Language Culture Content Integration of Languag e, Culture, and Content STARTALK 2009 Dr. Wafa Hassan MSU

Involves teaching a curricular subject through the medium of a target language. The learner is gaining new knowledge about the subject while encountering, using and learning the foreign language

In order to attain advanced level of language ability, we have to think about:  Language and knowing, language only is not enough  Languaged based knowing*  Globalized environment and the need for specialists in other languages  Professional work around the globe and its demand for multilingual teams to work together * Ideas from Heidi Byrnes last presentation GTU.

 Builds intercultural knowledge and understanding  Improves language competence and oral communications  Provides opportunities to study content through different perspectives  Allows learners more contact with the target language  Increases learners’ motivation and confidence in using the target language

Content-Based Language Curriculum and the 5Cs

communication cognitive Language comparison authentic Culture connection Knowledge Content

Perspectives ProductsPractices Art Music Literature Folklore artifacts Beliefs Values Habits Food Leisure Dance Customs weddings

LanguageContentCognitive Study skills Culture

Social StudiesScience

 Students Connect with other Disciplines Knowledge:  Students reinforce and further their knowledge of other disciplines through the world language Point of View:  Students acquire information and recognize the distinctive viewpoints that are only available through the world language and its cultures.

 Geography  History  Immigration  Economics  Flags  Currency  Foods  Celebrations  Cultures  Energy  Lifestyles  Ecosystems  Transportation  Politics  Governments  Religions

 Personalized Experiences  Authentic Experiences  Hands-on Experiences  Participatory Activities  Higher Order Thinking Activities  Instruction that relates Abstract to Concrete

Content Strands: History, Geography, Economics, Civics, and Public Discourse Skills:  Research Methodology  Primary Resources  Artifacts and Authentic Materials

US History – Immigration & Emigration  Analyze the major changes in communication, transportation, demography, and urban centers, including the location and the growth of cities linked by industry and trade, in last half of the 19th century.

US History – Local Communities Use historical thinking to understand the past.  Construct a historical narrative about the history of the local community from a variety of sources (e.g., data gathered from local residents, artifacts, photographs).

World Geography - Cultural Mosaic Describe the characteristics, distribution and complexity of Earth’s cultural mosaic.  Identify and explain examples of cultural diffusion (e.g., the spread of sports, music, architecture, technology, languages, etc.).

Living and Working Together - Use historical thinking to understand the past.  Use historical records and artifacts (e.g., photos, diaries, oral histories, videos) to draw conclusions about family/school life in the past.  Compare life today with life in the past using the criteria of family, school, jobs, or communication.

 Arab American National Museum  Arab-American Experience

Create a unit on Astronomy and Arabs. You can use these topics as part of your unit  Solar System  Eclipses  Sun & Moon  Seasons  Lunar Calendar

 Objectives: content – cultural – language  Standards  Time Frame  Materials Needed  Pre and post tasks  Assessment