30 November 2013
Ms. Teresa Wong Siu-ling
Teacher of junior Geography and History, Kowloon True Light School
Ms. Tracy Cheung
LAC curriculum support officer to Kowloon True Light School, Senior Research Assistant, The University of Hong Kong
Implementing LAC in PSHE subjects:
A reflection on a 4-year practice
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Who we are…
Part 1
Ms. Teresa Wong Siu-ling, Teacher of junior Geography and History, Kowloon True Light School
Ms Tracy Cheung, LAC curriculum support officer to Kowloon True Light School, Senior Research Assistant, The University of Hong Kong
Part 2
Dr. Tammy Kwan, The University of Hong Kong
Today’s outline
Experience sharing in implementing LAC lessons in PSHE subjects
Getting to know our school context
Trying out LAC elements in PSHE subjects (History / Geography) from 2010/11 to 2013/14
Reflection
Concluding remarks
Q&As
3
Experience sharing in implementing
LAC lessons in PSHE subjects
「知… 唔知」
知
識
人善任 難而退
易行難
彼知己
(百戰不殆)
Anything to do with Language Across the Curriculum (LAC)?
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Getting to know our school context
Historical background of Kowloon True Light School
We are a Christian girls' secondary school situated in Kowloon Tong.
In 1872, True Light School (a primary school) was founded in Guangzhou. Later in 1917, True Light Middle School was established in addition to the primary section.
In 1949, the school was transferred to Hong Kong.
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Our School-based MOI Policy
Owing to the implementation of the fine-tuning of the
M.O.I. policy in 2010-2011, our school has started to teach Integrated Science and Geography in English in all four S1 classes while three of them have Mathematics, History,
Computer Literacy and Home Economics taught in English as well.
One class has Chinese Language taught in Putonghua.
When S1 moves on to senior secondary level(SS1), all classes will have all subjects taught in English for the Hong Kong
Diploma of Secondary Education.
MOI Arrangements of our school
CMI / EMI for all subjects by class / group
CMI / EMI by subject for some classes / some groups
2015-2016 SS3 EMI (Except Chinese History, Chinese Literature, Chinese Language and Liberal Studies)
2014-2015 SS2
2013-2014 SS1
2012-2013 S3 A(1) A(2) B C D
2011-2012 S2 Students learn
Integrated Science, Geography in English.
Chinese in Putonghua
Students learn
Integrated Science, Geography, Mathematics, History,
Computer, Home Economics in English
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Getting to know our school context
Strengths
1.A young and energetic school principal 2.A team of hard-working and dedicated teachers
3.Most students are cooperative and can stay on-tasks
4.MOI decision was discussed and supported by most teachers before implementation
Weaknesses
1.A number of teachers are not familiar with EMI / LAC (knowledge / pedagogy / awareness)
2.A number of teachers might not be
comfortable to use English as the medium of instruction (proficiency)
3.English proficiency of some students still needs improvement
Opportunities
1.The English Department has applied for the REES Collaboration & PD with HKU for 3 years
2.The English Department has invited LLSS, EDB to have school-based projects
Threats
1.Recruiting S1 students is competitive in our school district
2.Teaching load and other duties are heavy among colleagues / departments / teams 3.Teachers are worried of declining
Trying out LAC elements in PSHE subjects
(junior History / junior Geography)
Developed by Ms Teresa Wong & Miss Tracy Cheung (C) 2013 11
Understanding EMI and LAC
Language Across the Curriculum (LAC) = Academic Language Awareness + Academic Content Awareness
Every content subject teacher is also a language teacher.
“One of the ways in which we come to possess knowledge is through our possession and use of language”
When we adopt English as the Medium of Instruction, we help our students to master:
“Knowledge of content”
Knowledge of language
Language skills, grammar and vocabulary
Generic skills: Critical thinking etc.
Genre-based approach offers an authentic context to link up everything
An overview of T/L activities attempted
Year History Geography Professional Development
2010‐2011 • S1, LLSS (+Eng / comparison)
• School‐based WS: Genres to Academic Literacy (Dr. Angel Lin)
2011‐2012 • S1, with HKU
• S2, with LLSS (+Eng / cause‐
and‐effect)
• School‐based WS: Academic Literacy and Language Across the Curriculum: Scaffolds &
Collaboraiton (Dr. Angel Lin) 2012‐2013 • S2, with HKU • S1, with HKU
(w/ another Geog T)
• EDB HKU LAC PD course (Lesson observation by Dr.
Kwan)
• School‐based WS: Language Across the Curriculum:
Sharing of Ideas (Ms Tracy Cheung)
2013‐2014 • S2, with HKU • S1, with HKU
• S3, with HKU
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Year “0”: 2010-2011 (T/L activities)
S1 History, LLSS (+Eng / comparison, by another History teacher)
English History topic: History
Religions
Year 1: 2011-2012 (T/L activities)
S2 Geog, with LLSS (+Eng / cause‐and‐effect)
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English Geography
Geog topic:
earthquakes
Year 1: 2011-2012 (T/L activities)
S1 Geog, with HKU
Geography Geog topic:
Land use &
urban planning
Year 2: 2012-2013 (T/L activities)
S2 History, with HKU
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Skills Training & Field trip
History History topic:
Study of historical buildings in HK
Year 2: 2012-2013 (T/L activities)
S2 History, with HKU for PD lesson observation
History
History topic:
Arts in the medieval time
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Year 3: 2013-2014 (T/L activities)
Will carry out the materials developed in the previous years:
In S2 History and S1 Geography
Geog topic:
Land use &
urban planning History topic:
Study of historical buildings in HK
Year 3: 2013-2014 (T/L activities):
An extended S3 Geog-LAC module
After trying out different LAC elements
& strategies for 3 years…
It’s time to have a challenge for both teachers and students.
We have accumulated and tried out a lots of ideas in the past three years.
Bits and pieces only
Not a complete PSHE module / chapter
This year, we want to pull together all the things that we have learnt, and try something BIG, something more
comprehensive.
An extended Geog-LAC module.
S3 Geography “Ocean in Trouble”
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Our beliefs…
Content knowledge and language knowledge should go hand in hand.
When integrating LAC elements / strategies and content subject knowledge, the learning activities should be:
As smooth as possible
As hassle-free as possible
As meaningful as possible
With as many scaffolds as possible
Without dumbing down
When students use English as the Medium of Instruction, they need to master and use……
Content knowledge
Skills and strategies
Language skills (e.g. read, listen, speak & write)
Thinking skills (e.g. compare & contrast, evaluate, suggest, identify)
Study skills (e.g. take notes, revise, summarize)
Language knowledge
Text-types (e.g. information report)
Rhetorical functions (e.g. to define, to explain)
Sentence patterns / “grammar”
Vocabulary
Subject-specific technical vocabulary
General academic vocabulary
Signalling words
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Planning Step 1
Planning Step 2
Scaffolding at all levels
At contextual level
At text level At sentence level
At word level
English language Geography
Planning Step 3
Let’s have a module walk-through
The whole chapter 2
"Oceans in Trouble" is now divided into 5 sub- sections.
Sections 2.1 to 2.3 are
textbook-based, while 2.0 (Pre-learning) and 2.4
LAC application are our own design.
We have around one month to cover this chapter. (8-9 lessons)
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Content Learning outcomes
By the end of the module, students can:
Identify the importance of the oceans, the problems and the consequences
Understand possible ways of developing the oceans in a more sustainable way
Cultivate the awareness of oceans and strike a balance of consumption of marine resources and protection of
ecosystem
Sections Tasks T‐note 2.0
Pre‐learning
1. Watch a video clip “Why the ocean” home Before Nov 11
2.1
Importance
1. Read the case study “The Black Sea” class Nov 11 (iPad) 2. Read the information report “Marine Ecosystem” and
summarize it with a graphic organizer
class Nov 13
3. Identify other importance of the oceans through reading maps and visual aids
class
4. Read textbook pp. 37‐52, and complete exercises Home / class Nov 18 5. Summarize the section
2.2
Problems
2.1 Read a story on Minamata Disease class Nov 20 (iPad)
2.2a Read news articles on problems of the oceans class 2.2b Read textbooks, (and search the Internet) home
2.3 Complete summary (p. 54) home Nov 25
2.4 Write an information report 2.3
Solutions
1. Read diary entries related to solutions class Nov 27 (iPad)
2. Design an infographic poster class/ home Dec 2 (iPad)
2.4
Application
1. Have a discussion on the topic “Conservation or Civilization” class Dec 9 2. Reflect on what I have learnt in this chapter home
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2.0
Pre‐learning
Package of learning materials [drafts only]
Learning portfolio
“Learning Diary”
Pre-learning task
(Watching an infographic video)
2.1 Importance
“Why are oceans important to us?”
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Task 1 “Case study”
Task 2 “Marine Ecosystem”
Task 3 “Other importance”
Task 4 “Summary”
Package of learning materials [drafts only]
2.2 Problems
“How do people create problems in our oceans?”
Task 1 “Minamata” Task 3 “Summary: Graphic organizer”
Task 4 “Summary: Information report”
Package of learning materials [drafts only]
2.3 Solutions
“What can be done to save our oceans?”
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Task 1 “Diary entries”
Package of learning materials [drafts only]
Task 2 “Infographic Poster”
2.4 Application
“Conservation or civilization?”
Task 2 “Reflection”
Package of learning materials [drafts only]
Task 1 “Conservation or civilization”
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Sections Tasks Lang. skill
focus
Text types / genres
focus Lang. Element focus*
2.0
Pre-learning
1. Watch a video clip “Why the ocean”
reading An infographic video C: Understanding the context & identifying main ideas W: Vocabulary (thematic, in context)
2.1 Importance
1. Read the case study “The Black Sea”
reading / speaking
A case study (an information report)
C: extracting key information to a graphic organizer T: text structure
S: academic functions (defining, comparing and contrasting, giving examples) W: signalling words, vocabulary (thematic, in context)
2. Read the information report
“Marine Ecosystem” and summarize it with a graphic organizer
reading An information report C: extracting key information to a graphic organizer T: text structure
S: Functions: definition / explanation / giving examples W: Vocabulary (thematic, in context)
3. Identify other importance of the oceans through reading maps and visual aids
reading maps / visual aids / caption
C: understanding maps and visual clues S: Function: summarizing
W: Vocabulary (thematic, in context) 4. Read textbook pp. 37-52, and
complete exercises
reading Graphic organizers / textbook
S: Expressing opinions from a different perspective “If I were … I would…”
W: Vocabulary (thematic, in context) 5. Summarize the section
2.2 Problems
2.1 Read a story on Minamata Disease reading A narrative C: Understanding the context & identifying main ideas T: text structure
Narrative structure & development of minamata disease 2.2a Read news articles on problems
of the oceans
reading / speaking
News articles C: Understanding the context & identifying main ideas, using pictorial clues to understand meaning of written text
W: Vocabulary (thematic, in context) 2.2b Read textbooks, (and search the
Internet)
reading textbook
2.3 Complete summary (p. 54) integrated A graphic organizer C: extracting key information to a graphic organizer W: Vocabulary (thematic, in context)
2.4 Write an information report writing An information report Writing template of an information report with guiding questions provided. Language structures are also provided to weaker students.
Function: giving a general statement, describing, elaborating 2.3
Solutions
1. Read diary entries related to solutions
reading / speaking
Diary entries W: Vocabulary (thematic, in context)
2. Design an infographic poster integrated Main task 1:
An infographic poster
Using both linguistic and non-linguistic resources to express ideas
2.4
Application
1. Have a discussion on the topic
“Conservation or Civilization”
speaking Main task 2:
Oral presentation
Contextual prompts are provided to help present different views and arguments Speaking template with language structured provided to help
Functions: greeting, identifying the role, stating one’s stance with reasons, summarizing
Expressing opinions from a different perspective “If I were … I would…”
Main tasks (task-based
approach)
Language Learning Elements
A school-based LAC Strategy Checklist:
At ContextualLevel At TextLevel At SentenceLevel At WordLevel Others
1.Using graphic organizers 2.Questioning
3.Teaching study skills (e.g.
note-taking reading &
writing)
4.Highlighting content- specific skills (e.g.
observing, practical skills) 5.Highlighting language skills (e.g. reading / listening / speaking / writing)
6.Activating and building background knowledge 7.Motivating and setting purposes for reading 8.Relating the reading to students’ lives
9.Pre-questioning, predicting, and direction setting (e.g. advanced organizers, signposting)
1.Highlighting common factual / non-fiction text- types in content subjects 2.Introducing text structures (e.g. cause and effect, explanation) and logical thinking
3.Summarizing the text.
4.Cloze activities
5.Students giving an oral summary of the passage 6.Color Coding using highlighters
7.Modifying the text
1.Highlighting academic functions in the content subject
2.Highlighting parts of speech
3.Using sentence frames 4.Mind mapping for sentence reconstruction
1.Introducing different types of vocabulary (i.e.
technical, general academic, signalling words)
2.Using syllabication skills 3.Highlighting prefixes and suffices
4.Use of symbols 5.Visualization 6.Mnemonic
7.Using technology (Quiz let)
8.Tools for revising vocabulary
9.Making use of parts of speech
1.Lesson planning (using a LAC lesson planning checklist)
2.Identifying language demand in content subjects 3.Classroom language 4.Teaching instructions 5.Sharing of resources and ideas
6.Co-planning between Content Subject teachers and Language teachers 7.Scaffolding in teaching of language / language demand of tasks 8.Understanding exam question prompts 9.A diversity of tasks (content tasks & language tasks)
So… how did the students perform?
This module is still going on, and we plan to have another similar extended Geog-LAC module in the second semester.
But we can share with you some clips of the lessons that have been conducted so far, and some of the students’ work.
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1
stlesson of the module:
Reading a case study of the Black Sea
Main focus of this lesson:
A Case Study: The Black Sea
Text structure
Guided detailed reading
Students’ group oral presentations
2
ndlesson of the module:
Reading an information report
Main focus of this lesson:
Marine ecosystem, other importance & section summary
Guided detailed reading
Extracting key information to graphic organizers
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3
rdlesson of the module:
Summary of Sections 2.0 & 2.1, + “Learning Diary”
Main focus of this lesson:
Review and study skills
learning diary
Students’ personal evaluation and judgment “If I were…”
4
thlesson of the module:
Cooperative reading and writing
Main focus of this lesson:
Problems faced by the oceans
Guided reading
Real time collaborative writing
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Reflections
PIE
P: Planning
Identifying content and language demands
I: Implementation
Trying out new items / strategies / skills
E: Evaluation
Reflection, students’ assignment, discussion / meetings with others
Assessment elements
Assessment for learning
Assessment of learning
Summative assessment
Formative assessment
Reflections
Working with front-line content subject teachers
Knowing BOTH the content subjects and the language
Working together means:
Co-planning
Co-designing
Co-teaching
Materials development
Profession development support to teachers
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Our try-outs aimed to provide students
Four key conditions for successful content and language learning:
Exposure
Use
Motivation
Formal instruction
While students learn the subject contents, they also pick up a lot of language elements.
In order to express themselves in this topic, they have to use these language elements and structures.
Through scaffolding at all levels
At contextual level
At text level At sentence level
At word level
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English language Geography
In order to master the subject content of this topic,
students have to use the related language elements as well.
Gains related to this extended Geog- LAC module
Content-wise
Understand the importance of the oceans, the problems and consequence
Language-wise
Use specific language structures to express themselves from other stakeholder’s perspective
(expectation) Give proper, complete oral presentations
(expectation) Write simple yet complete information reports to summarize problems of the oceans
Gains in general
Through our trial-and-errors, we have “spread our wings”
Senior form teachers shared / reported that language proficiency of S4 students is better
Preparing students for the HKDSE
Lay a solid foundation in junior years
Learn better in senior years
(might) Have better results in HKDSE
LAC offers a solid bridge to minimize the gap between JS and NSS, as well as diversity & discrepancy among students
Students with weaker language proficiency can still learn and complete all tasks.
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Difficulties and challenges in general
“A matter of choice”
As a subject teacher
As a EMI language teacher
Limited resources
Manpower
Time
Teaching ideas
Reference materials
Technology (e.g. “real-time collaboration”)
Experience and expertise
“LAC Curriculum Designer / Supporter”
Depends on funding
Concluding remarks
Developed by Ms Teresa Wong & Miss Tracy Cheung (C) 2013 47
Laying a solid foundation
Sometimes, you simply don’t know how far your students could go.
We have learnt a lot through this journey. We tried, we tripped, we learnt, and we moved forward.
It’s better to start with something small, and something that is most helpful to the students.
Before any planning or implementation, consider what the students really need, and what the teachers can really do.
The blossom of LAC might not appear immediately. It’s more of laying a good foundation for the students, as well as for the
teachers.
It allows both students and teachers to grow and develop.
Let’s pass the floor to Dr. Tammy Kwan.
Thank you.
Special thanks to:
Dr. Angel Lin & Dr. Tammy Kwan
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