English English ––

Learning English and Learning in Learning English and Learning in

English English ––

Getting in tune with students

Getting in tune with students’’ needs needs

Dr. Evelyn Man Dr. Evelyn Man

Adjunct Associate Professor Adjunct Associate Professor

CUHK

November 20, 2010CUHK November 20, 2010

Overview Overview

••

Motivation for EMI learning Motivation for EMI learning

••

Bridging programmesBridging programmes

••

Administrative issuesAdministrative issues

••

Teaching for transfer across languagesTeaching for transfer across languages

••

Conditions for successConditions for success

Under present conditions Under present conditions

•• CMI school students grasp CMI school students grasp functionalfunctional rather than rather than academicacademic or or proficient

proficient EnglishEnglish

•• ^{A A gapgap existsexists}

•• ^betweenbetween what students learn in English lessons and what students learn in English lessons and what is required for content subject learning

what is required for content subject learning

•• between studentsbetween students’’ English level in EMI schools and that English level in EMI schools and that in CMI schools

in CMI schools

•• Students have difficulty meeting academic Students have difficulty meeting academic needneeds of subject s of subject content classes

content classes

Motivation Motivation ––

••

From a macro to a micro perspective From a macro to a micro perspective –– examines examines how motivation effects concrete learning

how motivation effects concrete learning

processes within a situated classroom context processes within a situated classroom context (process

(process--oriented)oriented)

••

Integrative orientation Integrative orientation –– regard English as a tool regard English as a tool with which to acquire knowledge and as a

with which to acquire knowledge and as a medium to learn

medium to learn

••

Dynamic and developmental in nature, and Dynamic and developmental in nature, and continuously fluctuates

continuously fluctuates

••

a multifaceted construct composed of many a multifaceted construct composed of many

different factors that vary in different situations different factors that vary in different situations and circumstances

and circumstances

••

subject to various external influences, e.g. print subject to various external influences, e.g. print materials, visual aids, graphic organizers,

materials, visual aids, graphic organizers,

pedagogical practices, participatory activities, pedagogical practices, participatory activities,

diff i

diff i

different groupings different groupings

••

Sense of competence, sense of achievement, Sense of competence, sense of achievement, locus of control, enjoyment

locus of control, enjoyment

••

Emphasis on how individuals seek to bring a Emphasis on how individuals seek to bring a sense of meaning to their worlds

sense of meaning to their worlds

Bridging Programmes Bridging Programmes

•• Current Bridging Programmes Current Bridging Programmes

–– Relatively shortRelatively shortyy

–– Focus on everyday languageFocus on everyday language

–– Sometimes focus on vocabulary/ glossary Sometimes focus on vocabulary/ glossary terms or specific grammar points

terms or specific grammar points –– Some simple games & activitiesSome simple games & activities –– Some simple classroom languageSome simple classroom language

•• Need for bridging and scaffolding that Need for bridging and scaffolding that involves

involves

–– Plentiful Exposure to Academic Language Plentiful Exposure to Academic Language ––

–– Framing of Concepts and Ideas in the content areas Framing of Concepts and Ideas in the content areas e.g. literature, social studies, science, mathematics e.g. literature, social studies, science, mathematics –– Comprehensible Input (large amounts of time for Comprehensible Input (large amounts of time for

l d d d) d f

l d d d) d f

actual text reading needed) and a Variety of Input actual text reading needed) and a Variety of Input Resources

Resources

–– Output Output -- whether reading or writing or speaking: whether reading or writing or speaking:

final product in English final product in English

–– Expressing meaning in the use of English Expressing meaning in the use of English –– not just not just filling in blanks of single words or simple sentences.

filling in blanks of single words or simple sentences.

Need to go beyond discrete language items of Need to go beyond discrete language items of phonology, grammar and spelling

phonology, grammar and spelling

For the Teacher For the Teacher

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Language of ExplanationLanguage of Explanation

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Language of ExemplificationLanguage of Exemplification

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Language of InteractionLanguage of Interaction

••

Language of ElicitationLanguage of Elicitation

Administrative and Curricular Changes Administrative and Curricular Changes Needed in School

Needed in School

••

Preparation and Implementation of a clear Preparation and Implementation of a clear School Language Policy, e.g.

School Language Policy, e.g.

–– announcements and noticesannouncements and notices –– morning assembliesmorning assemblies

hen talking to teache (s) hen talking to teache (s) –– when talking to teacher(s)when talking to teacher(s)

–– in the classroom in the classroom –– English classroom? Content subject English classroom? Content subject classroom?

classroom?

–– in the staff room/corridors/playground/ English in the staff room/corridors/playground/ English corner

corner ……..

••

Understanding that a Relatively Good English Understanding that a Relatively Good English Threshold Level is necessary for both Teachers Threshold Level is necessary for both Teachers and Students for EMI classes

and Students for EMI classes

••

Administrative arrangements needed so that Administrative arrangements needed so that there is

there is

time time

and and

opportunity opportunity

for language for language

teachers and content teachers to interact and teachers and content teachers to interact and discuss

discuss

••

^TimeTime--table arrangement for English and content table arrangement for English and content subject teachers to get together & co

subject teachers to get together & co--plan. jj gg gg plan. pp Academic exchange important to meet the Academic exchange important to meet the needs of students

needs of students

••

Sharing of teaching materials: English & content Sharing of teaching materials: English & content subject lessons

subject lessons –– what language is involved? what language is involved?

Any common areas?

Any common areas?

Time to be allocated to Time to be allocated to

–– Peer observation: between English language Peer observation: between English language teachers and content subject teachers / with teachers and content subject teachers / with other schools and other teachers to share

other schools and other teachers to share good practices

good practices

–– Teaching language common to academic Teaching language common to academic

bj t t d f th i

bj t t d f th i

subjects, e.g. root words, use of the passive subjects, e.g. root words, use of the passive voice, function words and meanings such as voice, function words and meanings such as

““

describe, define, identify, discuss, analyse, describe, define, identify, discuss, analyse, interpret, compare and contrast, summarize, interpret, compare and contrast, summarize, construct, verify, evaluate

construct, verify, evaluate

””

etc etc

. .

–– Perhaps one English lesson taken out of a Perhaps one English lesson taken out of a cycle/two weeks for the English teacher to cycle/two weeks for the English teacher to teach these?

teach these?

••

When hiring content subject teachers When hiring content subject teachers –– level of level of English? Awareness of language issues?

English? Awareness of language issues?

••

When hiring English teachersWhen hiring English teachers level of English?level of English?

••

When hiring English teachers When hiring English teachers –– level of English? level of English?

Awareness of language issues in content Awareness of language issues in content subjects? Understanding of text types?

subjects? Understanding of text types?

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Professional development of teachersProfessional development of teachers

••

Extensive Reading Extensive Reading –– crucial for academic crucial for academic

language development because less frequent language development because less frequent vocabulary, complex syntax, and abstract

vocabulary, complex syntax, and abstract

expressions are found primarily in written text expressions are found primarily in written text

••

De elop an EnglishDe elop an English ich en i onment in schoolich en i onment in school

••

Develop an EnglishDevelop an English--rich environment in school rich environment in school where all are striving towards the same goal where all are striving towards the same goal ––

provide varied learning experiences, extended provide varied learning experiences, extended

learning activities, setting up Award Schemes etc.

learning activities, setting up Award Schemes etc.

••

Insistence, Persistence & Consistency Insistence, Persistence & Consistency

Impossible for the teacher to teach all Impossible for the teacher to teach all things in the classroom

things in the classroom –– teaching for teaching for transfer across languages

transfer across languages

•• Types of Transfer Types of Transfer

–– Of conceptual elements (e.g. understanding the Of conceptual elements (e.g. understanding the concept of

concept of photosynthesisphotosynthesis))

–– Of metalinguistic strategies (e.g. strategies of Of metalinguistic strategies (e.g. strategies of visualizing use of graphic organizers vocabulary visualizing use of graphic organizers vocabulary visualizing, use of graphic organizers, vocabulary visualizing, use of graphic organizers, vocabulary acquisition strategies, etc.)

acquisition strategies, etc.)

–– Of specific linguistic elements (e.g. the meaning of Of specific linguistic elements (e.g. the meaning of photo

photo in in photosynthesis)photosynthesis)

–– Of phonological awareness Of phonological awareness –– that words are that words are composed of distinct sounds

composed of distinct sounds

–– Of pragmatic aspects of language use (e.g. take risks Of pragmatic aspects of language use (e.g. take risks in communication, use of gestures to aid

in communication, use of gestures to aid communication etc.)

communication etc.)

Conditions for success Conditions for success

•• School Factors School Factors

–– high bilingual proficiency levels of both high bilingual proficiency levels of both content and language teachers

content and language teachers

–– close partnership between language and close partnership between language and

content subject teachers helps pupils to learn content subject teachers helps pupils to learn English for academic purposes

English for academic purposes

–– coco--ordination and integration of the English ordination and integration of the English language subject curriculum and content language subject curriculum and content subject curriculums: language across the subject curriculums: language across the curriculum

curriculum

Four Major Instructional Factors for Four Major Instructional Factors for Effective EMI Instruction

Effective EMI Instruction

••

High quality teaching, including clear lesson High quality teaching, including clear lesson organisation, directions and explanations, organisation, directions and explanations,

appropriate aids attention to higher level skills appropriate aids attention to higher level skills appropriate aids, attention to higher level skills, appropriate aids, attention to higher level skills, and opportunities for productive oral & writing and opportunities for productive oral & writing activities

activities

••

High quality instructional language, including High quality instructional language, including

clarity, coherence, use of contexts, paraphrasing, clarity, coherence, use of contexts, paraphrasing, responding to student feedback, and discussion responding to student feedback, and discussion of grammar and vocabulary

of grammar and vocabulary

••

Effective classroom management with stress on Effective classroom management with stress on academic rather than on non

academic rather than on non--academic activitiesacademic activities

••

Provision of equal opportunities for the practice Provision of equal opportunities for the practice of English

of English –– OUTPUT, whether spoken or written, OUTPUT, whether spoken or written, to be in English, e.g. oral presentations that

to be in English, e.g. oral presentations that involve expressions of meaning, written texts involve expressions of meaning, written texts

based on graphic information, summarizing texts, based on graphic information, summarizing texts, using different text types etc.

using different text types etc.

SSuggestions uggestions for enhancing the English for enhancing the English standard

standard

•• Identify the conditions that bring about goodIdentify the conditions that bring about good--quality quality English

English--medium educationmedium education

•• FFocus more on helping schools and socus more on helping schools and studentstudents to develop to develop

th diti f th t b fit f

th diti f th t b fit f

the conditions necessary for them to benefit from the conditions necessary for them to benefit from English

English--medium education.medium education.

•• ^PolicyPolicy--makers makers and administrators and administrators need to focus more on need to focus more on improving the quality of

improving the quality of teachersteachers and their teachingand their teaching

•• helping schools to develop a target language helping schools to develop a target language culture

culture

•• ^{helping s}helping studentstudents to acquire sound literacy skillsto acquire sound literacy skills