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Taller: Learning content vocabulary through reading comprehension activities

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Subido el 19 de enero de 2011 por EducaMadrid

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Taller "Learning content vocabulary through reading comprehension activities" por D.Andrés Canga Alonso, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)

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I think you are all familiar with this content, communication, conviction and culture circle 00:00:00
which is taken from the coils and obviously we will be focusing on content, vocabulary 00:00:23
by means of the written text which in this case is communication and conviction and culture 00:00:29
will be represented in the way that we try to make our students think and to progress 00:00:35
on their reading strategies in order for them to acquire new content vocabulary. 00:00:41
So why is vocabulary important? 00:00:48
As you all probably know this quotation from Nagy, vocabulary knowledge is fundamental 00:00:51
to reading comprehension as one cannot understand a text without knowing what most of the words 00:00:56
mean. 00:01:02
Yesterday Miss Palmerley said that 95% of the words should be known or familiar to students 00:01:03
in order for them to infer or guess meaning, probably not that much as an Asian says but 00:01:11
most of the text because if not they won't be able to understand at all different activities 00:01:16
you may suggest them to do by means of this text, okay? 00:01:22
So it's a major focus in many classrooms because the words students use while speaking, reading 00:01:27
and writing will influence their success in the academic area. 00:01:35
When I talk about academic I'm referring to the language they have to learn regarding 00:01:38
science or history or PE or music, that's the academic language they are supposed to 00:01:44
learn, that is the content vocabulary, okay? 00:01:49
So authenticity, this is a term which has come out in several presentations yesterday 00:01:52
and today. 00:01:58
What do we mean by authenticity? 00:01:59
There are several definitions and many scholars have worked on with this term. 00:02:01
I chose Menon's definition who says that authentic tests are those who have been produced 00:02:07
in the course of GMA communication, not specifically for language teaching and they provide learners 00:02:16
with opportunities to experience language as it is used within the classroom but if 00:02:22
you read this quotation carefully, this authentic test may have problems in order for your students 00:02:28
to understand them because they are not produced for language teaching so probably they are 00:02:36
not adequate to your students' proficiency level and then you find texts which are too 00:02:44
difficult for them which cause them some kind of stress and others which may be very easy 00:02:50
so where's the balance? 00:02:56
What can you do with this text in order to adapt them to your classroom situation, okay? 00:02:58
So, language adjustment seems to be important in order to make the text... 00:03:06
Yeah? 00:03:14
Can you help me with this? 00:03:15
Yeah, I promise. 00:03:18
How? 00:03:19
Not so far. 00:03:20
Okay, well, is it fine here? 00:03:21
Not that fine. 00:03:25
If I'm here, is it that different here? 00:03:26
Yeah, it's fine. 00:03:31
Okay, I'll try to use that. 00:03:32
So, as I said before, you need to adapt the text in order to make them readable, that 00:03:35
is, readability, okay, which is another term which is necessary in order to... 00:03:41
the complexity of words and sentences in relation to the reading ability of the reader, okay? 00:03:54
There are others such as interest and motivation and legibility but we will be concentrating 00:03:59
on the complexity of words because these words you will find in authentic texts, as 00:04:04
you will see in a minute when I give you a handout, not yet, okay, will cause problems 00:04:09
of understanding in your students so the learning will benefit as much as it should, okay? 00:04:15
So, let's see which words... 00:04:24
Damn, what's going on? 00:04:26
So, this is also central, as I was repeating all the time, in order for acquiring a new 00:04:29
vocabulary, that is, for the... 00:04:37
Oh, it's not on. 00:04:40
It's a problem, a technical problem. 00:04:42
Smart or very smart? 00:04:48
Is it smart or too smart? 00:04:49
It's not that smart. 00:04:51
Okay, it was... 00:04:53
It's a catch. 00:04:55
That's right. 00:04:58
Okay, so, technical problems. 00:05:07
As I was saying, it's very important in order for vocabulary, learning vocabulary, for the 00:05:12
intake, that is, the vocabulary you intend your students to learn to become output, that 00:05:18
is, their own vocabulary, and to use them in different contexts. 00:05:24
I don't know why it's not working now. 00:05:30
Sorry. 00:05:40
The problem is that now the slide doesn't work. 00:05:42
So, I will be talking... 00:05:52
And the... 00:05:54
And the... 00:05:56
The mouse is not working. 00:05:58
The mouse is not working. 00:06:00
So, I will be talking... 00:06:02
Okay, I'll get the... 00:06:04
There you are. 00:06:06
Oh, there's a mouse. 00:06:08
Okay. 00:06:10
Now, thank you. 00:06:12
Then... 00:06:14
We were here. 00:06:16
Secondly, to preserve the original rhetorical macro construct so that the students could 00:06:18
develop academic skills, because if the text is too simple, as we will see in a minute, 00:06:24
they won't get the academic skills which refer to the language they are learning through 00:06:30
the content subject. 00:06:34
And finally, to facilitate students' learning and usage of academic language. 00:06:36
Each of the disciplines dictates. 00:06:44
So, what ways can we find in order to adapt a text? 00:06:46
There are three main, which are simplification, elaboration, and redisclassification. 00:06:56
As you could all infer, simplification means simplify the text to lower linguistic complexity 00:07:04
at the level of the sentence. 00:07:15
And, to simplify a text, we can move the topics to the front, to shorten and simplify them. 00:07:17
Then, high-frequency vocabulary, being content words more frequent than function words. 00:07:27
We could be fine for our purpose, but later we will see that there are more problems than this. 00:07:33
Finally, a limited range of syntactic and semantic relations, avoiding sentence embeddings 00:07:39
and referring to relative clauses and elaborated formal language. 00:07:45
Then, elaboration is the opposite, makes the text bigger, to lengthen the text. 00:07:51
As Nietzsche says, by elaborative modification, we tend to preserve the text as much as possible 00:07:59
and making its meaning more accessible by the addition of redundancy 00:08:07
and clearing silently of the thematic structure. 00:08:13
So, we tend to lengthen original sentences and utilizing paraphrasing or repetition 00:08:17
avoiding the use of metaphors and referring to pronouns and retention of full-noun phrases. 00:08:27
Then, redisclassification implies changes at higher level, that is, at discourse level. 00:08:37
Probably this is the most difficult to be done, but perhaps, as I will try to show you throughout this workshop, 00:08:43
is the most interesting to perform in the classroom. 00:08:51
Because, as I was saying, adjustments tend to be bolder and have a large scope 00:08:57
since this process intends to use the text as a means of social construction of learning experiences 00:09:03
because it gives a ton of proximal development, constructivism and all those pedagogic theories 00:09:11
which are so unfashionable nowadays. 00:09:17
So, what changes do we have to apply to our texts? 00:09:23
On the one hand, removal of secondary ideas and construction of new meanings 00:09:31
which are close to, but are not exactly the same as those in the original text. 00:09:37
So, changes in form and changes in meaning. These are referring to meaning. 00:09:43
The text is reshaped and changed from informational production, simply written to convey facts 00:09:49
for example, you will be dealing with a historical text in a minute 00:09:59
and to involve production, that is, a text to usher students into a new topic, in our case, a history topic. 00:10:03
Then, formal adaptation is also needed by using graphs, asides, footnotes, visual aids, 00:10:11
glossaries, parenthetical information or pre-tasks. 00:10:19
And now, I'm going to give you a handout. 00:10:25
In the handout, you will find four texts. 00:10:29
First of all, I want you to identify which is which. 00:10:33
That is, source text, simplified text, elaborated text and pre-discursive text. 00:10:39
So, there are four. 00:10:47
It is the same text. 00:10:55
So, you have to identify the source text, the simplified version. 00:10:59
Source, original text, yeah, it's the same. 00:11:05
Then, the elaborated text and the pre-discursive text. 00:11:09
And then, we will be working with that. 00:11:13
Just prepare for a couple of minutes. 00:11:15
More handouts? 00:11:19
Thank you. 00:11:23
So, let's have a look at them. 00:11:27
Yes? 00:11:35
Thank you. 00:11:39
So, yes? 00:11:43
Go ahead. 00:11:47
Simplified text. 00:11:51
Elaborated text. 00:11:55
And? 00:11:59
Pre-discursive, right? 00:12:03
Do you want to charge? 00:12:07
So, one is the original text. 00:12:27
The other one is the simplified text. 00:12:31
Okay? 00:12:35
Perhaps you don't need to read everything, yeah? 00:12:39
Who will? 00:12:43
It's very, very quick for you. 00:12:47
Perhaps a bit more difficult for you students, yeah? 00:12:51
Okay. 00:12:55
Okay. 00:13:00
So, now, which 00:13:12
is the source text? A, B, C, or D? 00:13:16
B. Why? 00:13:20
I said B. Okay? 00:13:24
Why? You say it is B, and not 00:13:28
D, for example. You are right, it is B. 00:13:32
Style. What do you mean by style? 00:13:36
Sentence structure. 00:13:40
Sentence structure, clauses. 00:13:44
Same font. 00:13:48
Style. What do you mean by style? 00:13:52
The way it is 00:13:56
written. 00:14:00
Linking words and phrases. 00:14:04
Lots of linking words and phrases. 00:14:08
So, lots of meaning, yeah? 00:14:12
What about 00:14:16
vocabulary? 00:14:20
What about vocabulary? Try to focus on vocabulary. 00:14:24
Authentic vocabulary, yeah? 00:14:28
And it refers to 00:14:32
two main fields, yeah? History and 00:14:36
history and religion, okay? 00:14:40
History and religion. 00:14:44
Then, you have answered the second question. 00:14:48
Problems it may have for your students. 00:14:52
On the one hand, technical and semi-technical vocabulary 00:14:56
from the field of history. Then, subordinated structures 00:15:00
as you all pointed out. Unwritten and difficult texture 00:15:04
that somebody said as style. And obviously there's no 00:15:08
fonting, no bold italics or something. 00:15:12
Okay. Then, simplified 00:15:16
text. A. A. Why A? 00:15:20
Tenses, the chosen tenses on the right hand. 00:15:24
Can you be more precise? I'm going to talk about sentences. If you compare 00:15:28
this person with the source text. 00:15:32
Short sentences. Any connection? 00:15:36
Short sentences. 00:15:40
Words are very scarce, for example. 00:15:44
That's right. What about cohesion? 00:15:48
Linking words. 00:15:52
That's right. Very, very easy. 00:15:56
Practically, no supporting clauses. 00:16:00
That, for example, Leighton and Donald take your source text 00:16:04
and then here the Germanic don't predict stress from here. 00:16:08
It's a little explain for things, right? 00:16:12
So, 00:16:16
as I said, syntactic complexities left out. 00:16:20
Vocabulary reduced to the minimum. 00:16:24
Subordinate structures have vanished. 00:16:28
Sentences stand in isolation because, if you notice, 00:16:32
there are four paragraphs in a 12-line 00:16:36
text, which is perhaps too much. 00:16:40
Do you think this adaptation is 00:16:44
adequate to the level? I think this test is intended for 00:16:48
third or fourth ESO students. 00:16:52
What do you think? Would you use it as it is here 00:16:56
in your classroom context? 00:17:00
The simplified version. Is it too simple? Do you think they're 00:17:04
learning adequate academic language? 00:17:08
Somebody's saying no. 00:17:12
Why not? 00:17:16
It depends on the level of students. 00:17:20
I haven't seen anyone in a secondary school yet, so probably 00:17:24
that could be a good idea for some schools. I was talking about English schools. 00:17:28
I don't know, such as Kensington American, but obviously that's too simple. 00:17:32
It depends. It depends on the learners you have. 00:17:36
Do you agree with Javier? Any other comments? 00:17:40
Do you think it's too simple for a 14-year-old 00:17:44
Spanish student of English who has been learning English for 10 years 00:17:48
and is now in a bilingual section? 00:17:52
But 00:17:56
probably 00:18:00
is this real language use? 00:18:04
Students will not acquire real language use. I'm referring to academic 00:18:08
language. They got the words. 00:18:12
The content vocabulary is there, as you say, but there's no 00:18:16
subordination, no syntactic complexity. 00:18:21
So probably if they have to face an original text 00:18:25
in the middle of time, talking about this topic, they won't be able to 00:18:29
understand anything. So perhaps simplification 00:18:33
could be useful in some cases, and probably you're talking about primary text 00:18:37
needs to be simplified, because if not, your learners 00:18:41
won't understand the words. 00:18:45
If they don't understand the words, they can't infer any meaning. 00:18:49
It's maybe a good idea to ask them 00:18:53
to write a summary like this out of the source text, because that means 00:18:57
that we're going to see whether they want to do the text or not. 00:19:01
So like a stretched technique, I think that would be a nice one. 00:19:05
Yeah, but what do you mean? At the beginning, by providing them with the source text, or 00:19:09
using other text, yes, and at the end, after using graphic organizers, 00:19:13
we will work on that later. 00:19:17
This is a nice summary for a big one student, that's right. 00:19:21
Other thing is the text, we have to provide them with, 00:19:25
if they're a bit ambitious. 00:19:29
Elaborated text is text 00:19:33
which one is the elaborated version? 00:19:37
That's right, this one. 00:19:41
Advantages and disadvantages of elaboration 00:19:45
are only advantages or disadvantages as to you. 00:19:49
Perhaps you need to read it in detail, okay? I'll give you some time to go 00:19:53
through it, okay? And concentrate on content and also 00:19:57
sentence embedding and all that stuff. 00:20:01
Okay. 00:20:15
Okay. 00:20:45
Okay. 00:21:15
Okay. 00:21:45
Okay. 00:22:15
Okay, any comments? 00:22:19
On language? 00:22:23
The choice of verbs. The verbs are more common. 00:22:27
They're from different lists. 00:22:31
It's different. 00:22:35
So the verbs are easier. 00:22:39
What about the content? 00:22:43
The words referring to clergy, 00:22:47
monastery, bishop. 00:22:51
It's elaborated on. 00:22:55
Which means, which are. 00:22:59
Which isn't necessarily a monastery. 00:23:03
So it's everything. 00:23:07
So it gets longer, obviously. 00:23:11
There's also some content using italics with the main 00:23:15
terms in each of the paragraphs. 00:23:19
How do you see this adaptation? 00:23:23
I used to focus on technical terms. 00:23:27
That's a good idea because they're highlighted. 00:23:31
They can see clearly and they retain the technical terms. 00:23:35
They skip the technical terms because they're highlighted. 00:23:39
That's right. As we will see in a minute, in order to infer the terms, it's necessary to highlight them. 00:23:43
For the students to see what are the most important. 00:23:47
Perhaps it's a bit too long, okay? 00:23:51
But it's not a bad idea. 00:23:55
Though, there are people who criticize this because it is too worthy 00:23:59
and redundant for so many explanations. 00:24:03
The main criticism is the avoidance of all-force 00:24:07
economical language, as I said before. 00:24:11
Because, you know, academic language uses this economic language. 00:24:15
And in a way, probably we are not dealing with text as such. 00:24:19
And besides Spanish, they're very verbal. 00:24:23
So they like to have very complicated constructions. 00:24:27
And this text is like this. 00:24:31
There is a certain parallelism between Spanish and English. 00:24:35
That's right. It could be written by a Spanish writer 00:24:39
which is probably a bit too level. 00:24:43
So probably you can use this text 00:24:47
but not for pedagogical reasons. 00:24:51
I mean, just to show them that English is not as worthy 00:24:55
as Spanish, that it is much more economical. 00:24:59
You can compare these two texts. 00:25:03
Even the source text and the elaborated text. 00:25:07
Compare those texts and work with them by saying 00:25:11
who do you think the writer is? 00:25:15
A native speaker? A non-native speaker? Why? 00:25:19
Perhaps this is too difficult for a secondary student. 00:25:23
Because even university students have difficulties in finding that. 00:25:27
This is an example of a text written by a Spaniard. 00:25:31
So not a good example either. 00:25:35
Then, this redisclosified text which changes in meaning 00:25:39
and form by adding graphs as you've got there 00:25:43
with these plants from the cathedral. 00:25:47
The text is a bit shorter than 00:25:51
the elaborated one and also than the source text. 00:25:55
And not much longer, only a bit longer 00:25:59
than the simplified version. 00:26:03
If you have a look at it again, words are again 00:26:07
highlighted in italics and those 00:26:11
for which you've got some kind of 00:26:15
visual aid are followed by an asterisk. 00:26:19
Then you've only got the ground plan and the transcript. 00:26:23
There will be also a picture for the spire and the dome. 00:26:27
That's an example that will be fine just with these two. 00:26:31
But they are the same. 00:26:35
This is a poem about Verna. 00:26:39
She's the same. 00:26:43
Probably it's my fault when I copied it. 00:26:47
Because it's taken from Lorenzo. 00:26:51
I couldn't place the same thing. 00:26:56
Sorry about that. That's my fault. 00:27:00
Thank you for a good title. 00:27:04
If you look at it, it's the same. 00:27:08
Because you are doing something wrong. 00:27:12
Any questions about this? 00:27:20
I have a question about the text itself. 00:27:24
It starts talking about the cathedrals. 00:27:28
Then in the middle there's all this stuff about the community. 00:27:32
I was wondering about rearranging the text a little bit. 00:27:36
This seems like very complex information about how the community is structured. 00:27:40
Here we're introducing what a cathedral is and here we're talking about how a cathedral is physically laid out. 00:27:44
If you read all the other three versions 00:27:48
you can follow the same pattern. 00:27:52
If you want you can also reorganize. 00:27:56
Perhaps you will concentrate on cathedrals and then who lives there. 00:28:00
All the information about the cathedral all together. 00:28:04
And then talking about the communities who live there. 00:28:08
Do you agree with this view? 00:28:12
It's possible. 00:28:16
It depends on you mainly. 00:28:20
But the idea is that you have to adapt the text to your current situation. 00:28:24
If you find the necessity of adapting, 00:28:28
if you want to use the complete authentic text, 00:28:32
if you're adapting for your level of teaching. 00:28:36
If I was doing this in the university then I wouldn't adapt because I didn't know about the text. 00:28:40
Primary and secondary, it's a possibility. 00:28:44
Can you give an example of how you would use a redisclosive text? 00:28:48
Or in what situation? 00:28:52
When would I use this text? 00:28:56
I would use this text with your secondary students. 00:29:00
Obviously with the right grasp. 00:29:04
I think it's interesting because you've got everything here. 00:29:08
You've got the words with a brief explanation. 00:29:12
Then you've got the visual aid for those who are perhaps the most difficult for them. 00:29:16
Because they are not familiarised with art in general. 00:29:20
And with art in English. 00:29:24
So that's why I think this is a good option. 00:29:28
Because it's not easy, it's challenging for them to learn things. 00:29:32
We will work on several activities focusing on this redisclosive text in a minute. 00:29:36
Then we'll talk about rhythm strategies. 00:29:40
How to infer some vocabulary. 00:29:44
How to do follow-up activities. 00:29:48
How to use visual organisers with this text. 00:29:52
It's not more complex but it's longer. 00:29:56
And I think it's useless. 00:30:00
So much information when there's no need. 00:30:04
Because if they're interested in finding information about clergy at the time. 00:30:08
Or monasteries or whatever, there are lots of sources. 00:30:12
They can go now, for example the internet. 00:30:16
And they will find millions of pages. 00:30:20
Any further questions on this first part? 00:30:24
Then, rhythm strategies. 00:30:28
Crandall, who worked with content-based instruction in the States 00:30:32
several years ago, said that students should be aware of learning strategies. 00:30:36
Especially those emphasising interactive reading and writing. 00:30:40
Focusing on new content vocabulary. 00:30:44
And referring to the academic area of the site it's being learned. 00:30:48
Then, as you know, reading is an active skill. 00:30:52
Which involves guessing, inferring, asking oneself questions and checking. 00:30:56
And students should be aware of these skills. 00:31:00
In order to benefit from the text they were with in class. 00:31:04
So, first strategy. 00:31:08
Inferring. 00:31:12
By inferring, we imply making use of syntactic, logical and cultural clues 00:31:16
to discover the meaning of unknown words. 00:31:20
Obviously, we need to train our students. 00:31:24
Because if we give them a test and we say 00:31:28
try to infer, probably if we say monasterium, 00:31:32
it's a comment they could find easily. 00:31:36
But if we go to words like spire 00:31:40
they will be familiar with that. 00:31:44
So, they need to focus on the core of the sentence. 00:31:48
Because if, for example, they don't understand the verb 00:31:52
it's very difficult for them to infer any meaning. 00:31:56
And the same happens with the words which are next to this core word. 00:32:00
That is nouns and adjectives. 00:32:04
Then, 00:32:08
it's important to let them know that a text is a web 00:32:12
of related ideas. And if there's no cognition in the text 00:32:16
as, for example, in the simplified version, we can't 00:32:20
make them think of how to link ideas. 00:32:24
And perhaps that one idea will come at the beginning and will follow at the end. 00:32:28
So, it's some kind of web. 00:32:33
Then, Nation distinguishes five strategies 00:32:37
or five in-the-guessing-from-context strategies. 00:32:41
First of all, to focus on the word, probably by highlighting 00:32:45
the word. Then, looking at the immediate context 00:32:49
as I have just said, that is the words which are next to this word. 00:32:53
Then, to a wider context, probably the whole paragraph. 00:32:57
Then, to try and guess the word 00:33:01
and finally to check if 00:33:05
the guess is right. Either with a teacher's help or by 00:33:09
looking it up in a dictionary. But looking things up 00:33:13
in dictionaries is not an easy task for secondary students. 00:33:17
Because most of the times they don't get the right meaning. But a meaning which has nothing 00:33:21
to do with the intended one. 00:33:25
So, what 00:33:29
I want you to think. 00:33:33
Now, again, with this redisclosing part. 00:33:37
First of all, words you think your students may infer. 00:33:41
From this text. 00:33:45
And also, have a look at these clear, basic concepts 00:33:49
of taking into account previous knowledge 00:33:53
for them to acquire new knowledge. 00:33:57
So, imagine, if you give them this text and you say 00:34:01
try to infer the meaning of these words, they would do nothing. 00:34:05
But, as Nation says, 00:34:09
attention-drawing activities are effective 00:34:13
or the most effective, as he said, to facilitate learning vocabulary 00:34:17
through its context. And it can be done in three ways. 00:34:21
Paying attention to the word. 00:34:25
Providing access to the meaning of the word. 00:34:29
And motivating attention to the word. And he suggests several activities. 00:34:33
You can do, for example, pre-teach words. 00:34:37
Your students may find difficult in reading comprehension. 00:34:41
Do this brainstorming activity, I was saying before, in order to know how much 00:34:45
they know about the words they will be dealing with. 00:34:49
And then, doing follow-up activities. 00:34:53
Just to refresh and to go back to the vocabulary they have been working with 00:34:57
during each of the sessions. 00:35:01
And motivating attention to the word includes also testing 00:35:05
at the end and asking them for this. And also, to apply these terms 00:35:09
for example, as you said before, by writing a summary 00:35:13
of the text. Or, if the level of your students is low, perhaps by 00:35:17
writing a sentence with more or less the same meaning. 00:35:21
You are doing most of these activities. 00:35:25
These are simply suggestions. 00:35:29
So, what possible task you can do, as I said, 00:35:33
is to highlight the words, to check students' previous knowledge, 00:35:37
to teach unknown vocabulary using definitions 00:35:41
or synonyms, just to be working with 00:35:45
the language, your target language, all the time. I will try to avoid translations 00:35:49
but sometimes it's very, very difficult. 00:35:53
Because if you try to explain the word, you repeat the definition four times 00:35:57
and your students are unable to guess the meaning, perhaps 00:36:01
you have to translate it. But, I tend 00:36:05
to avoid. Now, obviously, at university I was a secondary teacher for some time 00:36:09
I try to give them synonyms or translations. 00:36:13
And, after reading the text, for example 00:36:17
do follow-up activities with this vocabulary. And one, which is very, very 00:36:21
common, is matching the content words 00:36:25
with the definitions, as you can see here. 00:36:29
What I did is try and find these definitions on 00:36:33
Cambridge Online Dictionary. So, it's academic language. 00:36:37
It's not my definition, but an academic definition. 00:36:41
The idea is to see if they can match them. 00:36:45
And probably they will find problems with the vocabulary 00:36:49
in these definitions, because they are not familiar with the words 00:36:53
for example, priest, or 00:36:57
I don't know, lower rank. 00:37:01
So, probably more vocabulary would appear. 00:37:05
Any questions? 00:37:09
Next strategy. 00:37:13
When we skim a text, we go through the reading material quickly 00:37:17
in order to get the gist of it. To know how it is organised 00:37:21
or to get an idea of the tone or the intention of the writer. 00:37:25
So, there are some clues to help you. As we said before, 00:37:29
fonting, or pictures, or balance points. 00:37:33
So, if a possible activity, possible skimming activity 00:37:37
would be a general one, this perhaps is 00:37:41
just for them to tick the right answer. The aim of the text is 00:37:45
to entertain, to persuade, to inform. 00:37:49
Then, the term Ecclesia Cathedral was used for the first time. 00:37:53
Then we are asking for specific information, but we are providing all the information. 00:37:57
Again, they simply have to tick, they don't have to write any content words. 00:38:01
And, cathedrals usually have circles. 00:38:05
Obviously, you can complicate things. This is probably for a lower 00:38:09
level class. 00:38:13
Then, scanning. We try to locate specific 00:38:17
information, and often we don't even follow the linearity 00:38:21
of the passage. We simply let our eyes wander 00:38:25
over the text. And we find what we are looking for, whether it be a name, 00:38:29
a date, or a less specific. So here, I would suggest 00:38:33
an activity with questions, for them to write things down. 00:38:38
First of all, when was the term Ecclesia Cathedral used for the first time? 00:38:42
Or, who formed a religious community? Content vocabulary there. 00:38:46
How was it called? How was the cathedral 00:38:50
organized during the 10th and 11th centuries? 00:38:54
And, what is the name of the place where the nerve and the transept meet? 00:38:58
So, trying not to write many, many words, but content words 00:39:02
for this historical text. 00:39:06
Any questions about skipping scanning? 00:39:10
I will use them at the end. 00:39:18
Scaffolding, as Mahisto March 00:39:22
and Figo said, is akin to a temporary supporting structure 00:39:26
that students learn to use and rely on in order to achieve learning outcomes. 00:39:30
So, to access previously acquired knowledge, 00:39:34
to process new information, and to take their understanding several 00:39:38
steps further. 00:39:42
Again, Crandall, who worked with graphic organisers, 00:39:46
there are many graphic organisers here, and we point out just mind maps, 00:39:50
bell diagrams, tables, flowcharts, and timelines 00:39:54
are useful to activate schema for prayer reading or 00:39:58
focusing on reading activities, but most of this 00:40:02
could also be applied to listening activities. 00:40:06
And, to organise information, which is what I'm focusing on, 00:40:10
from written text to develop efficient reading strategies 00:40:14
and to capture and organise ideas during the pre-writing stage. 00:40:18
So, this person links oral skills 00:40:22
with written skills. 00:40:26
Mind maps, I think you're all familiar with what a mind map is. 00:40:30
There are several ways of doing mind maps, 00:40:34
as simple as, for example, the example I've written here, 00:40:38
with the paths of a cathedral, simply just a main circle, a cathedral, 00:40:42
which is a board, and the paths of a cathedral. 00:40:46
You can use it with the clergy, or any other thing. 00:40:50
Then, bell diagrams, 00:40:54
to compare differences from two or three objects. 00:40:58
Here, what you can do is to compare the 10th century 00:41:02
to the 21st. Probably there's not much difference in this text, 00:41:06
because the church is not the one that matters so much, 00:41:10
but things are different, and in the middle, the things, 00:41:14
they share. 00:41:18
Flow diagrams, I haven't got any examples with flow diagrams, 00:41:22
because they're not relevant for this text, but represent information 00:41:26
to show the steps in the process of making a decision. 00:41:30
Tables are used to categorise information, 00:41:34
usually with columns and headings, and timelines, which are also very useful 00:41:38
with historical texts, but in this text there's no 00:41:42
March dates, there are no May dates there, so that's why I haven't found any. 00:41:46
And then, I think that's all 00:41:50
I have to say, that's all of my part, so if you have any questions, 00:41:54
perhaps sometime maybe to ask me. 00:41:58
And then, no questions? 00:42:02
So, concluding remarks. 00:42:06
Authentic texts should be adapted to your student's level, 00:42:10
so that they can acquire new content vocabulary. 00:42:14
Rediscursive texts seem to be the most effective, 00:42:18
as well as being challenging, coherent and complex. 00:42:22
Though, you can also use the others for other reasons. 00:42:26
Inferring, skimming and scanning activities provide examples 00:42:30
of how to teach and work with content vocabulary 00:42:34
in a clear context, and graphic organisers are useful 00:42:38
tools to tag and repackage content vocabulary. 00:42:42
So, thank you very much. 00:42:46
Thank you very much for coming. 00:42:52
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
D.Andrés Canga Alonso
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
613
Fecha:
19 de enero de 2011 - 13:50
Visibilidad:
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Enlace Relacionado:
Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
Descripción ampliada:

La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.


En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y  especialmente en España.


Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.


Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.
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