Language-across-the-curriculum:
an endeavour to support
learners with diverse needs to learn Integrated Humanities
more effectively in English
Valtorta College
*opened in Taipo in 1976
*run by the Catholic
Diocese of Hong Kong in commemoration of Bishop Henry Valtorta (恩理覺主教)
Integrated Humanities
(since 2005)
EPA, the three subjects a junior-form
Geog coexist version of
and Hist Liberal Studies
coexist +
a student-centred approach +
an inquiry approach
Learner standard
two worsening problems
Learner diversity
Quantity-oriented measures
more dictations
Quality-oriented measures
A student-centred approach
Could not go far and deep!
Why?
Burdened with DUTIES
Could not address THE LANGUAGE BARRIER
in a sophisticated manner
Two types of input
since 2011
EXTRA MANPOWER
through the Refined Enhancement English Scheme 2011-2014
*one million
*three years and eight months
EXTERNAL SUPPORT
Language Learning Support Section (EDB) on language-across-curriculum (LAC)
arrangement 2012-2014
extra manpower + external support
Lunchtime Support Classes
Miss Lam
An attempt to give weak students
more exposure to
basic elements of English
and key concepts of IH
The LAC arrangement
Mr Lam
An attempt to help students
study an IH topic in English
Under the guidance of Language Learning Support Section (EDB),
the English Department
supported the IH Department
in addressing the language barrier.
An attempt to address the issue of
learner diversity
Thank you
Sustainability Factors LAC
High degree
Inserted into the syllabuses Graded
exercises Lunchtime
Support Classes
Uncertain
Extra
manpower needed
S.1 Lunchtime remedial
classes
Objectives
Integrated Humanities is a new subject to S.1 students.
English is the teaching medium.
Students have weaker English ability.
English Integrated Humanities
Before the courses
Target students are selected based on their I.H. test results.
Parent letters are issued.
Students are warned of the potential consequence of no show.
On the first days of the courses, teacher reminds
students to pack their lunch and go to the class on time.
Selection of target students
About 20 S.1 students with lower I.H. test results are selected.
Subject teachers can also nominate some weaker students to join.
In order to ensure students have equal chance to join the lunchtime programmes, students who
have joined in the first term are not selected. The programmes aim to involve as many students as possible.
2 – 3 courses are arranged every year.
Usually the courses are arranged before
exams to help students prepare well for their I.H. exams
8 – 10 lessons are arranged for each course.
Lunch arrangement for teacher
A special timetable is provided for the teacher. No lessons are arranged for the teacher in the lesson before lunch.
A teaching assistant is assigned to assist running of the lunchtime programmes. He facilitates the
courses by supervising students to watch English movies, have lunch and check their assignments.
Procedures
Lunchtime starts at 12: 35 p.m.
Students must arrive at the classroom at 12:40 p.m.
Lesson starts at 1:15 p.m.
Lesson ends at 1:40 p.m.
Afternoon session starts at 1:45 p.m.
Lunchtime remedial classes
Phonics course
Vocabulary and writing course
Means adopted to
bridge the gap of IH
learning in English
Provision of an English learning atmosphere
Movie viewing
Song appreciation
Movie viewing
Song appreciation
Phonics course
Assessment for learning – pre-test
Introduction of sound rules
Practice
Application of Phonics in I.H. learning
Vocabulary and writing course
Reading
Vocabulary building
Writing
Peer evaluation
Outcomes of the courses are
measured through end-of-course
survey.
Evaluation
16%
58%
26%
The course helps me understand rules of pronunciation more.
Strongly agree Agree
Neutral Disagree
Strongly disagree
Evaluation
37%
31%
32%
The course helps me learn vocabulary in other subjects better.
Strongly agree Agree
Neutral Disagree
Strongly disagree
Sustainability
It is highly sustainable as the teaching package has been
refined and is readily available
for use.
Problem & solution
Other clubs and functional groups also
holds meetings or practice at lunch. Time clash is inevitable.
Prior discussion on course schedule with
various parties in school before September
is required.
Language-across- the-Curriculum
AN ENDEAVOR TO SUPPORT LEARNERS WITH DIVERSE NEEDS TO LEARN INTEGRATED HUMANITIES IN ENGLISH
Aims of F.2 LAC Activities
1
To maximize the opportunities of learning IH concepts through
English.
To cater to the diverse learning
needs of students.
LAC Activities
Mid Oct to mid Nov
Start IH teaching
in mid Nov
Synchronize teaching time-table
2
Unit design principles
Clear content and language objectives
Integrate language skills (reading, writing, listening, speaking and
vocabulary) throughout the unit when appropriate
3
Unit design principles
Adaptation of teaching materials to suit students’ needs and use
scaffolding strategies to make
content accessible to learners of different learning styles.
4
English teachers’ role
Teaching students the language use in this unit
to pre-teach students how to
write an expository essay with a clear topic sentence
5
English teachers’ role
to pre-teach cause effect language and cause effect organization first
before the IH teacher starts the topic.
6
Scaffolding strategies
Use lots of visuals to
activate students’ prior
knowledge about landslides in HK;
and
help visual students understand the topic
7
Scaffolding strategies
Photos
8Scaffolding strategies
audio-visual clips
9Scaffolding strategies
Use anticipation guide
10
Scaffolding strategies
KWL chart
11
Scaffolding strategies
Frayer’s model to consolidate the learning of new concepts and vocabulary
12
Scaffolding strategies
13Use cause- effect
graphic
organizer to categorise the causes of landslide
Language Production & Practice
14Practise
using English in group
activities and oral report in IH classes
Language Production & Practice
15Write an
essay about the causes of landslides.
Graded exercises
Large steps Small steps Going ahead
A case from Valtorta College
If you talk to a man in a language he understands, that goes to his head.
If you talk to him in his own
language, that goes to his heart.
Nelson Mandela
Talk in an easy language.
People get your message.
Talk in ones’ language.
Others feel your message.
(adapted version)
In our school
• Big steps
• Centralized curriculum
• Uniform assessments
• Student diversity
• Small steps
• Some still lag behind
• Lack of motivation?
• Different stages in (language/ cognitive) development?
Graded exercises Student-centered
pedagogy
Objective of graded exercises
• Accommodate LD (between-class)
• Increase motivation
• Better mastery of subject content
Start where the student is
Types of graded exercises
• Order of thinking: Bloom’s taxonomy (cognitive)
• Language ability: Difficulties of vocabularies, complexity of sentence
Students weaker in Language Higher achievers Blanks, table, simple short
sentence, easy wordings
Complex sentence, harder wordings
Students weaker in cognitive ability
Higher achievers
Lower order of thinking Higher order of thinking Recall, understand, apply Analyze, evaluate, create
Rewards and
motivation
Question samples
Section 4: Types of production
L
Table filling, recall from textbook
1. What is/ are the differences between primary and secondary production industry?
2. Which is more common, primary or tertiary production industry, in Hong Kong? Why?
M (for all)
Sentence writing, recall and analyze.
Sentence writing, understand and apply
Imagine that you are a billionaire and going to invest in one of the industry in Hong Kong. Write down
your plan below:
1. Type of industry: ____________
2. Investment: _$______________
3. Number of labours employed: ___________
4. Raw materials needed: _________________
5. Expected returns : _$______________
6. Plan for development:
H
Blanks and sentence writing, apply and create
Section 1: Names of continents
L
Blanks, recall from listening
M (for all)
Tonight is the new year’s eve. Follow the order of entering the new year, arrange the continents by their name.
Arranging names, recall and apply
H
In which continents was the photos taken in? Do you want to live there? Why?
Sentence writing, apply and evaluate
Student samples
Less abled students
• From section 1
Less abled students
Medium level
Medium level
High performers
High performers
Evaluation
• Collaborative Lesson Preparation periods are important
• Higher correct rate and speed for less abled students
• Larger motivation for high performers (feedback:
larger room for elaboration)
• Sometimes provided as after-class bonus questions (chllange across level)
Limitation and suggestion
• No model answers (inquiry thinking questions)
• Sense of fairness
• Between-class vs within-class struggle
• Teachers’ workload
