Workshop presentation for the DDL Conference 2018, Turin, Italy

Production of corpus-based
learning materials & activities
for CLIL and LSP purposes
Ton Koenraad (TELLConsult)
DDL Conference 2018, Turin, Italy

2011 – present
TELLConsult
Technology
Enhanced
Lifelong / Language
Learning
2005
1990 – 2011
Hogeschool Utrecht
University of Applied Sciences
Faculty of Education
MFL Department
Ton Koenraad
DDL Conference 2018, Turin, Italy. Ton Koenraad (TELLConsult)

TELLConsult Training:
Erasmus+ grants for EU project-based Courses

Also join me online, pls
http://backchannelchat.com/
Code: 72774

Agenda:
Corpus Tools for input materials in CLIL
• 1. Focus on language development in
CLIL
• 2. Demo / Presentation of selected
Projects & tools
• 3. (Guided) Explorations of ways to use
selected corpus tools in your teaching
context.
4. Discussion and sharing of ideas (Padlet)

Turino Workshop
based on a module in:
• The TELLConsult
ErasmusPlus Course:
• Language and
teaching skills for
the bilingual
classroom

Freelance language trainers

CLIL Principles
A. Activate prior
knowledge
B. Provide lesson
input
C. Guide
understanding
D. Encourage
language production
(speaking & writing)
E. Evaluate learning
and give feedback

Processing
CONTENT
Processing
FORM
OUPUT Production
Combining
CHUNKS
Applying
RULES
STRATEGIC
ACTIVITIES
Receptive
Productive
INPUT
(i + 1)
Being
exposed to
Conditions for
Second
Language
Acquisition
(SLA).
Penta Pie
(Schijf van Vijf,
Westhoff, 2002)
The Penta Pie for nutritious SLA activities

Being exposed to input (i+1)
• Abundant (cup of water vs bath)
• Just above current proficiency level (i + 1)
• Lifelike
• Informative (interesting to know)
• Rich diversity of
– Reading / listening / viewing
– Interest / age, etc.
– register / genre

Processing content
• Content-oriented
• Lifelike
• Functional/informative (results in some
sort of ‘product’)
• Task based (functional embedded in
realistic task)

GUIDING UNDERSTANDING
METHODOLOGIES

DDL Conference 2018, Turin, Italy.

Topic intro and input processing support
Demo
(your reactions in Backchannel pls)
• The challenge of balancing content and
language: Perceptions of Dutch bilingual
education history teachers
• Huub Oattes, Ron Oostdam, Rick de Graaff,
Arie Wilschut
• https://doi.org/10.1016/j.tate.2017.11.022
• Abstract

….. 3.2 Comparing bilingual and mainstream history teaching practices
the Dutch Bilingual Education History Teachers (or BHT’s) perceive both
similarities and differences in the preparation and execution of history
lessons in mainstream and bilingual stream grades 7 and 9. Table 4
shows significant differences and similarities between and within grades.
Items (scale:
1= strongly
disagree, 5=
strongly
agree)
Mainstream
grade 7
N=51
Bilingual
grade 7
N=61
Mainstream
grade 9
N=43
Bilingual
grade 9
N=54
1. I start each
lesson
activating
prior
knowledge
3.56 (0.97) 3.56 (0.97) 3.63 (0.93) 3.63 (0.93)
2. I use extra
visuals during
instruction
3.90 (0.86) 3.96 (0.88) 3.77 (0.81) 3.79 (0.83)
3. I have no
problem
drawing up a
good test
3.24 (1.15) 3.04 (1.21)* 3.30 (1.10) 3.14 (1.18)
4. I spend a
lot of time
preparing
3.14 (0.88) 3.88 (0.92)* 3.23 (0.75) 3.98 (0.86)
Table 4
Text Link

Abstract
• The role of subject teachers in content and language
integrated learning (CLIL) has received little
attention, since most research focuses on language
learning results of students. This exploratory study
aims to gain insight into the perceptions of Dutch
bilingual education history teachers by comparing
teaching CLIL with regular history teaching. We used
questionnaires and interviews to collect data.
Results show that bilingual education history
teachers perceived their dual task as language and
subject teachers to be challenging. Teaching in
English also enriched their teaching skills and
eventually had a positive influence on their level of
job satisfaction.

Multidic demo
• Check words or text elements that:
• a) hinder your understanding of (part of ) a
sentence
• b) you are not quite sure of and would like
to verify your educated guess
• c) definition + example sentence for words
you think are relevant enough for inclusion
in your PIF (e.g. a CLIL term or academic
language)

Teacher activities
• Find relevant content
• Select content on the basis of criteria such as:
readability, CEFR level …
• Provide relevant content (digital, paper-based, ….)
• Produce + provide scaffolds for (collaborative) content
processing in class and for self-access mode

Focus on new concepts/ vocab
Fill in the blanks in this text about Movies
Parts of the Movie:
• The place or time a movie takes place is called
the _________________.
What happens in a movie is called the
_____________.
A movie is usually broken up into many
_________________.
The movie is filmed with a ________________.

Processing form
• Subject content-oriented
• Let them create their own ‘grammar’
• Content first (from fluency to accuracy and
not reversed)
• Reward ‘can do’ (not ‘knowing why’ in the
first place)

Templates for manual creation
of digital exercises
• Now H5P.org:
• Cloze (n-word or manual selection)
https://h5p.org/node/275915
(with example of ‘text as corpus’)
• More alternative approaches & tools
later…

Noticing
• When learners "notice" new language, they pay special
attention to its form, use and meaning. Noticing will only
occur when the learner is ready to take on the new
language.
• Example
A learner might make an error in the use of a preposition
(e.g. depend of), but "notice" its correct use by another
learner, or in an authentic text. This might allow them to
begin to use it correctly.
• Teachers need to help learners notice forms that are
critical for correct understanding (meaning) or
communication (accuracy)
E.g. conditional sentences and the use of modal verbs
If it had not been for your phonecall, I could not have
arrived on time.

Phraseology: formulaic sequences, lexical bundles, lexical
chunks and collocations—that is, the “occurrence of two or
more words within a short space of each other in a text”.
answer the phone, brush my teeth, commit a crime, lose weight,
catch the train, cut costs, drive my car, fail the test, fill the gap, give a speech,
launch a campaign, miss the chance, pack a bag, ride a bike, satisfy the
demand, solve the problem, watch TV, wear a hat
meet the standards, open an account, swing a bat, leak information, put
pressure, snap my fingers, win an award
grow my hair, lend my support, row the boat, run the risk, send troops
blow my nose, call the election, serve the purpose, spoil the fun, drop a hint,
carry a penalty, leave an impression
shoot the video, strike a pose
TELLConsult workshop ‘E-Learning Tools voor Taaltrainers’, 2017

A phrase-focused approach to teaching and learning may
lead to more fluent, native-like, or expert production.
• Some such sequences may be learned together as
single “big words” ,while others may have slots or be
composed of collocational frameworks
• What is at stake for non-expert writers is revealing that
they are not aware of the “specific norms, expectations,
and conventions of a discourse community”
• Language chunks are of interest as they can be
“register- (or genre-) specific” Teachers should make
students aware of the pervasiveness of phraseology—a
field which is neglected in language teaching.

Teacher activities
• Find relevant content
• Select content on the basis of criteria such as:
readability, CEFR level …
• Provide relevant content (digital, paper-based, ….)
• Produce + provide scaffolds for (collaborative) content
processing in class and for self-access mode
• Produce + provide activities with a focus on form (for
noticing, revision, assessment etc: work by learners on
vocab, multi-word items, grammar…)

Automated creation of online exercises
• Flax (Flexible Language Acquisition
• Exercise Templates
• Collocations activities
• (really simple / quick & dirty) Corpus
creation
• An LSP example
• Great help resources (Guide, videos)
• Integration with Moodle

Addressing the ‘abundant’
requirement
• The Knowble Smart NewsReader
Scaffolded content provision for ‘making
kilometers’

Personalised language
learning
English, German, French,
Spanish, Italian & Dutch
150.000+ users across products
10M+ lessons created
2B+ words learned
Scaffolded content provision for ‘making kilometers’

Smart Newsreader
Personalised
language learning
newspaper
- Personal
language level
- Translation
support
- Focused
vocabulary
exercises

AI
&
BIG DATA
Smart Newsreader: what is under the hood?

Extensive or
Assisted (free) reading
• Extensive reading helps acquisition:
− Some 100 words per minute can be processed (Frazer, 2007)
− 1/4 year, one hour per day = >500.000 words
• Acquisition of the first 3000-5000 words of a language
(http://llt.msu.edu/ - vol11num3)
• But:
Random (internet) content often too difficult.
− Reading for 60 minutes per day is a lot.
− Less frequent words will be seen less
− Learning objectives reached? (incidental vs intentional)

Adaptive technology
⚫ To adapt content and activities to individual user
features a Domain model, User model and
Adaptivity model are needed.

User model
⚫ User and use features
⚫ Info requested or observed
⚫ Preferences, interests and actual behaviour.
⚫ Domain specific: overlay of the domain model
combined with the status of learner.
⚫ Is domain knowledge present or not?
⚫ Meaning of concepts, application of language rules
(e.g spelling)

Adaptation model
⚫ Rules combining the domain and user models:
⚫ Teaching model:
⚫ This text is too difficult because only 80% of the
words are known
⚫ This sentence is too complex because of unknown
tense and a subclause.
⚫ Meaning of word X has just been acquired, now a
related term / concept can be introduced.
⚫ Scope of acquired vocab is insufficient for task X
⚫ Etc

Smart Newsreader
• Fully automated content selection, support provision and
activity creation
• Newsbot
− Per day > 1200 texts from >12 online sources
• Text selection
− Topic indicated by user / Level inferred by actual use.
− Related personalized choice of text difficulty level (i+1)
• Which percentage of words is known?
− Unknown words are target words
− Help offered (e.g. Google translate API)
• Creation of tasks
• Target words become learned words.

Learner
Personal newspaper
Created automatically
Texts selection on learner’s
proficiency and goals
Deep vocabulary
learning
Authentic content & context
Scientifically-proven learning
effect
Content creation
Automatic and adaptive content
Including support and exercises
Extensive customisation
Topic relevance for each learner
Internet as learning material
EducatorBenefits

The iWeb corpus features
• size (14 billion words,
22 million web pages,
95,000 websites),
• Searches:
- range of query types
- ease and speed
• Easy “Virtual
Corpora” creation of
any topic of interest.
• For top 60,000
• words wide range of
info available,
including: frequency,
definitions, synonyms,
WordNet entries, related
topics, concordances clusters,
pronunciation
• websites that have the search
word as a “keyword”, and
KWIC/concordance lines.

Related resources
Padlet page with more
references to
resources and
research
https://nl.padlet.com/
ton_koenraad/
DDL_4_CLIL

User Training
• User Training for corpus tool interfaces
and related language learning strategies
needed
for e.g. use of online dictionaries, self-
access to tools including corpus searches
etc
(see e.g. Quinn, C. (2014) on corpus use for
self correction of written work

Erasmus+ eligible courses
Registration at: www.tellconsult.eu
• TABLETs in
(Language)
Education
• Differentiation in
(Language)
Education
• Assessment
of Learning
• CLIL teaching
skills + ICT
• And more...
Offer updated. Courses in
Amsterdam or e.g. here?
in...?
DDL Conference 2018, Turin, Italy.

Erasmus+ eligible courses
• TELLConsult Training
courses
• http://www.tellconsult.
eu/current-courses/
• TELLConsult Training
News list
https://tinyurl.com/Co
urse-News

Credits
• Sharon Hartle for related Padlet and
exploration suggestions)
• Thanks for support
Alex Boulton, Pascal Peredes, James
Thomas and the CorpusCALL community
also on Facebook
https://www.facebook.com/groups/471206
953085498/

Workshop presentation for the DDL Conference 2018, Turin, Italy

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