Content-based Language Research Articles

Analysis of Hybrid Course Integrated with Content-Based Language Teaching

Analysis of Hybrid Course Integrated with Content-Based Language Teaching

Analysis of Hybrid Course Integrated with Content-Based Language Teaching

Analysis of Hybrid Course Integrated with Content-Based Language Teaching

ITALIAN THROUGH HISTORY OF ART: DELIVERING INTERDISCIPLINARY CONTENT-BASED LANGUAGE MODULES IN HIGHER EDUCATION CONTEXT

The paper will describe the challenges of creating and delivering Italian for Art Historians, a bespoke content-integrated language course created for ab-initio Italian language students in History of Art (the majority of whom first-time language learners), and The Role of Art in Italian Society, a second-year language module part of the Italian degree programme at the University of York. Main topic will be the illustration of experimental initiatives aimed to facilitate the acquisition of bespoke specialist language skills essential to the History of Art discipline (beginner level students), and the use of Italian Art as a tool to develop critical thinking skills in a much broader language learning context (advanced level students). The first part will illustrate the challenges faced by the language teacher when planning and delivering an interdisciplinary content-based language module that has to be fully integrated into an undergraduate degree programme. Particular focus will be given to the collaboration between an art historian and a language teacher and its vital role in the creation of bespoke Art-related language teaching material and how this plays a pivoting role in the module planning. A number of case-studies will illustrate the impact that the interdisciplinary nature of these courses had in the applied teaching practice, students’ engagement and classroom activities. In particular, how the integration between the module syllabus and other components of the respective undergraduate degree programmes has led students to experience a deeper engagement in the learning process. The paper will also present examples of technology-enhanced teaching (e.g. online personal portfolios, audio and video material) and data analysis on how these were deployed to enhance the quality of the student engagement with pertinent art-related assessment activities, student-teacher interaction and monitoring of student progress.

A transdisciplinary exploration: Reading peace education and teaching English to speakers of other languages through multiple literacies theory

Since the early 1990s peace education has increasingly informed the field of teaching English to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has found expression in approaches such as peace linguistics, peace sociolinguistics and content-based language instruction that incorporate peace-related content into language learning curricula. In this conceptual article, we aim to contribute towards the transdisciplinary possibilities generated between peace education and TESOL by reading these possibilities through the lens of the multiple literacies theory (MLT). We set out to argue that MLT offer a means to explore the connections between peace education and literacies as entangled with affective, material and discursive practices.

Teachers’ beliefs about multilingual pedagogies and the role of initial training

ABSTRACTTeacher training programmes have often ignored the new multilingual paradigm and, consequently, educators may hold some misconceptions about how additional languages are learnt and should be taught in multilingual contexts. A number of recent studies have investigated language teachers’ beliefs regarding multilingual education [Arocena-Egaña, E., Cenoz, J., & Gorter, D. (2015). Teachers’ beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content-Based Language Education, 3(2), 169–193; De Angelis, G. (2011). Teachers’ beliefs about the role of prior language knowledge in learning and how these influence teaching practices. International Journal of Multilingualism, 8(3), 216–234; Griva, E., & Chostelidou, D. (2012). Multilingual competence development in the Greek educational system: FL teachers’ beliefs and attitudes. International Journal of Multilingualism, 9(3), 257–271; Haukås, Å. (2016). Teacher’s beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1–18; Mitits, L. (2018). Multilingual students in Greek school: teachers’ views and teaching practices. Journal of education and e-learning research, 5(1), 28–36. Otwinowska, A. (2014). Does multilingualism influence plurilingual awareness of Polish teachers of English? International Journal of Multilingualism, 11(1), 97–119]. Unlike this extant literature, the current paper focuses not on language teachers, but on a sample of 121 subject teachers-to-be. More specifically, it aims to explore preschool and primary prospective teachers’ beliefs about the learning and teaching of English as an L3 in the Valencian Community. The main data collection tool was a questionnaire, partially based on [Griva, E., & Chostelidou, D. (2012). Multilingual competence development in the Greek educational system: FL teachers’ beliefs and attitudes. International Journal of Multilingualism, 9(3), 257–271] semi-structured interviews. This questionnaire was implemented as a pretest and as a posttest in order to analyse the effect of instruction for multilingual education on subject teachers’ beliefs. Results point to the effectiveness of initial teacher training on tertiary/additional language teaching. However, they also confirm the persistence of some monolingual views concerning key issues, such as the younger-the better myth, as already highlighted in previous studies conducted in similar multilingual contexts (see Arocena-Egaña, E., Cenoz, J., & Gorter, D. (2015). Teachers’ beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content-Based Language Education, 3(2), 169–193].

EMI IN INDONESIAN HIGHER EDUCATION: STAKEHOLDERS’ PERSPECTIVES

Many universities in Indonesia are striving towards becoming internationally renowned universities. Partly, they do so by making English as Medium of Instruction (EMI). The university where the study was conducted commenced EMI through its voluntary EMI programs, which lasted for four years. The discontinuation of the EMI programs was the trigger of this study. This article seeks to understand the stakeholders’ perspectives of EMI. Data were gathered from two focus group interviews involving six content-based lecturers and three policy makers in one state university which utilises EMI approach in their course delivery, and then analysed using thematic and content analysis methods. The findings demonstrate that while the stakeholders agree that mastery of English is important for their university graduates, there was a gap between policy makers’ perspectives and the articulation of the institutional policy concerning the significance of English proficiency in the department’s curriculum. Yet, the stakeholders admit that there is possibility that EMI can be implemented in several relevant departments in the university. The interviews also reveal that stakeholders consider content-based language teaching (CBLT), practised by language specialists, as the most suitable approach should EMI be implemented throughout their university. Finally, this article concludes with further EMI implications for university planning of its English language teaching.

On Blind Men, Elephants, and Immersion Programs

On the 11th and 12th of May 2017, the Official Languages and Bilingualism Institute at the University of Ottawa hosted the symposium: “Immersion in higher education: Where do we stand today?” This symposium was a wonderful opportunity to review the richness, complexity and plural dimensions associated to the concept of immersion. Indeed, the goal of the symposium was to not only mark the 10-year anniversary of the launch of the Régime d’immersion en français (RIF) at the University of Ottawa but also to bring together key stakeholders and specialists from various regions of Canada and the world to faire le point and review what has been accomplished in recent years when we refer to the application of content-based language teaching to the context of post-secondary education.

Using Content-Based Language Teaching to Develop Speaking Skills of Banjara Students at +2 Level in Telangana

Using Content-Based Language Teaching to Develop Speaking Skills of Banjara Students at +2 Level in Telangana

내용중심 교수법을 활용한 초등영어교육의 효과 : 메타분석 - 메타분석

내용중심 교수법을 활용한 초등영어교육의 효과 : 메타분석 - 메타분석

Content-based Instruction (CBI) for the Social Future: A Recommendation for Critical Content-Based Language Instruction (CCBI)

In this article, we seek to reconceptualize content-based instruction (CBI) curricula and practices from a critical perspective. Further, we propose developing criticality as an essential component of CBI, advocating for an approach we call critical content-based instruction (CCBI). While the importance of CBI has long been recognized, previous discussions predominantly focused on its effectiveness for language learning (and content learning to a lesser degree), and overlooked its fundamental linkage and relevance to broader educational missions. In order to fully maximize the potential of CBI and envision language education as integral to the advancement of society, we argue that a critical approach to CBI should be considered. First, we lay out how CBI came to be and how it has been treated in language pedagogy. We believe CBI is indeed a suitable forum for introducing and implementing a critical perspective because of its original contribution of broadening language education to meet societal needs. Second, we provide an overview of recent discourse surrounding world language education. Based on these reviews, we lastly and most importantly delineate directions for CCBI by presenting examples and possible challenges.

EVALUATION OF THE OPPORTUNITIES FOR SUSTAINABILITY EDUCATION THROUGH CONTENT-BASED LEARNING IN ONLINE GERMAN CLASSES IN ECUADOR

This paper proposes to reflect on online German class as vehicle for sustainability education and evaluates the (up to now unused) opportunities language classes offer. In the last decades, modern methodology for foreign language acquisition like the communicative approach has become increasingly popular to develop linguistic abilities, focusing on content-based instruction. Standardizing documents like the CEFR (Common European Framework of Reference, 2001) are mainly based on this methodology and define fundamental competences (reading, listening, writing, speaking) and sub-competences e.g. reading a newspaper article, writing a personal letter, hold a formal conversation etc. The contents on the contrary are not defined, which allows language class to have a variety of topics that can be chosen by the teacher/tutor. The selection process of the material is, however, key to the success of the project. Foreign language learning can thus be a vehicle to education of specific topics, and hence suitable for sustainability education. The exemplified units are from a lower level (A2) and a middle level (B2). The proposed concept can be a blueprint for other language classes that decide to include sustainability education. Keywords: sustainability education, CEFR, content-based language learning, competences, German as foreign language

The role of specialized vocabulary in movies: With reference to the movie The Thomas Crown affair

The purpose of this paper is to observe the importance of specialized vocabulary and the role it plays in content-based or content and language...

Reading Strategies for the Science Subject in Upper Elementary Classes that Follow English CBI in Northern Lebanon

This article investigates instructional strategies that scaffold students’ reading comprehension of science texts in Content-Based language Instruction (CBI) settings; especially, the reading strategies that enhance comprehension of content, language and cognitive Science Process Skills (SPSs). The subjects are upper-elementary science classes in five private and public schools that follow English CBI in Northern Lebanon. We implemented observation and causal-comparative studies that use both students’ means of scores on reading assessment tests, and statistical tests of significance, to measure the effectiveness of the applied reading strategies. Results indicate that the student sample groups that used general classroom reading strategies, such as question/answer relationships and context-clue analysis, during and/or after teachers’ explanation of the lesson, have insignificant differences among means of their test scores. The student sample groups that used these strategies before the lesson’s explanation scored significantly lower averages than those that used them during and/or after. Other reading strategies, such as home reading, produced insignificant differences. The cognitive model of L2/FL acquisition and the cognitive academic language learning approach (CALLA) are used to substantiate these results.

Commentary on Rumlich dissertation summary

Commentary on: Rumlich, D. (2017). CLIL theory and empirical reality – Two sides of the same coin? A quantitative-longitudinal evaluation of general EFL proficiency and affective-motivational dispositions in CLIL students at German secondary schools. Journal of Immersion and Content-Based Language Education 5(1),

English medium instruction: Global views and countries in focus

In virtually every research paper on this topic we come across we read that, in the particular context that the writer is operating, English as a medium of instruction (EMI) is on the increase. But what exactly is EMI? If we consider every classroom around the world in which learners are exposed to English language as their second language (L2) we are faced with a huge variety: English as a foreign language (EFL); Immersion, English for academic purposes; English for specific purposes, English for examination purposes, Content and language integrated learning (CLIL); content-based teaching; content-based language teaching, and so on. And then we have EMI. Here at the EMI Oxford Centre we define EMI as:The use of the English language to teach academic subjects (other than English itself) in countries or jurisdictions in which the majority of the population's first language is not English.This definition was first used in Dearden (2015).

The use of visual methods in education at various levels

In the article author consider one of the global tasks of pedagogy - improving the quality of national education at all levels through the introduction of innovative methods. It is proposed an effective and affordable way to create training materials based on advanced cloud services. The relevance of the topic is reinforced by changing needs in the context of Internationalization that affects education planning, mobility, labour market and knowledge-based societies. Changes in methodology (contentbased language teaching, digital technology, e-learning, blended learning, etc.) are attempts to rationalize the time spent on learning and to possibly satisfy individual needs. According to the paradigm of smart education, the education process and learning should be adapted to technical, cognitive, psychological, educational, professional and other needs of students, as well to the changing socio-economic environment. Received results of researches are presented as practical guidelines for using network technologies in the process of creating an interactive environment

Focus on Content-Based Language Teaching

Content-based Language Teaching (CBLT) has grown enormously in recent years, sometimes under names such as immersion, bilingual instruction, sheltered instruction, or acronyms such as EAL (English as an Additional Language), CLIL (Content and Language Integrated Learning), SEI (Structured English Immersion), etc. This book provides a timely guide through these terms and acronyms, and helps us understand the different contexts that have given rise to the different ways in which CBLT is put into practice, and the different weights that can be attached to the two component strands of CBLT: teaching a subject through a foreign language and teaching the foreign language. The book is part of Oxford University Press’ Key Concepts for the Classroom series, which aims to ‘provide accessible information about research on topics that are important to second language teachers’ (p. xi). The goal of the series is to bridge the gap for this audience between ‘how-to’ methodology texts and academic texts in order to provide a guide for ‘instructional planning, pedagogical activities, and assessment of learners’ progress’ (p. xi). This particular book is aimed at educators both new to and experienced in CBLT and aims to explore ‘the possibilities and challenges of CBLT in primary and secondary schools’ (p. 1). Its length and style help to achieve this aim: at 164 pages the book is not foreboding in length, and it is also written in a very accessible style.

The interface between task-based language teaching and content-based instruction

New technologies and ever-shifting demands on educational institutions call for innovative and interdisciplinary methods of language and content instruction. The aim of the paper is to present an interdisciplinary terminology framework and its practical implementation for teaching and research in the learning factory Smart Production Lab at the Institute of Industrial Management of FH Joanneum. In developing the proposed framework, the methodology was in alignment with content-based language instruction approaches, that have become good-practice in technical faculties around the world. In the first phase, posters and labels of technical content (components, processes, properties) were translated from German into English and used as a basis for assignments, role-play exercises and exam questions in both subjects. However, as this material was essentially analogue and not readily available, the institute needed a more extensive resource for both students and lecturers to draw upon for teaching purposes, projects, publications and student assignments. In the ensuing period, a Smart Production Lab has successfully entered operation, and hence, as an adjunct, a database of technical terminology, complete with pictures was collated by students as part of an internal research project. The goal was to make learning specialised English terminology in production technology and engineering more accessible for students, whilst also incorporating a new subject matter (i.e. Automation, 3D-printing) that is relevant to the work being conducted in the lab. The compiled data was transferred to a MySQL database, comprising over 1,000 entries. The database has a web-interface hosted on a free server, so that it can be accessed easily and also externally by students, researchers and teaching staff. The tool has the potential to grow into a large knowledge database over the coming

Content-based language teaching and further college English reform in TCM universities

English for Academic Purpose (EAP), putting more emphasis on cultivating students' ability in academic study, is an integral part of College English reform, This paper aims to explore how to carry out college English reform with the focus on EAP in universities of Traditional Chinese Medicine (TCM), proposing practical approaches under the guidance of Content-based Language Teaching (CBLT). The suggestions include further implementation of EAP, the coherence of the General English courses, the construction of college English course system, the establishment of multiple as-sessment system and the development of suitable teaching material. The purpose is to advance the ap-plication and specialty of teaching content and make College English teaching serve TCM students' needs of academic studies and future careers more effectively. Key words: TCM universities; English for Academic Purpose (EAP); Content-based Lan-guage Teaching (CBLT)

A Context Analysis of a Naval Apprenticeship Type Programme

Contexts have played significant roles in language curriculum planning. This is a report based on an exploratory study towards developing a content-based English language curriculum in a military-based “boutique university” whereby the academic programme runs in parallel with the training package tailored to the employer’s needs. In the present study, this practice is construed as apprenticeship in concrete and abstract form which originated from Vygotsky’s Zone of Proximal Development or ZPD. A framework consisting of Fairclough’s Critical Discourse Analysis or CDA has been developed to analyse language in order to establish a basis for understanding the contextual factors influencing the content-based English language curriculum planning. The findings revealed that at classroom, programme and institution level of an apprenticeship type programme, the role of English language is strengthened by elements of apprenticeship learning theory.