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(1)

Reading to Connect –

Strategies to Enhance Students’

Learning Capacity

Professor Evelyn Y. F. Man

12 th May, 2012

(2)

“Connect” in the title word - at many levels

Across the curriculum – RAC / WAC

Strategies and pedagogical practice

Implementation of LAC

(3)

Connect everyday English language with academic language used for studies

Connect English with other subjects in the curriculum

Connect reading with other skills, e.g. writing, speaking etc.

Connect the primary and secondary English school curriculum

Connect students’ learning experiences in school

with what happens outside school – and for life-

long learning

(4)

Deliberate effort by the government to

promote reading - reading much emphasized in the English language curriculum

A Reading Culture taking root in many

schools – various reading programmes at all levels

Facilitate reading across the curriculum and connect students’ learning experiences

Enhancing learning capability in school and

for life-long learning

(5)

Situations for English reading

◦ Reading for personal use

◦ Reading for public use

◦ Reading for education

◦ Reading for work (occupational)

◦ For our students, what do they need English for?

(6)

What English have students learnt in primary school?

Students lose motivation as they get older

Lack of vocabulary and poor word attack skills

Inadequate phonics training, difficulty in spelling

Inability to express concepts and ideas in English

Inability to follow a lesson conducted

entirely in English

(7)

Inability to deal with longer and linguistically more complex texts

No confidence speaking in English

Students find English difficult and frustrating

Reading habit not well-developed

Poor classroom discipline

Is there a gap between the primary and secondary English curriculum, and if so, what is the nature of this gap? How do you bridge the gap?

What are the demands for English in EMI education? – examine some

examples from textbooks

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There are two sets of lines on the map.

They are called grid lines. Each grid line is numbered by a two digit value. The vertical grid lines are called eastings. Their number values increase eastwards. The horizontal grid lines are called northings. Their

number values increase northwards.

A grid reference on a map is formed by the

number of an easting and the number of a

northing. It may be either four-figure or

six-figure.

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What happens to the colour of the indicator?

Exhaled air contains ______ (less/more)

carbon dioxide than fresh air.

(16)

lots of artificial dialogue (i.e. spoken English written down)

limited academic language

much repetition of simple words and structures

Use of high frequency words - for daily conversation

limited narrative or expository writing

books assume role of a teacher

story-telling, songs, drama, big books, use of visuals etc.

Fun and pleasure emphasized

(17)

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Knowledge & linguistic structures in academic text type

◦ Highly complex and condensed structures for students to

comprehend

◦ E.g. An organ is a structure in an animal or a plant, which is

composed of several different tissues grouped together to make a functional unit.

The logic of academic language is different from the logic of our usual, everyday language: it has got a high density of information units!

ESL/EFL students will need a transition phase: e.g.,

from short, simple sentences to complex sentences,

and then to extended paragraphs

(18)

BICS vs CALP ( Cummins – Basic

Interpersonal Conversational Skills &

Cognitive Academic Language Proficiency )

5-7 years for immigrant students to

achieve peer-appropriate levels in English academic skills as native-English-speaking students

Conversational fluency / discrete language skills / academic language proficiency

Need for co-operation between language and subject teachers

Need for LAC - RAC, WAC

Importance of extensive reading and

writing

(19)

Understanding rhetorical patterns in the language

Explore content-based genre in content subjects for reading and writing

Knowledge construction & negotiation of meaning

Construction of texts - deconstruction and reconstruction

Develop common expectations and descriptors of texts students should produce

Understanding basic linguistic cues, e.g.

prefixes, suffixes, root words

Use subject-specific and theme-related

examples

(20)

‘Academic’ (rhetorical) function: the effective use of

language to achieve different purposes. Different types of texts use different language and different text organization to achieve different purposes.

The functions of language:

Any of the kinds of things that can be done in or through language. We speak or write to

give information, to explain, to express an opinion, to try to get someone to do something, to give a solution, to make people laugh etc.

Text types / Functions:

Discussion / Recount / Procedure / Narrative / Information Report / Exposition (Analytical

argument) / Explanation ……

(21)

Examples of Functions in

Academic Texts:

Retelling

Describing

Citing information

Hypothesizing

Predicting

Estimating

Sequencing

Showing cause and effect

Giving and supporting opinions

Exemplifying (giving examples)

Curriculum Context

Academic text-types:

Academic functions

Sentence patterns

Academic vocabulary

Comparing

Contrasting

Disagreeing

Drawing conclusion

Persuading

Measuring

Constructing charts, tables and graphs

Distinguishing fact from opinion

Summarizing

Identifying relationships

(22)

How are academic functions expressed? What language structures or patterns are used, e.g.

defining, classifying, describing, comparing and contrast, explaining ….

Strategy: develop a common language among different subjects using similar English

language structures or patterns

(23)

Example:

What is a definition?

A definition is an exact word or phrase of the meaning, nature, or limits of something.

A definition usually answers the question what.

Simple definitions:

What is Science?

Science is the study of nature and how it affects our environment and us.

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There are different branches in Science. Some common examples are Physics, Chemistry, Biology, Geology and Astronomy.

Physics is the study of matter, energy, and natural forces.

Chemistry is the study of the properties, composition and reactions of substances.

Biology is the study of living things.

Geology is the study of rocks, soil and the structure of the Earth.

Astronomy is the study of the Sun, the Moon, stars, planets etc.

(adapted from: Interactive Science 1A pp. 4-5 & EDB Science Teaching Resources http://resources.edb.gov.hk/~s1sci/R_S1Science/sp/)

(25)

Teaching students the sentence patterns to write science definitions

For example, a simple sentence pattern used for writing a definition is “X is Y.”

What is the pattern of a definition?

◦ In English, we say It uses the simple subject (S) + verb (V) + clause structure.

◦ Besides, the definition of a term consists of its class and characteristics.

25

(26)

Subject Verb Relative Clause A

laboratory

is a place where experiments are performed.

Term =

General Class Word

Relative Pronoun

Giving Specific Characteristics

26

(27)

(adopted from Zimmerman (1989), English for science.)

= Conduction

is

a process

by which

heat is transferred.

The water  cycle

various forms of water  moves around the Earth.

= Physics

is

the study of matter and energy.

Energy the ability to do work.

Light energy the energy carried by light waves.

= Petroleum

is a non‐renewable resource.

Litmus paper a pH indicator.

Term

Term

Term

general class word

general class word

general class word

specific characteristics

specific characteristics

specific characteristics

(28)

Magnesium is like

similar to

as important as

aluminium.

Magnesium resembles parallels

aluminium in many ways.

(adopted from Zimmerman (1989), English for science.)

Unlike

In contrast to

alkali,  acid is sour.

turns universal indicator red.

Lemon juice is more acidic than water/detergent.

relatively

comparatively 

sourer/ more acidic.

Acid  is different from alkali.

differs from

Object A (subject)

Object A (subject)

Object A (subject)

Object A (subject)

Object B (object)

Object B (object)

Object B (object)

Object B (object)

“is” + comparing phrase

“is” + contrasting phrase

comparing phrase

contrasting phrase

(29)

An increase in temperature causes results in produces

particles to vibrate more  vigorously.

If When As

the temperature increases, 

the water droplets in the clouds gather  and become heavy,

the particles vibrate more vigorously.

they fall to the ground as rain.

(adopted from Zimmerman (1989), English for science.)

More vigorous vibrations of  particles are

caused by due to a result of produced by

an increase in temperature.

Particles vibrate more vigorously  if when

the temperature increases.

Cause

Cause

Cause

Cause

Effect

Effect

Effect

Effect

Cause-and-effect phrase

Cause-and-effect phrase

Cause-and-effect phrase

Cause-and-effect phrase

(30)

An explanation text tells you how something works or to explain some phenomenon.

This text is an explanation of scientific investigation.

This

sentence is an example of definition.

This

sentence is an example of description of process.

(31)

[X] is [Y].

A scientific

investigation is an activity carried out by scientists to answer questions and solve problems.

A hypothesis is a reasonable guess.

[X] is [Y].

Biology is the study of living things.

An experiment is a test which is carried out to find out

whether a hypothesis can be accepted or not.

A scientist is a person who studies science.

(32)

Writing portfolios

Simplification of language – reflected in the selection, organisation and use of English

◦ Filling in the blanks

◦ Use of bullet points

◦ Matching exercises

◦ Short and simple words and sentences

◦ Allows for little active involvement in text

organisation, imagination, creativity or critical thinking

 Diluted, watered-down course content through simplifying the structure,

grammar and vocabulary is not conducive to good language

development

(33)

Secondary students need to deal with longer texts, structurally more

complex sentences, more new

vocabulary, less visual material, much higher-order thinking and more

creative skills

Topics and theme-related approaches:

repetition of content and tasks

Modeling and scaffolding

Classroom language, e.g.

understanding classroom instructions, explanations about concepts and

exercises, apologies and excuses

(34)

Narrative texts provide a comforting linear structure (for reading fluency)

However, expository texts provide useful repeated exposures of key salient vocabulary

exposure of different genres / text

types / speaking models important for the L2 learner

importance of extensive reading and writing

Need for subject teachers to make

strategic use of reading and writing

activities

(35)

Knowledge construction & negotiation of meaning

Understanding basic linguistic cues, e.g.

prefixes, suffixes, root words

Use subject-specific and theme-related examples

Need for language learners to use the

structures to express concepts and ideas

Need for engagement and interaction in

learning

(36)

Focus on vocabulary – is that the main thing? Conceptual understanding?

Higher order thinking skills?

Structures need to be practised both

formally and informally and in a variety of contexts

A focus not just on form, but also on meaning and use

the need to broaden both the quality

and quantity of input; increase amount of exposure

learning beyond the classroom

(37)

In nature, water keeps changing between liquid water and water

vapour. It goes round and round between the land, the sky and the sea. The way water circulates in nature is called the water cycle.

The water cycle involves four main processes.

Evaporation: When the sun heats up the water in oceans, rivers and on land, the water absorbs heat energy and evaporates to become

water vapour. Warm air rises and carries the water vapour up to the sky. The surrounding air flows in to replace the rising warm air.

This forms a convection current.

Condensation: As the upper part of the sky is cooler, water vapour cools down and condenses to small water droplets. Water droplets join together to form clouds.

Transportation: Clouds may be carried to other places by wind.

Raining: The water droplets in the cloud gather and become heavy.

The water droplets then fall to the ground as rain. Rainwater either becomes underground water or gathers in rivers and returns to the We have learnt how rain is formed in nature. sea.

(adopted from Master Science 1B, pp. 85-86, Hong Kong: Oxford University Press)

(38)
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Without referring to the original passage again, can students reconstruct the text based on the graphic representation?

Can students ‘talk around the text’?

Lead students to construct / reconstruct the

passage and write it up – the importance of

having the final output in English

(40)

Lexical density

Lexical variation

New word density

Words may have both a common and scientific meaning e.g. ‘reflection’ and

‘force’

(41)

3 kinds of academic vocabulary

 Subject-specific technical

vocabulary e.g., photosynthesis,

respiration, oxygen, carbon dioxide, solar energy, glucose…

 General academic vocabulary e.g., characteristics, patterns, processes, convert, break down….

 Signalling words or connectives e.g., first, second, finally, however, as a result, furthermore…

◦ Different sentence patterns for

different functions

(42)

Tasks to raise awareness of academic language:

◦ First, circle the technical terms in the text.

◦ Second, find some useful academic words and underline them.

◦ Third, highlight the signalling words, and discuss

the function of each of these words.

(43)

Can you identify words or sentences that e.g.

define, describe, show cause and effect….?

What is the text type for this piece of academic text?

Encourage students to ‘retell’ the water cycle

afterwards – speaking and writing (individual

and/or group work).

(44)

In nature, water keeps changing between liquid water and water vapour. It goes round and round between the land, the sky and the sea. The way water circulates in nature is called the water cycle. The water cycle involves four main processes.

Evaporation: When the sun heats up the water in oceans, rivers and on land, the water absorbs heat energy and evaporates to become water vapour. Warm air rises and carries the water vapour up to the sky. The surrounding air flows in to replace the rising warm air. This forms a convention current.

Condensation: As the upper part of the sky is cooler, water vapour cools down and condenses to small water droplets. Water droplets join

together to form clouds.

Transportation: Clouds may be carried to other places by wind.

Raining: The water droplets in the cloud gather and become heavy. The water droplets then fall to the ground as rain. Rainwater either

becomes underground water or gathers in rivers and returns to the sea.

We have learnt how rain is formed in nature.

44

(adopted from Master Science 1B, pp. 85-86, Hong Kong: Oxford University Press)

Context:

The wonderful solvent – water

“The Water Cycle”

Text-type:

Explanation

example…For

(45)

In nature, water keeps changing between liquid water and water vapour. It goes round and round between the land, the sky and the sea. The way water circulates in nature is called the water cycle. The water cycle involves four main processes.

Evaporation: When the sun heats up the water in oceans, rivers and on land, the water absorbs heat energy and evaporates to become water vapour.

Warm air rises and carries the water vapour up to the sky. The surrounding air flows in to replace the rising warm air. This forms a convection current.

Condensation: As the upper part of the sky is cooler, water vapour cools

down and condenses to small water droplets. Water droplets join together to form clouds.

Transportation: Clouds may be carried to other places by wind.

Raining: The water droplets in the cloud gather and become heavy. The water droplets then fall to the ground as rain. Rainwater either becomes underground water or gathers in rivers and returns to the sea.

We have learnt how rain is formed in nature.

(adopted from Master Science 1B, pp. 85-86, Hong Kong: Oxford University Press)

Subject-specific technical vocabularyGeneral academic vocabularySignalling words

example…For

(46)

In nature, water keeps changing between liquid water and water vapour. It goes round and round between the land, the sky and the sea. The way water circulates in nature is called the water cycle. The water cycle involves four main processes.

Evaporation: When the sun heats up the water in oceans, rivers and on land, the water absorbs heat energy and evaporates to become water vapour.

Warm air rises and carries the water vapour up to the sky. The surrounding air flows in to replace the rising warm air. This forms a convection current.

Condensation: As the upper part of the sky is cooler, water vapour cools

down and condenses to small water droplets. Water droplets join together to form clouds.

Transportation: Clouds may be carried to other places by wind.

Raining: The water droplets in the cloud gather and become heavy. The water droplets then fall to the ground as rain. Rainwater either becomes underground water or gathers in rivers and returns to the sea.

We have learnt how rain is formed in nature.

(adopted from Master Science 1B, pp. 85-86, Hong Kong: Oxford University Press)

simple present tense

example…For

Conditional sentence patternmodal (showing possibility)

(47)

In nature, water keeps changing between liquid water and water vapour. It goes round and round between the land, the sky and the sea. The way water circulates in nature is called the water cycle. The water cycle involves four main processes.

Evaporation: When the sun heats up the water in oceans, rivers and on land, the water absorbs heat energy and evaporates to become water vapour.

Warm air rises and carries the water vapour up to the sky. The surrounding air flows in to replace the rising warm air. This forms a convection current.

Condensation: As the upper part of the sky is cooler, water vapour cools

down and condenses to small water droplets. Water droplets join together to form clouds.

Transportation: Clouds may be carried to other places by wind.

Raining: The water droplets in the cloud gather and become heavy. The water droplets then fall to the ground as rain. Rainwater either becomes underground water or gathers in rivers and returns to the sea.

We have learnt how rain is formed in nature.

(adopted from Master Science 1B, pp. 85-86, Hong Kong: Oxford University Press)

example…For

DefiningDescribingShowing cause and effect

(48)

(Adopted from Utah Education Network. Introducing Text Structures in Science Writing-5th Grd. Retrieved 15thFebruary, 2011, from http://www.uen.org/Lessonplan/preview?LPid=11287)

Description

(49)

(Adopted from Utah Education Network. Introducing Text Structures in Science Writing-5th Grd. Retrieved 15thFebruary, 2011, from http://www.uen.org/Lessonplan/preview?LPid=11287)

Sequence:

Series of events Sequence:

Cycle

(50)

(Adopted from Utah Education Network. Introducing Text Structures in Science Writing-5th Grd. Retrieved 15thFebruary, 2011, from http://www.uen.org/Lessonplan/preview?LPid=11287)

Comparison

(Compare and contrast)

(51)

Text types Signal words Classification many, several, one, another, still another

one type, another type also, among, in addition to

Procedure first, second, third…

first, next, then, finally

steps, sequence, later, before, after, to begin

Comparison / contrast

compare, comparison, contrast same, different, like, as

similarities, differences, similarly but, also

on one hand, on the other hand

Cause and effect cause(s), effect(s) as a result of, results

affect of, consequence of, consequently, therefore for this reason

Problem / solution problem(s), issue(s)

(52)

52

Junior secondary years

• Acquiring basic technical

vocabulary

• Reading and writing simple sentences

• Reading &

writing simple academic text- types

Senior secondary years

• Acquiring more technical

vocabulary

• More complex sentence

structures

• More

complicated academic text- types

Tertiary years

• More condensed sentence

structures

• More complex academic passages

(53)

In order to help students to read and write academic

language, different kinds of language support are needed:

◦ Context/ideas level: graphic schemata, organizers,

diagrams, tables, pictures, comic strips, etc. / read aloud and think aloud / construction and de-construction of text

◦ Text level: genres/text types (information structuring)

◦ Sentence level: grammar

◦ Word level:

vocabulary

(54)

note how language works across the curriculum – grammar, vocabulary, pronunciation features, language and

organizational patterns, variety of genres/text types, knowledge structures

acquire plentiful exposure through different means

be trained in classroom language, language skills and study skills

develop enquiry skills, e.g. asking for information and explanation, repeating questions and seeking clarification

develop a large vocabulary size

develop a school culture that favors change and the use of English

become brave enough to speak up in English

develop confidence in learning through English

have ample opportunities for English language use – wide variety of support measures needed

study independently

(55)

Diagram-based (use graphic organizers, visual diagrams, tables and charts to

present content first), then have students write out in sentences and paragraphs

Keyword and key phrase approach

Point-form approach

Continuous text – essay approach

Topic/Theme-based

Daily-life related topics

e.g., food pyramid, digestion

Cross-subject mini-projects

e.g., global warming (English + Science)

(56)

Co-planning between Subject Content teachers and Language teachers

Subject teachers identify the targeted genres/text types in their academic materials and texts

Language teachers support subject content teachers to

teach the genres or language features based on the science content, e.g. procedural text, cause and effect, comparison and contrast etc.

The first step of co-planning - to have input and support from both science and language teachers

Scaffolding in teaching of language / language demand of tasks

Topic  Reading passages  Scaffolding  Task

Read  Answer  Produce (e.g. S3 food pyramid and

suggestions for a balanced diet)

(57)

(Courtesy: Mr Kayson Kan, Munsang College)

Hearing Smelling Touching Seeing Tasting loud,

soft, quiet, noisy, raspy, high/ low- pitched, rumbling.

odors, rotten, flowery, burnt, delicious, putrid, bad, good, sweaty.

hard, soft, hot, cold, rough, smooth, grainy, sharp.

bright, dark,

shiny, dull, colorful, purple, clear, twinkling.

sweet, sour, bitter, gooey, salty, syrupy, lemony, tart.

English teacher helping to teach vocabulary related to the 5 senses and writing observations

(58)

Administrative

Allow time and opportunity for

discussion and meetings between language and science teachers –

academic exchange important

Peer classroom observations

Sharing of texts &

materials – what

language is involved?

Any common areas, themes, topics?

Curriculum

Joint / separate training for language and subject content teachers

Co-planning and/or co- teaching

Teacher exchanges for sharing of good

practices

Bridging work for

students – e.g. summer

bridging programmes or

camps, ELAs. What to

focus?

(59)

Need for bridging and scaffolding that involves

◦ Plentiful Exposure to Academic Language –

◦ Framing of Concepts and Ideas in the content areas e.g. science, mathematics

◦ Comprehensible Input (large amounts of time for actual text reading needed) and a variety of input resources

◦ Output - whether reading or writing or speaking:

final product in English

◦ Expressing meaning in English – more than just

filling in blanks of single words, phrases or simple

sentences. Need to go beyond discrete language

items of pronunciation, grammar and spelling. Go

for the expression of meaning and concepts.

(60)

Adopting a whole-school approach? Having a school language policy?

Professional development courses for EMI subject content teachers

Language elements to be introduced into the training of content subject teachers?

A EMI Support Team? School-based?

Curriculum tailoring – trimming of the syllabus?

Co-operation between language and subject teachers for LAC

Liaison with publishers for suitable materials

Share success stories

Diversity of needs in different schools -

specific help to individual schools?

(61)

Reading and writing across the curriculum:

accessing prior knowledge

Reading and writing for everyday life and seeing how that is different from reading and writing for school subjects

Understanding genres and discipline-specific text types

Understanding the academic functions of scientific texts

Dealing with the use of vocabulary in academic texts

Using language to express meaning To teach or not to teach English? and concepts

To use or not to use Chinese?

(62)

Skills and strategies

◦ Language skills and thinking skills

Content knowledge

of subjects e.g. science, humanities, maths etc.

and of topics

Vocabulary

◦ Field-specific technical vocabulary

◦ General academic vocabulary

◦ Signalling words

Language knowledge

◦ Text-types

◦ Rhetorical functions

◦ Sentence patterns / “skeleton”

(63)
(64)

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