Ohio’s K-4 Content-Enriched Mandarin Curriculum Module Two Content-Enriched Instruction Funded by the U.S. Department of Education Foreign Language Assistance Program and the Ohio Department of Education

In this module you will learn… What content-enriched instruction is; Some benefits of content-enriched instruction; and Grade-level appropriate topics to include in content-enriched instruction.

In content-enriched early language programs…. Subject content from the regular school curriculum is taught via the foreign language; Natural connections across the elementary curriculum are developed; Teachers integrate content (and culture) learning so that language is acquired in a meaningful context;

Benefits Content-based activities provide a framework for developing higher order cognitive skills; and Students generally attain a higher level of proficiency than their counterparts in regular elementary FL programs because they spend more time using the foreign language and are exposed to a wider variety of topics.

Benefits Children equal or outperform their peers who are not involved in language learning on standardized tests of achievement.

Grades K-2 Content Learners in Grades K-2 begin with content topics close to the self, the home, and the school. Topics are selected from the K-2 school curriculum and are introduced in a meaningful communicative context involving concrete activities aimed at developing language and reinforcing content from other disciplines. Age-appropriate literature, arts, music, and games are an integral part of the K-2 second language program.

Grades 3-4 Content: Learners at grades 3-4 begin with content topics close to self and family and then become acquainted with their community and other parts of the world. “Children at this age are at a maximum of openness to people and situations different from their own experience. For these students a global emphasis is extremely important...” (Curtain & Dahlberg, 2004, p. 18). Content is drawn from the 3-4 curriculum and is delivered through first-hand, concrete experiences which are deeply embedded in context.

Resources Ohio’s Academic Content Standards K-12 Foreign Language, 2004 –Pp , “Making Connections.” Standards for Foreign Language Learning in the 21 st Century, 1999 –Pp Opportunities to Learn K-8; –P. 35. “Content from Other Subjects” and “Critical Thinking Skills.”

Resources Curtain and Dahlberg (2004). Languages and Children: Making the Match, 3 rd ed., Pearson Publishers. –Chapter 11, pp “The Connections Standard: Content-Related Instruction.”

Reflection/Discussion Prompts Imagine that you must justify your program to administrators, parents, and other teachers. List five compelling reasons that students should take part in your elementary content-enriched Mandarin Chinese program. Look at the first-grade unit “Shapes and Sizes” or the fourth-grade unit “Healthy Eating.” How does the Chinese program reinforce concepts and skills from the regular elementary curriculum?

Additional Resources Annenberg Videos ml ml Create a username and password to access these videos free of charge. See Video 2, “Standards and the 5Cs” and pay particular attention to the Connections Standards Watch any of the K-4 videos to see teachers reinforcing knowledge and skills via the target language.

Thank You! This is the end of the “Content-Enriched Instruction” Module. Please continue with Module Three, Backward Design.