Language in content instruction - LICI Project

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Provide speaking supports A chart enables the learner to focus on connections between concepts and provide language support (see below, Keith Kelly, NILE 2003). is caused by can be explained by may be caused by may be a result of leads to can result in may cause can be avoided by could be avoided with one way to
Scaffolding speaking for interaction Teaching speaking Learning to interact involves more than learning to receive and to produce utterances. The role of teacher-students and student-students interaction is crucial in learning to use the language of learning. The socio-cultural view of learning views interaction in the zone of proximal development essential to learning. The following quote from the Council of Europe pages describes the strategic activity that the interlocutors are involved in interaction: In interactive activities, the language user acts alternately as speaker and listener with one or more interlocutors so as to construct conjointly, through the negotiation of meaning following the co-operative principle, conversational discourse. Reception and production strategies are employed constantly during interaction. There are also classes of cognitive and collaborative strategies (also called discourse strategies and co-operation strategies) concerned with managing co-operation and interaction such as turn taking and turn giving, framing the issue and establishing a line approach, proposing and evaluating solutions, recapping and summarising the point reached, and mediating in a conflict. (http://www.coe.int/T/DG4/Portfolio/documents/Common%20European%20Framewo rk%20hyperlinked.pdf, pages 14 and 73.) Activating prior knowledge It is obvious that interacting in a foreign medium is not as easy as in the first language. The following strategies are of use in helping learners to become competent interlocutors. 1. by helping them to be aware of what they know, 2. by helping them to find the main ideas, identify the context, be aware of the text organization and structure, build up meaning, 3. by teaching them how to negotiate the meaning and handle exchanges. 49
Page 1 and 2: _________________________ HANDBOOK
Page 3 and 4: FINLAND (Coordinator) Department of
Page 5 and 6: Acknowledgments LICI (Language in C
Page 7 and 8: 1 Preface The purpose of this handb
Page 9 and 10: provides opportunities to study con
Page 11 and 12: What does it mean to learn language
Page 13 and 14: Learning langugage in content instr
Page 15 and 16: Vocabulary learning and teaching an
Page 17 and 18: Vocabulary learning and teaching ot
Page 19 and 20: Vocabulary learning and teaching bi
Page 21 and 22: Word grouping Vocabulary learning a
Page 23 and 24: Synonyms Antonyms Collocations Figu
Page 25 and 26: Figure 3.7 The visual thesaurus for
Page 27 and 28: Vocabulary learning and teaching do
Page 29 and 30: Which one of the following descript
Page 31 and 32: The role of grammar them - are used
Page 33 and 34: The role of grammar The use of pass
Page 35 and 36: What is listening? Listening is eve
Page 37 and 38: Teaching listening language. Some o
Page 39 and 40: Teaching listening Obviously, the t
Page 41 and 42: Table 5.1 Listening Comprehension S
Page 43 and 44: Listening to chunks of the language
Page 45 and 46: Teaching speaking conveying the mes
Page 47 and 48: Convince your parents to let you bu
Page 49: Scaffolding speaking for oral produ
Page 53 and 54: Table 6.6 shows how learners may ne
Page 55 and 56: Clarifying Asking questions Making
Page 57 and 58: Teaching reading skill and first la
Page 59 and 60: Teaching reading hypothesis-evidenc
Page 61 and 62: 2. Cause-effect The effect of nitro
Page 63 and 64: (Barbero and Clegg, 2005) A gap-fil
Page 65 and 66: Teaching reading Rank the cards yo
Page 67 and 68: What is writing? Writing is an impo
Page 69 and 70: Figure 8.1 Hierarchical concept map
Page 71 and 72: Substitution: selecting alternative
Page 73 and 74: Teaching writing level_EN/ Technolo
Page 75 and 76: The Language in Content Instruction
Page 77 and 78: Thinking skills Knowledge Framework
Page 79 and 80: Table 9.5 Lesson plan for language
Page 81 and 82: The examples below illustrate the v
Page 83 and 84: K (what I Know) K - What I Know W (
Page 85 and 86: When? Before - a lesson to activate
Page 87 and 88: How? Some samples of graphic organi
Page 89 and 90: How? Learning strategies - Put a fr
Page 91 and 92: Cygnet Swan Pistil Flower Learning
Page 93 and 94: A short comment on each of these it
Page 95 and 96: Step 3 Step 4 B. Heart functioning
Page 97 and 98: Cognitive objectives (thinking skil
Page 99 and 100: Applying thinking skills and strate
Page 101 and 102:
II LESSON SUPPORTING Background App
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Appendix Fig. 11.1 Step 2 - Labelli
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Since the end of the 1980’s, when
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What is task-based instruction? Tas
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Task-Based Instruction (TBI) into v
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Assessment in CLIL essential part o
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Assessment in CLIL meaning in a cer
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Steps to be followed in an authenti
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Assessment in CLIL The grid in Tabl
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WRITTEN INTERACTION Has enough comm
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Accuracy Glossary refers to the abi
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Glossary of deriving meaning and/or
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Evaluation Checking congruence of t
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Strategies Glossary a detailed plan
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References Clegg, J. Providing lang
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References Lewis, M. (1993). The Le
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References Skehan, P. (1996). A fra
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Websites http://alsic.u-strasbg.fr/
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Language support ENGLISH FRANÇAIS
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