CBI: Connect Build Integrate. Part I of the 2 part workshop presented to TICE faculty on March 10, 2011. This part covers the theory behind using content-based instruction in our program.
Content-Based and Immersion Models for ESL and EFL Language TeachingBeeJay Baje
I. Content
II. Content-Based Models
III. Immersion Models
IV. Content-Enriched Foreign Language in Elementary School
V. Theme-Based Model
VI. Sheltered Model
VII. Adjunct Model
VIII. Strategies for content instruction
Task-based language teaching :
Historical Background
Definitions
What is a task?
What is Task Based Language Teaching (TBLT)?
Why do we use a task based approach?
Principles of TBLT
Objectives of TBLT
Types of Teaching and Learning Activities
Research examples
Content-Based and Immersion Models for ESL and EFL Language TeachingBeeJay Baje
I. Content
II. Content-Based Models
III. Immersion Models
IV. Content-Enriched Foreign Language in Elementary School
V. Theme-Based Model
VI. Sheltered Model
VII. Adjunct Model
VIII. Strategies for content instruction
Task-based language teaching :
Historical Background
Definitions
What is a task?
What is Task Based Language Teaching (TBLT)?
Why do we use a task based approach?
Principles of TBLT
Objectives of TBLT
Types of Teaching and Learning Activities
Research examples
CBI at the Community College Level: Is it Feasible?
Content-based instruction (CBI) refers to the teaching of language through exposure to content that is interesting and relevant to learners. This content serves several purposes. First, it provides a rich context for the language classroom, allowing the teacher to present and explain specific language features. Additionally, it addresses the learners’ need for cognitively challenging input that can both facilitate language acquisition and help foster critical thinking skills.
In their pioneering volume on CBI (1989), Brinton, Snow, and Wesche identified three prototype models of CBI—theme-based, sheltered, and adjunct—documenting their implementation in a variety of ESL/EFL contexts. Additional “hybrid” models of these three prototypes have continued to evolve as institutional experiences with CBI expand.
Although many agree with the teaching/learning concepts that underlie CBI as an approach to second language instruction, numerous factors can impede its successful implementation. In this 90-minute workshop, panelists explore the question of whether CBI is feasible in the California community college context. Following a brief orientation to CBI, presenters from five California community college programs provide details on existing CBI programs at their community colleges. They then discuss successes and challenges in implementing CBI at the community college with respect to a variety of issues, including the selection of content or discipline areas, program design, funding, and administrative concerns. Audience members are encouraged to ask questions and share their own experiences.
Panelists:
Donna M. Brinton
University of Southern California
Los Angeles, CA
dbrinton@usc.edu
Nancy Sander
West Los Angeles College
Culver City, CA
SanderN@wlac.edu
Sharon Jaffe
Santa Monica College
Santa Monica, CA
JAFFE_SHARON@smc.edu
Patricia Kelly
Southwestern College
Chula Vista, CA
pkelly1@swccd.edu
Marsha Chan
Mission College
Santa Clara, California
marsha@sunburstmedia.com
Barbara Luther
Saddleback College
Mission Viejo, CA
bjlu5903@att.net
CBI: Connect Build Integrate. Part II of the 2 part workshop presented to TICE faculty on March 15, 2011. This part continues by connecting the theory to practical use of content-based instruction in our program.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require. This plan incorporates CBI as the materials for instruction, though that's not required.
Examining the "E": Bringing the plenary themes into focusElisabeth Chan
A synthesis of the plenary speeches given at TESOL 2011 New Orleans for The International Center for English faculty in our brown bag series TESOL to TICE.
Building Academic Language in the ESL ClassroomElisabeth Chan
ARKTESOL Springdale presentation by Elisabeth Chan of The International Center for English at Arkansas State University October 28, 2010. This presentation discusses the difference between conversation and academic English and includes tips and tricks to help students bridge the gap.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. CBIContent-Based Instruction CBIConnect Build Integrate Elisabeth L. Chan Part I: Theory A TICE Brown Bag – March 10, 2011 The International Center for English Arkansas State University
3. Kamel: a case study 350 on the TOEFL; Master's degree in Business Administration Speaks fairly well, but writing skills are very weak; trouble expressing ideas grammatically Must pass the college writing skills assessment test within 2 years Kasper (2000)
4. Content-Based Instruction for Us English language instruction through the use of mainstream course content LANGUAGE CONTENT SKILLS
5. Coming Up Expanded explanation of CBI Theoretical background SLA, Cognitive & Educational Psychology How CBI differs from a traditional ESL class Strengths and weaknesses
6. being knowledgeable in the content areas, extracting the language and teaching points from the content, and integrating language skills within the CBI framework. need for more theoretical background and an expanded explanation of CBI, a discussion of how the approach differs from a traditional ESL class, and a synopsis of its strengths and weaknesses as an instructional approach
7. What is CBI? “CBI uses authentic (i.e., material not originally produced for language teaching purposes) tasks and materials while emphasizing accommodation to language learners' needs through increased redundancy and exemplification and the use of advance organizers, frequent comprehension checks, and frequent, straightforward assignments and assessment procedures.” Peter Master
8. What is CBI? Uses authentic tasks and materials Emphasizes accommodation to language learners' needs Increased redundancy and exemplification Use of advanced/graphic organizers Frequent comprehension checks Frequent, straightforward assignments and assessment procedures (Master, 2000)
9. Why balance instruction of content and linguistic skills? Language skills are most effectively developed when taught in the context of acquiring information (Blakely, 1997; Brinton, Snow, & Wesche, 1989; Kamhi-Stein, 1997; Larsen-Freeman, 1997; Master, chap. 5, this volume, May-Landy, 1998; Zuengler & Brinton, 1997).
10. SLA Theoretical Foundations for CBI Comprehensible Input CBI provides context with meaningful, comprehensible input; acquire language and knowledge Comprehensible Output Hypothesis Explicit focus on productive skills and on relevant and contextually appropriate language forms BICS / CALP CALP needs task-based, experiential learning from complex interdisciplinary content (Kasper, 2000; Stoller & Grabe, 1997)
11. Conversational vs Academic Cummins BICS – basic interpersonalcommunicative skills 2-3 years CALP – cognitive academiclanguage proficiency 5-7 years Cummins’ Quadrants Context embedded? Cognitively demanding?
13. Vygotskian Theories Private Speech CBI provides the chance to sort input and practice rehearsing strategies Student appropriation of learning tasks Learn from teachers and peers, appropriating strategies and content in ongoing learning cycles Negotiation in the Zone of Proximal Development (ZPD) CBI provides the opportunity to negotiate the knowledge AND extend it at increasing levels of difficulty
14. Scaffolding Bruner (1976) + Vygotsky (1960/1978) zone of proximal development “more knowledgeable other” Recruit learner interest Simplify the task Highlight relevant features Maintain motivation Control learner frustration Modeling Contingent scaffolding, collective scaffolding, teacher-as-learner effect http://thebrain.mcgill.ca/flash/i/i_09/i_09_p/i_09_p_dev/i_09_p_dev.html
15. Negotiation of Meaning Dialogic learning Miscommunications arise Address and resolve/modify language “more knowledgeable” + learner = create and negotiate meaning Results in Comprehensible input Comprehensible output Feedback in natural interactions Greater awareness of language andfurther development of languageproficiencies
16. Cognitive Learning Theory Cognitive Stage Rough mental representation Associative Stage Stronger representation, but relies on rules and needs outside support Autonomous Stage Automatic and autonomous (Anderson, 1983, 1985)
24. Further Educational & Cognitive Psychology Examples Depth of Processing Research Deeper informational processing results in better learning More elaborated Connections between ideas Spaced retrieval Discourse Comprehension Processing Research Materials organized thematically are easier to remember More connections of related information Verbal and visual together increase memory and recall
25. Instructional Approaches & CBI Cooperative Learning (Slavin, 1995) Huge gains with group work that has structured objectives, goals and rewards, individualized accountability, and equal opportunities for success for each group member Metacognitive/Learning Strategy When strategy awareness and development constitute a daily component of all learning activities, language learning increases Extensive Reading (Elley, 1991; Krashen, 1993) Using a wide range of topics over a long period of time, reading, writing, vocabulary, speaking, listening, and content knowledge all increase
26. Kamel: a case study (cont.) Content-based program: achieve fluency and master the vocabulary of academic discourse use English to acquire interdisciplinary information analyze and associate new information with previously learned information articulate knowledge through various modes of written expression 4 Skills-based program: grammatical exercises to help him practice verb tenses or subject-verb agreement read one- to two-page passages and answer comprehension questions attend a language laboratory; listen to tapes and practice the sounds of English Kasper (2000)
27. 4-skills vs. Academic CBI Gives each language learning activity meaning, as it reflects university courses, as opposed to isolated or artificial exercises Teaches useful academic language embedded in relevant discourse contexts Challenges students to use the content knowledge and expertise they already have Can increase intrinsic motivation when it is stressed that the student is learning and that it is worth the effort
28. Least comfortable with… experienced teaching assistants determining how and what to evaluate, integrating the skills within the content-based framework being knowledgeable in the content area novice teaching assistants balancing the content as a vehicle with the language and skills focus of the course determining how and what to evaluate working without traditional textbooks
29. Strengths and Weaknesses STRENGTHS Authentic and relevant language learning activities Makes connections between information Builds new content information and language on what students already know Integrates, so that language is learned through acquiring knowledge WEAKNESSES It can be challenging to balance the content with the language, especially focus on form Takes time and resources for instructors to be trained in using CBI, to gain knowledge of the content, and believe in its efficacy
30. Brinton, Snow, & Wesche (1989) The very notion of converting to content-based teaching involves re-educating teachers to view their instructional domain and responsibilities quite differently than they might previously have. Unless adequately prepared for their new teaching duties, teachers will invariably have to fight the urge to rely on their traditional teaching techniques as well as on materials and lesson plans developed over the years for a different audience—many of which may be inconsistent with the goals of the content-based program. (pp. 74-75)
31. Effectiveness of CBI Impact of CBI on EFL Students’ Reading Performance (Tsai & Shang, 2010) 101 sophomores majoring in English in a Taiwanese university 100 mins/week, 14 weeks; used short stories At end, students took a general reading comprehension test and an academic reading comprehension test
33. Increasing CBI Effectiveness Faculty must be trained in the method and must be confident in its pedagogical efficacy. Teachers need to point out to students the advantages of teaching language through content, offering examples to demonstrate the effectiveness of this type of instruction. Faculty should develop a degree of expertise in the subject area depending on the individual teaching situation.
34. Most helpful components weekly level meetings with their course supervisor experience with the model the sample lesson plans provided the observation/feedback sessions with their supervisor (Brinton, 2000)
35. Kasper, 2000 Effective intensive programs are like tightly knit chains—all course components are interconnected. As a result, there is strong reinforcement of learning as thematic concepts are considered from several different interdisciplinary perspectives.
36. the self-contained content-based ESL course follows an EAP model and may be designed around any mainstream subject area(s), with the course focus being unidisciplinary or multidisciplinary. A unidisciplinary self-contained course presents a variety topics drawn from one focus discipline, such as psychology or biology, and so offers opportunities for sustained content area study.
37. Conclusion “For ESL students to succeed in the academic mainstream, they must be able to do more than identify a vocabulary item, hold a simple conversation, or find the main idea of a reading passage. They must be able to use the English language as a means for acquiring knowledge, in the process engaging in the active analysis, interpretation, critique, and synthesis of information presented in English.” (Kasper, 1996; Pally, 1997)
38. Part II: Practice Preview Finding balance with a CBI approach Modeling CBI activities used in different levels of TICE A note on assessment
40. References Anderson, J. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press. Anderson, J. (1985). Cognitive psychology and its implications (2nd ed.). New York: Freeman. Blakely, R. (1997). The English Language Fellows Program: Using peer tutors to integrate language and content. In M.A. Snow & D.M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 274-289). New York: Longman. Brinton, D.M. (2000) Out of the mouths of babes: Novice teacher insights into content-based instruction. In L.F. Kasper (Ed.) Content-based college ESL instruction (pp. 48-70). Mahwah, NJ: Lawrence Erlbaum Associates.
41. References (cont.) Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-based second language instruction. Boston: Heinle & Heinle. Hancock, C. R. (1994). Alternative assessment and second language study: What and why? Center for Applied Linguistics Digests. Retrieved from: http://www.cal.org/resources/digest/hancoc01.html Grabe, W. & Stoller, F.L. (1997) Content-based Instruction: Research Foundations. In S.B. Stryker & B.L. Leaver (Eds.), Content-Based Instruction in Foreign Language Education: Models and Methods. Washington, DC: Georgetown University. Kamhi-Stein, L. D. (1997). Enhancing student performance through discipline-based summarization-strategy instruction. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 248-262). New York: Longman.
42. References (cont.) Kasper, L.F. (2000). Content-based college ESL instruction. Mahwah, NJ: Lawrence Erlbaum Associates. Kasper, L. F. (1996). Writing to read: Enhancing ESL students' reading proficiency through written response to text. Teaching English in the Two-Year College, 23(1), 25-33. Larsen-Freeman, D. (1997). Grammar and its teaching: Challenging the myths. Center for Applied Linguistics Digests. Retrieved from: http://www.cal.org/ericcll/digest/Larsen01.htm May-Landy, L. (1998). Linking assessment to the content-based curriculum. Paper presented at the 32nd annual meeting of TESOL. Seattle, WA.
43. References (cont.) Pally, M. (1997). Critical thinking in ESL.: An argument for sustained content. Journal of Second Language Writing, 6(3), 293-311. Schleppegrell , M.J., Achugar, M., & Oteíza, T. (2004). The Grammar of History: Enhancing Content-Based Instruction through a Functional Focus on Language. TESOL Quarterly, 38(1), 67-93. Snow, M.A. & Genesee, F. (1989) A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction. TESOL Quarterly, 23(2), 201-217. Tsai, Y. & Hui-Fang Shang. (2010). The Impact of Content-Based Language Instruction on EFL Students’ Reading Performance. Asian Social Science, 6(3), 77-85. Zuengler, J., & Brinton, M. (1997). Linguistic form, pragmatic function: Relevant research from content-based instruction. In M. A. Snow & M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 263-273). New York: Longman Publishing Group.