1. Teaching English as a Second & Foreign Language M. Celce-Murcia
CBLT & Immersion
Teaching English as a Second & Foreign Language
M. Celce-Murcia

2. Content-based & Immersion Models for S/FLT
ESP
EAP
Canadian Immersion Program(Swain, 1985, 1993)
Cognitive Academic Language Learning Approach (Chamot & O’Malley, 1994)-language+content

3. Models of Content-based instruction
Content-driven------Language-driven
Total/partial Immersion
Sheltered Courses
Adjunct Model
Theme-based Courses
Language classes with content for language practices

4. Theme-based Model
Skills instruction integrated with thematic content-Computer English, Business English
6 T’s Approach: Theme, Topics, Texts, Threads, Responsibility, Tasks, Transition

5. Sheltered-Model
Deliberate separation of ES/FL learners from mainstream students
Short sessions for key terms or expressions, class interaction, discourse patterns during the content-based lecture
ESL writing, ESL Math, ESL Social Studies: simultaneous development of Language & content knowledge

6. Adjunct Model
Coordination of lesson objectives & assignment models b/w language & content teachers
Biology & ESL; History & ESL
Freshmen Summer Program at UCLA
Social Science English Language Center in China
Project LEAP at CSU at LA-Gen ED + study group team

7. Expansion of Content-based Models
Two-way immersion: bilingual immersion or dual language program
Cf) additive bilingualism vs. subtractive bilingualism
Structured immersion (English immersion)-English Only? Sink or Swim?
ESL pull-out class

8. Strategies for CBI
Language teachers-four skills + study skills, knowledge on content (See 311, 312)
Strategies for content instruction
modify input
use contextual cues
Checking for understanding
Designing appropriate lessons-vocabulary, prioritizing objectives, schema-building activities, grouping strategies

9. Current & Future of CBI
Incorporate communicative teaching practices in CBI
Enhance information competence
Standards-based instruction: ACTFL, TESOL Standards
Snow, Met, & Genesee(1989): Content-obligatory language-disciplinary concepts or terms which is cognitive demanding & context reduced
Content-compatible language-contextualized academic tasks (ex. Tenses with content)

10. Current & Future of CBI
Issue of empowerment & equity: What knowledge to teach/learn? Who gets to decide?
Critical pedagogy (Freire, 1970): accommodation vs. ideology of opposition & change
“Negotiate academic curricula responsive to social, economic, & political issues, rather than serving one that is so narrowly focused on career preparation

11. Conclusion Learners’ needs should be examined.
Students’ levels of language proficiency should be assessed carefully.
Careful assessment of language & content development
Reorientation of language teaching by CONTENT

12. Literature as Content for ESL/EFL
Reader Response Theory-Reader interact with text
Efferent reading-Text as message
Aesthetic reading-focus on reading process
Stylistics-literary text analysis
Language-based approach-help interpreting text for meaning-making

13. Literature as Content for ESL/EFL
Widdowson (1992): Practical stylistics-importance of individual interpretation
Characterization
Points of view: Psychological, Spatio-temporal, Ideological
Using literary texts to integrate skills: Listening, Speaking, Writing
Developing cultural awareness-Adaskou, Britten, & Fahsi (1989): aesthetic, sociological, semantic, pragmatic senses
Do not judge students’ assumptions but interpret to understand diverse perspectives

14. Experiential & Negotiated Language Learning
Open Classroom
CLT movement in 1970s
Confluent Education (Galyean, 1977)
Experience for democratic learning: learning by doing (Dewey, 19160
-Kilpartrick (1918)-The Project Method
2. Learning as negotiation process

15. Experiential & Negotiated Language Learning
3. Negotiation of curriculum (Nunan, 1995, 1999)
Clear instructional goals
Learners’ self-created goals
Encourage the use of SL outside the classroom
Raise awareness of learning processes
Identify own styles & strategies
Encourage choice
Learners self-generated tasks
Learners as teachers
Learners as researchers

16. Project work: The Quintessential ELLA
Organizing a project
Agree on theme
Determine final outcome
Structure project
Prepare sts for language demands for 5
Gather information
Prepare sts for language demands for 7
Compile & analyze information
Prepare sts for language demands for 9
Present
Evaluate (See p , )

17. Bilingual Approaches to Language Learning
Biliterate, Bicultural
Transitional (Early-exit) bilingual program
Maintenance/developmental (Late-exit) bilingual program
Immersion programs
Quality Indicators: Availability of qualified teachers & other school staff, Sound curriculum & instructional organization, appropriate regular assessment, Multiple channels of parent/community outreach

18. Ongoing concerns
Need for concerted effort for development of proficiency in two languages while promoting access to academic subjects & contents
Public opposition: English Plus vs. English Only, English First movement, Proposition 227
Language Teaching is not neutral but political & ideological!!!!