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Mesa de comunicación: Activating a CBI approach in ESP University contexts
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Mesa de comunicación "Activating a CBI approach in ESP University contexts" por Dª.Serafina Filice, 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)
I will first introduce and describe the Italian tertiary educational setting, and then I'll
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quickly illustrate some features of the ESP course and how this links to CBI, content-based
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instruction, and I will then go into applying learning and teaching activities and then
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conclude.
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To begin with, the group that I dealt with was a geology degree major, a first-level
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degree, three-year degree, first-year students.
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This is very important because this particular group, actually, usually, all the courses
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that we deal with, with the geology majors, are at a very low English competence on entry
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in Italy.
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This particular group I dealt with was in the second trimester of the first year.
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I have to explain that because right now we are undergoing a new reform.
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This was with the older reform where the department wanted English I course in the first trimester
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of the first year for geology students, and the second English course, which is an ESP
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in the second trimester of the first year.
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The reason for this is that students are given texts and research material all in English,
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so they have to learn to understand what they're reading in English.
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The total number of students that I had were about approximately 35, and as you can see,
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the English competence on entry was a very low level.
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The course type that I was dealing with, therefore, was a second module, mandatory ESP course,
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but they had already passed a first module, a five-credit general English course.
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This ESP course was 40 hours long, face-to-face lessons.
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It had written and oral final exam, and the target objective that I could hope for with
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this group was a B1, just to give you an idea.
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The other aim, obviously, is to encourage learning for life.
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You try to bring the students as much as possible towards autonomy, meaning that they are able
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to pick up a reading, a scientific or semi-scientific article, and be able to understand what they're
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reading.
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So, what does this mean as far as CBI in an ESP context?
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This is how I see it, and this is how I use it.
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Content and language, ESP, and CBI is right there, because we'll see as I go along.
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So, CBI is built on the principles of communicative language teaching, real and meaningful communication
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where information is exchanged.
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Basically, it's based on two fundamental principles.
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First, people learn a second language when they use the language to acquire information,
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and this, of course, means that it's linked to motivation.
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And secondly, it reflects the learner's needs for learning a second language.
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I'm not going to go into the needs analysis, but obviously, I did several questionnaires
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and the needs analysis of our science students.
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The first need is reading, followed by all the rest.
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They're all important, but reading seems to be the top priority.
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Let's define content.
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What do we mean by content?
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According to Crandall and Tucker, it clearly means academic subject matter.
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Genesee says that content need not be academic.
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It can include any topic or theme or non-language issue of interest or importance to the learners,
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and content, says Shaput, as any topic of intellectual substance which contributes to
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the student's understanding of language in general and the target language in particular.
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One rationale frequently given for content-based instruction is that language learning is more
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effective when the focus is taken off explicit language instruction and is instead placed
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on using the language for the purpose of learning content.
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And we've heard this already in the previous talk.
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However, others like Krashen believe that comprehensible subject matter teaching is
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language teaching.
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So content-based language, then, can be content-driven, where the content is of greater importance
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than language learning, and the examples this morning were also quite clear in the emergent
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programs in Canadian schools, or it can be language-driven, where content is a useful
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tool for furthering the aims of the language curriculum, and this was also evident in
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the U.S. language programs.
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Now there are three prototypes of CBI, according to Brinton, Snow, and Wesch.
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The sheltered model, which we all listened to earlier, so I won't go into that.
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The adjunct model, which has the emphasis on language and content, which is language
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and content-driven, and in this model, students are expected to learn content material while
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simultaneously acquiring academic language proficiency, okay, this resonates with Clio,
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no?
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Or the theme-based model, where it's more language-driven.
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The courses are aimed at helping students develop their second language skills and proficiency.
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Usually themes are selected on their potential to contribute to the learner's language growth
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in specific topical or functional domains.
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Now, what did I choose as far as themes are concerned?
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Natural hazards.
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Our geology students really enjoy talking about natural hazards because it touches them
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closely.
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I also had another course, which was called Natural Risks, okay, and in that course, there
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were about 15 students, and we did even more work with natural hazards because in the area
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where it was given, it was on the coast.
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A few years ago, there was a flood, and there were a lot, so the students then presented
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material related to what actually happened in their area.
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Okay, so let's look then at the type of disasters that we looked at, earthquakes, volcanoes,
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tsunamis, landslides, river floods, tropical storms, and tornadoes.
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I'm not going to show you all of them, but the types of learning and teaching activities,
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according to Stoller, who classified them under six categories, and as you can see,
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the focus is on reading for the language skills improvement in this particular case.
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We did a lot of work on vocabulary building, and I will show you some of these activities.
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Discourse organization, I'm not going to go into that, but obviously, with the reading,
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that's what we did.
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Communicative interaction, we worked a lot with communicative interaction around the
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end of the course because of the tasks that they were supposed to do, so they had to present
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certain projects, et cetera, and then study skills and synthesis of content materials
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and grammar.
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We'll take a look at a few of these due to time constraints.
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Okay, vocabulary building.
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When we talked about wind forces, this was a lovely way of learning vocabulary because
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of the visual effects, okay?
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Some of them, for example, didn't know what gale was, okay, or strong gale, so through
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the pictures, they learned the vocabulary, and they were able to explain, if they had
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to explain what it was.
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The same thing with modified Mercalli scale of earthquake forces.
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Through visuals, they were able to understand and explain further what each level meant,
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okay, catastrophic, disastrous, et cetera.
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Another way of building vocabulary is through definitions.
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We did a lot of work on definitions because of the structure.
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For example, a seismograph is an instrument for recording.
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The resulting record is called a seismograph, okay?
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This may seem very simple, but I had a group of A2 level.
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I had to keep it simple.
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Another way of learning content and vocabulary together is through crossword puzzles, and
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we did a lot of work on that.
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Here's another example of unscrambling vocabulary when we worked with rocks and minerals.
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We talked about sedimentary rocks, metamorphic rocks, and they had to, for example, shale,
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changes into slate, okay, and so on.
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Here's another solving puzzles with matching, okay, and they had to find the hidden word,
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which obviously is volcano, okay?
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They were often given word banks, but then it depends on, you know, the students that
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you have.
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You don't necessarily have to give word banks.
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Here's a lovely way of working with vocabulary, labeling diagrams, okay?
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Graphic organizers are fabulous, visuals are fabulous to work with, so they had to label
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the parts of the volcano, or you can give them the volcano picture, okay, with everything
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already labeled, and then maybe have them, depending on the level of your students,
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describe the composite volcano, and then compare with a shield volcano, okay?
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In one of the readings that we did, which was taken from New Scientist, it talked about
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the different types of faults, okay, the causes for some of the, one, I don't remember now
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which earthquake it was, but it talked about faults.
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So here, what they had to do was explain, or label, which was the dip-slip fault and
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which was the strike-slip fault, and then also indicate the San Andreas fault, because
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that came up in the reading.
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Another way of understanding if they have understood the content, not just the vocabulary,
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but the content, is synthesizing the content through a closed test.
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You can give the word bank, in this case I did, and they had to complete the summary
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of the text that I had given, which was much longer.
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They also did a lot of work with tasks, as I said, either in groups or in couples, and
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they had to summarize from the text that I had given them, in this table, all the earthquakes
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that were mentioned in that particular unit that we talked about, earthquakes, and then
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if there were other earthquakes that occurred in the last 100 years which were not mentioned
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during the unit, then they had to complete it, okay, and they were told to include any
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that happened in their own country.
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Another further step is to talk about emergency, okay, earthquake emergency measures taken
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during the quake and after the quake, so here, do's and don'ts.
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And of course, communication.
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As I said, we talked about, in one of the articles, it talked about San Andreas Falls,
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so we talked about building for the big one.
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What is the big one, okay, that's yet to come, so that we had discussions, in fact,
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some of the communicative interaction were questions such as, in which part of the world
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is the population holding its breath waiting for the big one to hit, okay, or can you explain
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the difference between the Mercalli Scale and the Richter Scale?
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What instruments are earthquakes measured with, et cetera?
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This one I used with the other group that I mentioned earlier because this is exactly
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what happened in their area, and unfortunately, I was unable to get a hold of one of the students
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who was an adult, married, family, who was taking this course to get a degree, and when
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he did his poster presentation, it was all personal, so all his pictures were personal
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pictures and I couldn't use them without his permission, so I'm afraid I can't show it
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to you.
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But he did a very good job, and obviously, this is the material that we worked from.
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This is taken from the Macmillan topic booklets.
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Same thing with hurricanes, taken from the same place.
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And then, of course, with the students, you can do some experiential work, okay?
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When we worked with minerals, rocks and minerals, then they talked about the hardness scale,
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okay, and they had to do this, actually scratch fingernails with one of these and figure out
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which was, okay, was a good, unfortunately, we were not able to use
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the geology lab, which would have been fabulous.
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If you have the opportunity to use it, great.
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Another thing which they did was not only give, when we talked about metamorphic rocks,
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not only give the origin, the original rock, okay, which changes to the metamorphic rock,
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for example, marble, but uses, what are they used in, okay?
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For example, soft coal changes to hard coal, and it's used for fuel.
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So they see the utility of what they're actually learning.
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Again, here, classifying and identifying rocks and minerals, okay, which ones are metamorphic,
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which ones are sedimentary, et cetera.
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This is one of the posters which they did, and then they present it to the class on rocks
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and minerals.
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It may seem very simple, but again, I'm talking about an A2, and by the end of the course,
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they were at a beginner B1.
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So I was proud, even though there were a few errors in this, but they managed to explain,
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to do the research on their own, and then present it to the class.
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So the benefits of CBI, L2 acquisition increases.
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Students learn language best when there is an emphasis on meaningful content rather than
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on language itself, and again, this is not new.
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We've heard it all day.
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Language learning becomes more concrete rather than abstract, as in traditional language
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instruction where the focus is on the language itself, and the more complex language is best
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taught within a framework that focuses on authentic content.
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In conclusion then, there is a definite relationship between CBI and ESP.
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Most agree that CBI is a form of ESP.
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Research conducted in a variety of programs has shown that CBI results in language learning,
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content learning, increased motivation, and interest levels.
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Students were definitely motivated, and they enjoyed the course because of the fact that
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what we were doing was related to what they were actually learning in their degree course.
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It wasn't just, you know, you're general every day, where's the bank, how do I get to, which
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is general English, equally important, but they need this for their academic studies.
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The integration of language and content throughout a sequence of language levels has the potential
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to address the challenge of gaps within basic language studies.
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Thank you for your attention.
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- Idioma/s:
- Etiquetas:
- Miscelánea
- Autor/es:
- Dª.Serafina Filice
- Subido por:
- EducaMadrid
- Licencia:
- Reconocimiento - No comercial - Sin obra derivada
- Visualizaciones:
- 376
- Fecha:
- 13 de enero de 2011 - 17:21
- Visibilidad:
- Público
- 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.- Relación de aspecto:
- 1.31:1
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