‘concept + language mapping’ (clm) as a strategy in

‘Concept + Language Mapping’ (CLM) as a Strategy in Integrating Language Support into Science Teaching:

PROFESSOR ANGEL M. Y. LIN

The University of Hong Kong

A research project funded by the Standing Committee on Language and Research (SCOLAR),

Hong Kong Government (Project #2015-0025). This ppt was developed by Dr. Angel M. Y. Lin,

2018. All Rights Reserved.

6/3/2018 1

Overview

Background: MOI policies and secondary education in Hong Kong

Research Objectives

Conceptual framework

Research design

The “C+L Mapping” approach

Tryout of the ‘C+L Mapping’ approach in Hong Kong secondary schools

Reflections

2Developed by Dr Angel M. Y. Lin, 2018. All Rights Reserved.6/3/2018

BackgroundHong Kong was ceded by Dynastic China to Britain as a colony in 1842 and its sovereignty was returned to P.R. China in July, 1997.

‘Biliteracy and Trilingualism’ (兩文三語)

“根據《基本法》第九條，香港特別行政區的行政機關、立法機關和司法機關，除使用中文外，還可使用英文，英文也是正式語文。《法定語文條例》第三條則訂明，在政府或公職人員與公眾人士之間的事務往來上以及在法院程序上，中文和英文是香港的法定語文。

廣東話是大部份本地人口的母語和中文口語。教育局致力提升學生兩文三語的發展。除英文和英語外，中國語文教育的目的是要提高學生學習和運用中文的能力，包括能夠掌握規範的書面語，能說流利的廣東話和普通話。” Hong Kong

Education Bureau “两文三語”正面睇 http://www.edb.gov.hk/tc/20140202171657.html

Although Cantonese is the mother tongue and the

everyday language of the majority of Hong Kong people,

English is the socioeconomically dominant language.


http://www.edb.gov.hk/tc/20140202171657.html

BandingThe secondary schools in Hong Kong were divided into three Bands which were ranked in order of academic prestige with Band 1 being the most prestigious.

Band I

Band II

Band III

chan

ce o

f en

tran

ce

to u

niv

ersi

tyThe better banding, the more chance of entrance

to universities.


Unfavourable conditions in English-medium

schools in Hong Kong

1. inadequate English skills of the students to benefit from learning content in English,

2. lack of language support provided by the school to these students,

3. lack of professional development opportunities for both EMI content teachersand English language subject teachers,

4. lack of Language-Across-the-Curriculum (LAC) co-ordination: little co-ordinationamong EMI content teachers themselves as well as between the EMI contentteachers and English language subject teachers, and

5. unsuccessful design and implementation of the existing Bridging Courses (e.g., theLongman and Macmillan Bridging Courses).

(Lin & Man, 2009, p.87)


Student performances in high-stake exams

( 2015 HKDSE Reports in EMI Biology and Geography)

Although high-stake exams (e.g. the Hong Kong Diploma of Secondary Education examination) have started to emphasize the importance of language expression in answering the exam questions, long term ignoring of language functions in content subject instruction in secondary schools has a negative impact on candidates’ performance in the exams.


Research objectives

Integrating content and language learning in EMI/CMI education

To empower students to strive for better

education opportunities

by providing them with support for

improving both

academic content knowledge and

academic language awareness


Integrating content and language in CLIL/EMI education: Challenges

The “language bath” or immersion approach may not be sufficient to help students studying in CLIL to master both content knowledge and L2 academic literacy simultaneously (Lin, 2016).

When students learn content subjects in an L2 in CLIL/ EMI programmes, the language concerned is actually “academic language” (Cummins 1980/2001)

Content subject teachers in CLIL may need to take on a more proactive role in scaffolding students’ academic language learning via incorporating language teaching in their content subject lessons.

(Fortune et al., 2008; Llinares et al., 2012)


‘Thematic patterns’ pedagogy, a

breakthrough?

More in-depth studies of the linguistic demands associated with the processes of knowledge and concept construction should be conducted.

Some innovative pedagogical approaches to integrating content and language teaching should be explored.


Language and content are always already integrated.(Halliday, 1993)

M. A. K. HallidaySystemic Functional Linguistics

“The distinctive characteristic of human learning isthat it is a process of making meaning — a semioticprocess; and the prototypical form of human semioticis language. Hence the ontogenesis of language is atthe same time the ontogenesis of leaming”

(Halliday, 1993, p.97).

Language is the primary semiotic (meaning-making) resource to construe (i.e. to construct and understand) content.


The development of ‘genre-based’ pedagogy and CLIL/LAC theory and practice

(Rose & Martin, 2012) (Derewianka, 2015) (Lin, 2016)


“Reasoning is combing the use of thematic pattern with the use of a rhetorical or genre structure pattern.

One supplies the content, the other supplies the form of organization of the argument.”

Students should be taught both the thematics of science and the genre of science. (Lemke, 1990)

“Talking science is not the totality of doing science. But very little science gets done, or could get done, without the semantic resources of language, and particularly the thematic patterns and genre structures specific to science.”

(Lemke, 1990, p. 122-123)


The theory of ‘thematic patterns’

“The pattern of connections among the meanings of words in aparticular field of science I will call their thematic pattern. It isa pattern of semantic relationships that describes the thematiccontent, the science content, of a particular topic area. It is likea network of relationships among the scientific concepts in afield, but described semantically, in terms of how language isused in that field” (Lemke, 1990, p.12).

What science teachers typically do in the classroom is in fact

exposing students repeatedly to the ‘thematic patterns’, which

refers to patterns of semantic relationships that constitute the

thematic content of a particular content area (Lemke, 1990, p. 12).

Jay Lemke


“Thematic patterns” Lemke (1990)

mastery of the content of a discipline = mastery of the discipline’s specific ways of using language

subject teachers tend to ignore the role that language and thematic patterns play in the teaching and learning of science or any subject

“Thematic patterns”: a pattern of semantic relationships that describes the thematic content of a particular content area (Lemke, 1990, p. 12)

Examples in Science: Process-Actor, Process-Medium, Classifier-Thing, Process-Circumstance: location (Lemke, 1983)


Let’s see how teachers expose students repeatedly to the thematic patterns of science

[March 19:]

Teacher: What happened was, more than likely is, the crust was pushed up. OK, and when we say the crust was pushed up, we say that it’s uplifted. And that’s why we find these marine fossils up on high mountaintops.

[March 20:]

Teacher: I’d like to go on with what we were talking about. And we were talking about fossils, that are used as evidence, that the earth’s crust has been moved. Now what did we say about these fossils, how do they help us… know that, uh, the earth’s crust has been moved?

Student: Like, if y’find, fish fossils on top of a mountain, you know that once there was water… up there, ’n the land moved or somethin’.

Teacher: OK, and what else besides. ...

(Lemke, 1990, p. 88; italics original)


The two lesson excerpts construct the same semantic relations:

CRUST—medium/process—MOVED

MARINE—classifier/thing—FOSSILS

FOSSILS—location—HEIGHTS

These semantic relationships are further joined to make up a full thematic pattern:

[MARINE—classifier/thing—FOSSILS]—location—HEIGHTS

&

CRUST—medium/process—MOVED

Evidence/Conclusion


Graphical representation (adapted from Lemke, 1990, p. 90)

Classifier/Thing

Marine -------------- Fossils

- Location (past)

+ Location

(present)

Shallow-water

Deep-water

Heights

Depths

------------

Earth’s -------------- CrustsMedium/Process

Moved

Uplifted

Subsided

Evidence/Conclusion

17

Developed by Dr Angel M. Y. Lin, 2018. All Rights Reserved.

6/3/2018

Reasoning is combining the use of a thematic pattern with the use of a rhetorical or genre structure pattern. One supplies the content, the other supplies the form of organization of the argument.

Talking science, in the fullest sense, always combines a thematic pattern of semantic relationships with a structural pattern for organizing how we will express (i.e., construct) them. (italics original)

Students need to be taught both the thematics of science and the genres of science.

(Lemke, 1990, p. 122-12)


Hence … the concepts of thematic patterns can be applied to CLIL:

as a tool to construct both content and language

and to integrate content and language pedagogy


Using concept maps to demonstrate thematic patterns

WHAT IS CONCEPT MAPPING?

1. Concept maps were first developed from the cognitive learning theory of David Ausubel in the 1960s and 1970s

2. An important

characteristic of

concept maps is the

inclusion of ‘cross-

links’

Developed by Dr Maurice Cheng 20Developed by Dr Angel M. Y. Lin, 2018. All Rights Reserved.6/3/2018

21

What is a concept map?a schematic device representing:

◦ the key concepts/ideas in a topic

◦ the specific inter-relationshipsamong them

◦ It consists of ‘ITEM’, ‘CONNECTORS’ and ‘PROPOSITION)’

solids particles

liquids gas

on cooling they

move together

are made up of

closely packed

when heated upthey move apart giving

when heated furtherthey separate completely

are made up of

closely packed

Developed by Dr Maurice Cheng 21Developed by Dr Angel M. Y. Lin, 2018. All Rights

Reserved.6/3/2018

22

1. ITEMS

These are objects, ideas, places events,

processes, and activities.

Item names are placed in boxes in the concept

map.

solids particles

liquids gas

are made up of

closely packed

when heated up

they move apart giving

when heated further

they separate completely

on cooling they

move together

ITEM


Reserved.6/3/2018

23

2. CONNECTORS

Connectors are lines that join items, indicating

which ones are related or linked and how they

are linked.

The natural top-down flow eliminates the need

for every connector to be an arrow.

solids particles

liquids gas

are made up of

closely packed

when heated up

they move apart giving

when heated further

they separate completely

on cooling they

move together

Connectors


Reserved.6/3/2018

Different kinds of connectors

This slide was developed by Dr Maurice Cheng24

Developed by Dr Angel M. Y. Lin, 2018. All Rights

Reserved.6/3/2018

25

3. PROPOSITIONA statement which explains the specific inter-relationship between two or more concepts

An arrow showing the direction of the linking statement is also drawn

e.g. grass is green

e.g. lightning is followed by thunder

Developed by Dr Maurice Cheng 25Developed by Dr Angel M. Y. Lin, 2018. All Rights Reserved.6/3/2018

How are concepts learned?

• Traditional science pedagogy privileges the notion of ‘concepts’ and neglects the role played by language.

• However, concepts are mediated by thematic patterns (Lemke, 1990; Lin & Wu, 2015; Lin & Lo 2016).

• Science educators need to research the role played by languageand thematic patterns in the teaching and learning of science.


How does meaning making proceed in science classroom?

“The natural language of science is a synergistic integration ofwords, diagrams, pictures, graphs, maps, equations, tables, charts,and other forms of visual and mathematical expression.” (Lemke, 1998)

“Science is not done, is not communicated, through verbal languagealone. It cannot be. The ‘concepts’ of science are not verbalconcepts, though they have verbal components. They are semiotichybrids, simultaneously and essentially verbal-typological andmathematical-graphical-operational-topological… To do science, totalk about science, to read and write science it is necessary to juggleand combine in canonical ways verbal discourse, mathematicalexpression, graphical-visual representation, and motor operations inthe ‘natural’ (including human-as-natural) world.” (Lemke, 1993)


Designed scaffolding vs spontaneous scaffolding (Gibbons, 2009)

Spontaneous/Interactional scaffolding:the support teachers provide contingently through dialogue during instruction or other interaction

Designed/planned scaffolding: the support teachers consciously plan in advance.


1. Programmes build on students’ prior knowledge and their current language skills (both their L1 / local languages and L2), while at the same time embracing new content and language goals

2. Clear and explicit programme goals are shared with the students

3. Tasks are sequenced so that each task serves as the ‘building blocks’ for the subsequent task

4. A variety of organizational structures is used (pair work, group work, individual work, teacher-directed whole-class work)

5. The curriculum is amplified, not simplified: Teachers use ‘message abundancy’ (i.e. key ideas are presented in many different ways, including rhetoric strategies and genres, visuals and images, as well as academic social practices such as classroom/laboratory inquiry practices)

High challenge-High support (Gibbons, 2009, pp. 152-158)


Four kinds of communicative approach(Mortimer & Scott, 2003, Meaning making in secondary science classrooms p.35-39)

INTERACTIVE NON-INTERACTIVE

DIALOGIC AInteractive/dialogic

B Non-interactive/dialogic

AUTHORITATIVE C Interactive/authoritative

DNon-interactive/authoritative

A. Interactive/dialogic: the teacher and students explore ideas, generating new meanings, posing genuine questions and offering, listening to and working on different points of view.

B. Non-interactive/dialogic: the teacher considers various points of view, setting out, exploring and working on the different perspectives.

C. Interactive/authoritative: the teacher leads students through a sequence of questions and answers with the aim of reaching one specific point of view.

D. Non-interactive/authoritative: the teacher presents one specific point of view.


Repetition with variation(Lemke, 1990)

The “Concept +Language Mapping” Approach

Scaffolding (Gibbons, 2009)

-Designed scaffolding-Spontaneous scaffolding

Communicative approach (Mortimer & Scott, 2005)-Interactive/dialogic-Non-interactive/dialogic-Interactive/authoritative-Non-interactive/authoritative

The storyline that guidesthe narration of the

science story

31

Conceptual framework

Developed by Dr Angel M. Y. Lin, 2018. All Rights Reserved.6/3/2018

“Design-Based Implementation Research (DBIR) is “an emerging approach to relating research and practice that is collaborative, iterative, and grounded in systematic inquiry. DBIR builds the capacity of systems to engage in continuous improvement, so that we can accomplish the transformation of teaching and learning we seek”.

Proposing “thematic pattern-based pedagogy in CLIL” as the research focus

-Analysing “thematic patterns” in textbooks-Collecting feedback from teachers/students-Designing “C+L Mapping” pedagogy

First try-out of “C+L Mapping” pedagogy and teachingmaterials

Second try-out of “C+L Mapping” pedagogy and teaching materials based on the improvement of first try-out findings

Research design

http://learndbir.org/

by Professor William Penuel in the School of Education at the

University of Colorado Boulder, in collaboration with partners

from the Research + Practice Collaboratory.

•naturalistic observation

•semi-structured interviews

•documents

•quasi-experimental design


http://learndbir.org/

Biology/ Integrated Science (IS) and Geography lessons in a Band I EMIsecondary school (School A)

Integrated Science lessons in a Band III CMI secondary school (School B)

Biology lessons in a Band III EMI multicultural multilingual secondary school (School C)

33

Research participants


Thematic patterns as pedagogical strategy: The “C+L Mapping” Approach“Concept + Language” teaching/learning materials

-C+ L Cards

-C + L Maps

-C + L supporting materials: e.g. sentence-making tables, essay writing guides

“Concept + Language Mapping” classroom interactions

-Communicative approach (Mortimer & Scott, 2003)

-Scaffoldings (Gibbons, 2009; 2015)

“Concept + Language” teaching/learning activities

-collaborative learning: e.g. games, pair/group work

-self-directed learning：e.g. revision at home


“Concept + Language Mapping” teaching/learning materials


GeneticsHow are characteristics (traits) passed on from

parents to offspring?

C+L Card

Developed by Dr Angel M. Y. Lin, 2018. All Rights Reserved.36 6/3/2018

37

a long chain of

consists of nucleotide

a

a

a

What is nucleotide and nucleic acids?

A

A nucleic acid is

nucleotides

join

to form

a polynucleotide

5-carbon sugar (deoxyribose)

the sugar-phosphate backbone

The nitrogenous bases

bran

ch o

ut

alon

g

and

①

②③

④

includes

DNA (deoxyribonucleic

acid)

RNA (ribonucleic

acid)

and

has

while

two (double-stranded) polynucleotide

chains in a molecule

one (single-stranded) polynucleotide chain

in a molecule

has

Type of sugar: deoxyribose

Type of sugar: ribose

Type of bases:Adenine (A)Thymine (T)Cytosine (C)Guanine (G)

Type of bases: Adenine (A)Uracil (U) (replacing T in DNA)Cytosine (C)Guanine (G)

The comparison of DNA and RNA in composition

⑤

⑦⑥

Deoxyribose and ribose are similar in structure. De-oxy-ribose contains one oxygen atom less than ribose. (de-: reduce, lose; oxy-oxygen atom)

A nucleotide that contains a deoxyribose is called a deoxyribonucleotide. A nucleotide that contains a ribose is called a ribonucleotide.

poly-: many

C+L Map


C+L sentence-making table

Condition and Hypothesis

If X （condition/hypothesis） Y (possibility)

If the hydrogen bonds in a DNA molecule had disappeared the double helix structure would have collapsed.

During a test cross in which the organism of unknown genotype is crossed with a homozygous recessive organism:

If

all the offspring show the dominant character, the organism is homozygous dominant.

the offspring show dominant and recessive characters in a

ratio of 1:1,

the organism is heterozygous.

Deduction (deducing results from pedigree)

Since… …must be…/ …must have done…

Since individual 4 has normal feet, he must have received at least one allele for normal feet from either

parent.

Since individual 1 and 2 have a six-toed foot, each of them must possess at least one allele for a six-toed foot.

Since only the dominant character is shown in

the heterozygous condition,

the allele for a six-toed foot must be dominant.

38DEVELOPED BY DR ANGEL M. Y. LIN, 2018. ALL RIGHTS

RESERVED.6/3/2018

C+L essay writing guide The C+L essay writing scaffolding guides students

to develop the bullet-point notes into the answer to

an essay writing question (A DSE question type

demanding for even Band I EMI students).

Bullet-point notes in

the science textbook.


RESERVED.6/3/2018

How are ‘C+L Mapping’ teaching materials applied in science classrooms?


RESERVED.6/3/2018

Biology/ Integrated Science (IS) and Geography lessons in a Band I EMIsecondary school (School A)

A “C+L mapping” approach to CLIL


photosynthesis

photosynthesis (光合作用): the process by which green plants make food from

carbon dioxide and water using light energy

Language knowledge:photo-synthesisphoto: “light” Synthesis (綜合體): “the combining of constituent elements (構成成分) of separate materials into a unified entity (統一的實體)”

Biology + Language knowledge:•Photosynthesis is important because it produces food (starch) and releasesoxygen for all living things. •Green plants make their own food by photosynthesis.•Chlorophyll, light, carbon dioxide and water are needed for photosynthesis during which Carbon dioxide and water are consumed while food (starch) and oxygen are produced.•During photosynthesis, green plants convert light energy to chemical energystored in the food produced.•Photosynthesis is important in maintaining the balance of oxygen and carbon dioxide in the atmosphere.

C+L Card


KLC_Hung/Hung1/Hung2_C+L card game.mp4

KLC_Hung/Hung1/Hung2_C+L card game.mp4

45

The ‘Concept + Language Cards’ which summarise the thematic patterns of the key attributes of both content and language knowledge of the corresponding concepts serve as useful resources for the revision of abstract concepts in science subjects.


“Concept + Language” Mapping: The process of photosynthesis

green plants

light energy

carbon dioxide

water

chlorophyll

food (starch)

oxygen

and

①

in the air

from the soil

absorbs③

from the Sun

and

sentences

① Green plants take in carbon dioxide in the air and water from the soil.

②③④⑤

The chlorophyll inside the chloroplasts of the cells of green plants absorbs light energy from the Sunto produce food (starch) and oxygenfrom carbon dioxide and water.

C+L Map


KLC_Hung/Hung1/C+L mapping1_subtitle.mp4

KLC_Hung/Hung1/C+L mapping1_subtitle.mp4

47

Complicated concepts are constructed by simple conceptswhich are connected logically according to theinterrelationship between each other. The ‘Concept +Language Mapping’ Approach visualises the interrelatednessbetween the concepts (thematic patterns).


48

The action verbs and the nouns in the summary table of the ‘C+L Map’ indicatethe semantic units and relations such as Process (Verb), Agent (Subject) andTarget (Object) (i.e. Transitivity Relations). These verbs and nouns arehighlighted with underlining and in blue.


C+L sentence-making table

49process

Sentence-making tables highlighting the

components in the thematic patterns

targetCircumstances:

location/time/material/manner/reasonDeveloped by Dr Angel M. Y. Lin, 2018. All Rights Reserved.6/3/2018

KLC_Hung/Hung5/KLC_Hung5_soak.mp4

KLC_Hung/Hung5/KLC_Hung5_soak.mp4

50

As students are learning content subjects in English as an additional language (EAL), they come across language obstacles which affect their comprehension and production of the content knowledge.


51

Mr X: Okay. ‘Soak’ means you dip something completely under water. Is it okay? Or under a liquid. So that is ‘soak’. Highlight that. That is a new word that you, you may want to learn. Is that okay? Instead of always saying ‘put, put, put’, you can say ‘soak’.

S1: Mr X, [raising hand] can we soak the… soak the leaves to the soda… soda…lime?

Mr X: Under water or liquid. [smiling] Good question. What do you think? Soda lime, soda lime. Is soda lime liquid or solid?

S2: Solid.

Mr X: Soda lime is solid, right? So can we use the verb ‘soak’?

Ss: No.

Mr X: No. But good try. Is that okay?

1. Soak (浸): to immersesomething into liquid to clean it or make it softer

2. soak(吸): to make something very wet, or (of liquid) to be absorbed in large amounts; e.g. If a dry substance soaks up a

liquid, the liquid goes into the

substance.

Soda lime is a solidmixture of sodium and calcium hydroxides used to absorb carbon dioxide Developed by Dr Angel M. Y. Lin, 2018. All Rights Reserved.6/3/2018

52

liquid

The thematic pattern is highlighted in the sentence-making table.

The multimodal scaffolding


53

The experimental report template (with scaffolding of text structure, sentence patterns/grammar, and vocabulary) serves not only as a writing guide but also a road map for exploring science via experiments (i.e. a storyline that guides the narration of the science story)

After revision of the key conceptsthrough the C+L card game and C+Lmapping, the teacher encouragedthe students to design their ownexperiment using the experimentalreport template (A) as a guide.

Teacher elaboration

Group discussion


KLC_Hung/Hung1/Hung5_pre-experiment discussion.mp4

KLC_Hung/Hung1/Hung5_pre-experiment discussion.mp4

54

Template B was used as a guide for the students to observe other experiments and compare them with their own design.

As an assignment, students needed to complete Template (B) according to an experiment they were going to observe.

The student was describing the procedure of the experiment they observed.

The teacher guided students to find out the key action verbs used in the experiment report.Developed by Dr Angel M. Y. Lin, 2018. All Rights Reserved.6/3/2018

KLC_Hung/Hung2/Hung2.3_Action verbs.mp4

KLC_Hung/Hung2/Hung2.3_Action verbs.mp4

KLC_Hung/Hung1/Hung6_Pre-experiment discussion summary.mp4

KLC_Hung/Hung1/Hung6_Pre-experiment discussion summary.mp4

KLC_Hung/Hung2/Hung2.2_Checking worksheet1.mp4

KLC_Hung/Hung2/Hung2.2_Checking worksheet1.mp4

Experimenting with C+L Mapping


“C + L” Map: Tests for the products of photosynthesis

photosynthesis

food(usu. in the form of starch

as the main product)

oxygen(as a by-product)

produces

Procedure:1. Remove a green leaf from a potted plant that has been

put under sunlight for several hours2. Put the leaf into a beaker of boiling water and boil it for

two mins3. Turn off the Bunsen burner 4. Put the leaf into a boiling tube half-filled with alcohol with

a pair of forceps and then put the boiling tube into a beaker of hot water for 10 mins

5. Take the leave out of the alcohol with a pair of forceps6. Wash the leaf in the beaker of hot water 7. Take the leaf out, spread it on a white tile 8. Add a few drops of iodine solution to the leaf

and

can b

e teste

d

by

Procedure:1. Add a spatula of sodium hydrogencarbonate

to the water in a transparent plastic bottle and mix well.

2. Put several green water plants into the bottle.3. Squeeze the bottle gently so that some of the

solution flows out. Screw the cap tightly on the bottle and make sure the bottle remains collapsed.

4. Leave the bottle in bright light for several hours until the bottle returns to its original shape.

5. Unscrew the cap. Immediately put a glowing splint over the mouth of the bottle.

Test fo

r starch in

gre

en leaves

Test for o

xygen

from

green

water

plan

ts

Result:The colour of the leaf becomes blue-black after iodine solution is added

Result:Gas bubbles are formed on the leaves. The glowing splint relights when put over the mouth of the bottle

Conclusion:Starch is present in the leaf (as a main product of photosynthesis).

Apparatus & Materials:boiling tube, beaker, forceps, Bunsen burner, insulating mat, tripod and wire gauze, white tile, matches, water, alcohol, green potted plant, iodine solution

can b

ete

sted

by

Conclusion:Oxygen is released by the plant (as a by-product of photosynthesis).

Apparatus & Materials:1 transparent plastic bottle with cap ; spatula; sodium hydrogencarbonate; green water plants (e.g. Hydrilla); table lamp; wooden splint, matches

to destroy the membrane of the leaf cells

to remove the remaining alcohol and make the leaf soft

to test the presence of starch

to remove the chlorophyll from the leaf

①

② ③

Because alcohol catches fire easily if there is a flame.

Test for starchiodine test Developed by Dr Angel M. Y. Lin, 2018. All Rights Reserved. 576/3/2018

KLC_Hung/Hung2/iodine test.mp4

KLC_Hung/Hung2/iodine test.mp4

The teacher guided students to revise the key concept‘variegated’ leaf with realia and raised the question ‘Whetheronly the green parts contain chlorophyll?’

Developed by Dr Angel M. Y. Lin, 2018. All Rights Reserved. 586/3/2018

The teacher guided the students to pay attention to the mostimportant steps in the experiment by asking them to explainthe purpose of each step.


Spontaneous scaffolding



KLC_Hung/Hung2/Hung2.5_inner or outer part.mp4

KLC_Hung/Hung2/Hung2.5_inner or outer part.mp4


KLC_Hung/Hung4/Possible experimental errors.mp4

KLC_Hung/Hung4/Possible experimental errors.mp4

63

Designed scaffolding:

Interactive/authoritative


64

Designed scaffolding: Interactive/authoritative

Spontaneous scaffolding: Interactive/dialogic



65




66

Academic language awareness


KLC_Hung/Hung3/Lanugage for experiment results.mp4

KLC_Hung/Hung3/Lanugage for experiment results.mp4

67



68

Thinking, reading, discussing, listening, questioning,

arguing, writing, drawing, comparing, reflecting on …

SCIENCE

through translanguaging and transemiotising

in multimodal collaborative learning activities

with raised Academic Language AwarenessDeveloped by Dr Angel M. Y. Lin, 2018. All Rights Reserved.6/3/2018

KLC_Hung/Hung4/Talk-draw-write-discuss.mp4

KLC_Hung/Hung4/Talk-draw-write-discuss.mp4

69

Interactive/dialogic


70

Spontaneous scaffolding: Interactive/authoritative


71



72

So it’s a new DISCOVERY!!



KLC_Hung/Hung3/KLC_Hung3_classroom daily.mp4

KLC_Hung/Hung3/KLC_Hung3_classroom daily.mp4

73

Why the recycle paper do (does) not have starch and this one have (has) starch ?



KLC_Hung/Hung5/KLC_Hung5_recycle paper.mp4

KLC_Hung/Hung5/KLC_Hung5_recycle paper.mp4

Experimental Report

Form 2_Integrated Science


Repetition

with variation(Lemke, 1990)

76

Completing an experimental report by referring to ‘C+L’ cards


Table 1: Results of pre-test and post-test in different subjects at different grades in School A

School B _Band I_EMIControl Class Intervention Class

S2 Geography

(Full score: 25)

Pre-test Content 10.36 (N=29) 41.44% 8.93 (N=29) 35.72%

Pre-test Language 6.00 (N=29) 5.66 (N=29)

Post-test Content 11.83 (N=29) 47.32% 14.48 (N=27) 57.92%

Post-test Language 7.83 (N=29) 10.78 (N=27)

S2

Integrated Science

(Full score: 30)





S4 vs S5

Biology(Full score: pre:35

Post:35+8=43)

S5: ControlS4:Intervention





The S4 and S5 students learned the same biology topic and finished the same pre-test and post test. The S4 students are in the Intervention Class.

Band I_EMI_S4 biology teacher:

“In fact, the (Bingo) activity is good. I had

thought it a super-easy task and the students

may simply need to copy a few words from

the C+L cards. I didn’t expect that they

actually read the words and sentences (in the

C+L Cards) again and again, thinking and

comparing, trying to select the concepts that

they found ‘really important’… I really

appreciate their carefulness and

conscientiousness (我好欣赏佢哋好用心)”.

It is an unexpected gain (意外收獲) for me.”

Good language proficiency alone does not guarantee good

mastery of content knowledge. In the post-test, some of the

students in the control class was able to produce long answers

which show their language ability (e.g., using complete grammatical

sentences with logical connectors). However, the detailed expression

does not answer the question and turns out to be meaningless.

Drawing students’ attention to “thematic patterns” (e.g. in the

Intervention Class) through the C+L Mapping approach, the students

were offered opportunities to listen, read, write and talk about the

subject concepts and then think about the interrelationship between

concepts through using them in the C+L learning activities, which

allowed them to learn the concepts more deeply and effectively

(rather than simply reciting them). 77Developed by Dr Angel M. Y. Lin, 2018. All Rights Reserved.6/3/2018

Background of the students

Their English proficiency

is good and they are

really “well-motivated”

(“自覺讀（背）書”).

• Does “good language proficiency” mean

“good mastery of content knowledge”?

• Must good learning be “tiring and tedious”?

Band I EMI Secondary School


“If students are not given a chance to connect prior conceptual

knowledge, which is likely to be mediated in their everyday language

(including L1) to new academic conceptual knowledge, which is

mediated in subject-specific academic language (e.g. L2 academic

language), then students are likely to be reduced to just parroting

or rote-memorising the formal academic wordings without actually

doing languaging (i.e. without doing the conceptualising work that

is essential to learning).” (Lin, 2016, p.184)

Reflection

Students' good language proficiency and strong learning motivation should

not become excuses for repeating texts mechanically, cramming into students'

brain bullet-point notes which students have to recite in class; rather, they should

be turned into favorable conditions for implementation of an innovative CLIL

pedagogy (e.g. C+L Mapping approach) which guides students to learn in a

meaningful (e.g. identifying thematic patterns), interesting (e.g. games) and

confident manner (with scaffolding) with effective self-directed and

collaborative-learning strategies reified by C+L Mapping curriculum resources

(e.g. C+L Maps/ Cards and sentence making tables, essay writing guides).

S1: 嗟，有時候，你唔係凈係上堂囖，

可以有少少，雖然好似有少少好似小學化，但係好似可以有小小遊戲，或者card仔咁樣，俾我哋玩一下，我哋可能會更加入腦囖，將所有學過嘅嘢。

Sometimes, games (like those with the C+L cards), rather than lectures may help us understand(i.e.'put what we've learnt in our brain') better.

又默notes ...

(Notes again…)


Reflection on the different modes of classroom interactions (1)

In the science classroom following the ‘C+L Mapping’ approach, the thematic patterns realised by the ‘C+L maps’ and ‘C+L cards’ as well as the ‘C+L classroom interactions’ act as the central plot of the narration of the science story in the classroom.


Guided by the story plot sequenced by one after another thematic pattern, the teacher and students co-construct science meaning by talking and doing science (e.g., listening, speaking, reading, writing, thinking, calculating, questioning, arguing, problem-solving and inquiring) in both self-directed learning and collaborative learning classroom activities.



The ‘thematic-pattern-based’ learning resources (e.g. ‘C+L cards’, ‘C+L maps’, sentence-making tables, essay-writing templates) are designed scaffolding planned and provided by the teacher who also offers spontaneous scaffolding during a variety of organizational structures (pair work, group work, individual work, teacher-directed whole-class work) with different patterns of classroom interactions (interactive/authoritative, non-interactive authoritative, and interactive/dialogic) weaving throughout the lesson.



Following the strategies of ‘repetition with variation’ (Lemke, 1990), ‘high challenge-high support’ (Gibbons, 2009) as well as the ‘Rainbow diagram’ (Lin, 2012; 2016), ample scaffolding (e.g., rhetoric strategies and genres, visuals and images, as well as academic social practices such as classroom inquiry practices) is provided just in time, just in need. The science curriculum is thus not simplified, but amplified and elaborated with ‘message abundancy’ to cater for learner diversity and different levels of content and language goals.



Acknowledgement

This presentation is based on an on-going study funded by SCOLAR:

Integrating content and language learning in EMI education – Exploring “thematic patterns” as pedagogical strategies (Principal Investigator: Angel M. Y. Lin). Funded by the Standing Committee on Language and Research (SCOLAR), Hong Kong Government. 15 January 2016 – 17 April 2018. Project # 2015-0025.


References:Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge, UK: Cambridge University Press.

Cummins, J. (1980/2001). The entry and exit fallacy in bilingual education. In C. Baker, C., & N. H. Hornberger (Eds), An introductory reader to the writings of Jim Cummins (pp. 110-138). Clevedon: Multilingual Matters. [This paper was originally given as a keynote address at the Workshop on ‘Comparative Review of Identified District Continua’ sponsored by the National Origin Desegregation LAU Centre, at the 9th Annual Bilingual Bicultural Education Conference (NABE), San Diego State University, Anaheim, California, April, 1980].

Fortune, T. W., Tedick, D. J., & Walker, C. L. (2008). Integrated language and content teaching: Insights from the immersion classrooms. In T. W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 71-96). Clevedon, UK: Multilingual Matters.

Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and education, 5(2), 93-116.

Johnson, R. K., & Swain, M. (1994). From core to content: Bridging the L2 proficiency gap in late immersion. Language and Education, 8, 211–229.

Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, N.J.: Ablex.

Lemke, J. L. (1993). "Multiplying Meaning: Literacy in a Multimedia World." Paper presented at the National Reading Conference, Charleston SC (December 1993). Arlington VA: ERIC Documents Service (ED 365 940), 1994.

Lemke, J.L. (1998). "Teaching all the languages of science: Words, symbols, images, and actions." Conference on Science Education in Barcelona. 1998.

Lin, A. M. Y. (2016). Language across the curriculum & ClIL in English as an Additional Language (EAL) Contexts: Theory and practice. Dordrecht: Springer.

Lin, A. M. Y., & Lo, Y. Y. (2016) Trans/languaging and the triadic dialogue in Content and Language Integrated Learning (CLIL) Classrooms. Language and Education, 1-20.

Lin, A. M. Y., & Wu, Y. (2015). ‘May I speak Cantonese?’- Co-constructing a scientific proof in an EFL junior secondary science classroom. International Journal of Bilingual Education and Bilingualism, 18(3), 289-305.

Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge: Cambridge University Press.
