Content-based teaching: Again? Revisited? Remembered? Reconceptualised? Lindy Norris Murdoch University

Structure of the paper Why have we ‘gone cold and quiet’ on this topic here in Australia in the last decade? Why should we now give content-based teaching consideration? How might it be reconceptualised? What might it look like, particularly with respect to Indonesian?

Why have we ‘gone cold and quiet’ on this topic here in Australia in the last decade?

Why should we now give content-based teaching consideration?

How might it be reconceptualised?

What might it look like, particularly with respect to Indonesian?

In content-based classrooms, students are exposed to a considerable amount of language while learning content. This incidental language should be comprehensible, linked to their immediate prior learning, and relevant to their needs – all important criteria for successful language learning. Such a setting for learning makes second language learning consistent with most other academic learning contexts as well; that is most classrooms involve the teaching of some type of content information, and, in those classes, language learning also occurs – at least incidentally . Snow and Brinton 1997, pp.19-20 (my emphasis)

In content-based classrooms, students are exposed to a considerable amount of language while learning content. This incidental language should be comprehensible, linked to their immediate prior learning, and relevant to their needs – all important criteria for successful language learning. Such a setting for learning makes second language learning consistent with most other academic learning contexts as well; that is most classrooms involve the teaching of some type of content information, and, in those classes, language learning also occurs – at least incidentally .

Snow and Brinton 1997, pp.19-20 (my emphasis)

Infrastructure issues Establishment and maintenance costs Learning and teaching resources Continuity We went from minimal English in immersion classes to minimal Indonesian in Indonesian classes. Norris 1999, p.159 Teacher provision

Establishment and maintenance costs

Learning and teaching resources

Continuity

We went from minimal English in immersion classes to minimal Indonesian in Indonesian classes.

Norris 1999, p.159

Teacher provision

Pedagogical issues Teacher knowledge proficiency V content knowledge Methodological approach ‘ submersion’ V ‘immersion’ Limited focus on oral production Limited focus on form Limited focus on ‘culture’

Teacher knowledge

proficiency V content knowledge

Methodological approach

‘ submersion’ V ‘immersion’

Limited focus on oral production

Limited focus on form

Limited focus on ‘culture’

Policy issues National focus on the expansion of the number of programs (NALSAS) rather than necessarily strengthening existing programs. And in spite of the above, the valuing of languages was not comparable to French in Canada or English in Europe.

National focus on the expansion of the number of programs (NALSAS) rather than necessarily strengthening existing programs.

And in spite of the above, the valuing of languages was not comparable to French in Canada or English in Europe.

What’s changed? Language and learning Focus on form Sociocultural and constructivist views on language learning

Language and learning

Focus on form

Sociocultural and constructivist views on language learning

What’s changed? Language policy NALSSP aims to: Increase the number of Asian language classes offered in schools. Increase the number of qualified Asian language teachers. Develop a specialist curriculum for advanced language students. Have12% of students exit Year 12 with a fluency by 2020.

Language policy

NALSSP aims to:

Increase the number of Asian language classes offered in schools.

Increase the number of qualified Asian language teachers.

Develop a specialist curriculum for advanced language students.

Have12% of students exit Year 12 with a fluency by 2020.

How might it be reconceptalised? Need to take account of previous experiences and shortcomings Need to be aware of situation-specificity of language use BICS and CALP L2 as literacy Genre What else?

Need to take account of previous experiences and shortcomings

Need to be aware of situation-specificity of language use

BICS and CALP

L2 as literacy

Genre

What else?

Janji College Defining ‘content’ at Janji College: Learner phase of development School organisational structure Conceptual orientations and emphases, particularly; Literacy Multiliteracies Investigation Interculturality Resources

Defining ‘content’ at Janji College:

Learner phase of development

School organisational structure

Conceptual orientations and emphases, particularly;

Literacy

Multiliteracies

Investigation

Interculturality

Resources

How these factors intersect will determine content and orientation of the program. Program orientation will not be static but will shift to support the different emphases associated with different phases of schooling and the diversity within the school community. A consequence of this will be that the ‘content’ of the Indonesian program will be experienced very differently by learners depending on who they are and what they bring to the program. Shifting emphases also have significant implications for the staffing and resourcing of the program.

How these factors intersect will determine content and orientation of the program. Program orientation will not be static but will shift to support the different emphases associated with different phases of schooling and the diversity within the school community. A consequence of this will be that the ‘content’ of the Indonesian program will be experienced very differently by learners depending on who they are and what they bring to the program. Shifting emphases also have significant implications for the staffing and resourcing of the program.

K-1 Indonesian will be the medium of instruction for regular play-based learning experiences. There will be no explicit attention to the language in terms of literacy.

Indonesian will be the medium of instruction for regular play-based learning experiences.

There will be no explicit attention to the language in terms of literacy.

2-4 Comparisons of the features of L1 with Indonesian to enhance understanding of the structure and workings of language. Gradual expansion of the knowledge and use of language conventions. Some designated content from other curriculum areas to be taught / reinforced in Indonesian. In terms of interculturality there will be explicit attention to noticing similarities and differences through curriculum (big books, Indonesian narratives, S and E content).

Comparisons of the features of L1 with Indonesian to enhance understanding of the structure and workings of language.

Gradual expansion of the knowledge and use of language conventions.

Some designated content from other curriculum areas to be taught / reinforced in Indonesian.

In terms of interculturality there will be explicit attention to noticing similarities and differences through curriculum (big books, Indonesian narratives, S and E content).

5-7 Increasing explicit emphasis on language as social practice rather than language as code. Increasing use of ICT to enhance and grow understandings associated with hybridity in both L1 and L2 texts. Opportunities provided for the challenging of stereotypes and for ‘borderline experiences’ with some of the markedly different conceptualisations of Indonesian culture. (Witte 2006) Indonesian language and culture reflected through, and used in ‘big idea’ integrated investigative projects.

Increasing explicit emphasis on language as social practice rather than language as code.

Increasing use of ICT to enhance and grow understandings associated with hybridity in both L1 and L2 texts.

Opportunities provided for the challenging of stereotypes and for ‘borderline experiences’ with some of the markedly different conceptualisations of Indonesian culture. (Witte 2006)

Indonesian language and culture reflected through, and used in ‘big idea’ integrated investigative projects.

8-9 Curriculum planning and implementation to include significant intersections between TL and other content areas ( History and Politics with Indonesian texts in English and in Media). Emphasis on learners developing a growing appreciation of the foreign culture and language, together with a developing capacity to reflect on own culture and language. Learners will increasingly appreciate how social practices are fundamentally connected to, and interwoven with, language use and literacy practices. Emphasis on synchronous and asynchronous real TL communication with ICTs.

Curriculum planning and implementation to include significant intersections between TL and other content areas ( History and Politics with Indonesian texts in English and in Media).

Emphasis on learners developing a growing appreciation of the foreign culture and language, together with a developing capacity to reflect on own culture and language.

Learners will increasingly appreciate how social practices are fundamentally connected to, and interwoven with, language use and literacy practices.

Emphasis on synchronous and asynchronous real TL communication with ICTs.

10-12 In-country experience Other learning experiences as per state post-compulsory curriculum requirements ‘ adjustments’ through specialised NALSSP curriculum

In-country experience

Other learning experiences as per state post-compulsory curriculum requirements

‘ adjustments’ through specialised NALSSP curriculum

The proposed program configuration, with its different intersections and interpretations of context, content and language has the potential to deliver on NALSSP objectives, particularly with respect to year 12 exit proficiency. It also has the capacity to enhance the status and appreciation of languages in general and Indonesian in particular. Given the current state of affairs with respect to the study of Indonesian in Australian schools, we could do with some good news.

The proposed program configuration, with its different intersections and interpretations of context, content and language has the potential to deliver on NALSSP objectives, particularly with respect to year 12 exit proficiency.

It also has the capacity to enhance the status and appreciation of languages in general and Indonesian in particular. Given the current state of affairs with respect to the study of Indonesian in Australian schools, we could do with some good news.