ENGL 4703 Chapter 10: Content-Based Instruction
ENGL 4703 Chapter 10: Content-Based Instruction ENGL 4703
Arkansas Tech University
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This 2 page Class Notes was uploaded by Stephanie Notetaker on Friday April 15, 2016. The Class Notes belongs to ENGL 4703 at Arkansas Tech University taught by Dr. Stanley Lombardo in Winter 2016. Since its upload, it has received 9 views. For similar materials see Teaching English as a Second Language in Foreign Language at Arkansas Tech University.
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Date Created: 04/15/16
Chapter 10: Content-Based Instruction The motto for content‐based Instruction is essentially, “It’s not just for English class anymore.” o ESL students can all too easily fall prey to the misconception that their English instruction is highly compartmentalized –that it is relevant only in their English class but doesn’t carry over into their other academic subjects. o Content‐based ESL teaching helps them to recognize the relevance of English “across the curriculum.” o There are two possible ways to approach content‐based TESL: Introduce subjects other than literature or grammar in your ESL classroom Partner with a teacher in your school, who teaches a different subject – such as (but not restricted to) geography, math, history, or science. In introducing another academic subject, you may wish to poll the students to see which courses they show the most interest in or feel they need the most need help in. o Subjects requiring substantial amounts of reading and/or writing, such as history and possibly science, lend themselves best to this approach; math is a less‐likely candidate, though some mathematical concepts can be expressed in formal Standard English, and many students require help with word problems. o Obtain textbooks from other instructors in order to find material that is appropriate for your students’ grade level, although you may need to do some revising or editing to make it appropriate for their English‐competency level. Once you’ve selected your content, your approach to using it in the ESL classroom can be essentially the same as we’ve seen in the Direct Approach or Communicative Learning. Avoid techniques requiring bilingual texts, such as Desuggestopedia, unless you are fluent in Laotian, Urdu, Russian, Low Deutsch, Serbo‐ Croatian, and all dialects of Spanish. If you choose to partner with another instructor in your school, whose subject area lends itself to cooperative teaching, ideally, he/she will know or be willing to learn suitable ESL techniques. o A quick review of some basic techniques will put another instructor at ease if he/she is otherwise unfamiliar with TESL approaches. o Prepare your materials cooperatively so that, for example, you can suggest a vocabulary list for reading assignments, select passages suitable for cloze dictation, and possibly provide opportunities for oral presentations. o Your partner should be willing to give writing assignments, which you can assist in grading. Content‐based TESL has proven to be a popular approach among my students who are already public‐school teachers of subjects other than English or are training to teach in other subject areas.
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