: Münster. Knapp, W. (2007): Wie Kinder Begriffe erwerben und welche Annahmen Erwachsene darüber haben. In: Roland Jost, Werner Knapp &
Kerstin Metz (Hg): Arbeit an Begriffen. Fachwissenschaftliche und fachdidaktische Aspekte. Baltmannsweiler: Schneider 2007, S. 173-188.
Reusser, K. (1997): Erwerb mathematischer Kompetenzen: Literaturüberblick, in: Weinert, Franz / Helmke, Andreas (Hrsg.): Entwicklung im Grundschulalter Beltz / Psychologie Verlags Union, Weinheim, 141–155.
Siebert-Ott, Gesa. 2006c. Deutsch (lernen) auf dem Schulhof? Konzeptionelle Mündlichkeit als Basis der Entwicklung schriftsprachlicher Kompetenz in der Zweitsprache. In: Ehlers, Swantje (Hrsg.). Sprachförderung und Literalität. (Flensburger Papiere zur Mehrsprachigkeit und Kulturenvielfalt im Unterricht, Sonderheft 3.) Flensburg: Universität Flensburg, S. 15-35.
Tajmel, T. (2010): DaZ-Förderung im naturwissenschaftlichen Fachunterricht. In: Ahrenholz, B. (Hg.): Fachunterricht und Deutsch als Zweitsprache. Narr Verlag: Tübingen, S. 167-184.
Tajmel, T. (2011): Sprache als Quelle aller (Miss-)Verständnisse?. Vortrag in der Fachtagung für Schulen mit ganztägigen Angebot, 30. März, Humboldt Universität Berlin.
Last but not least… Why multilingualism?