109年度英語文教師教學專業知能CLIL增能工作坊1090817

Immersion 和CBI 都是幫助learners 進入主流語言。

9. The origin of CLIL -- the multilingual context in Europe. - To promote unity ... 首頁 網誌文章分類 英文線上字典彙整 英文相關考試彙整 聽力Listening 閱讀Reading 英語教學/學習影片 學習資源 英譯資源 2020年8月27日星期四 109年度英語文教師教學專業知能CLIL增能工作坊1090817  109年度英語文教師教學專業知能CLIL增能工作坊(LTTC研究發展室學術發展科長李乃欣)1.學科內容與語言整合教學法,context-based2.Outline:What?When?(Origin)Why?(WhyCLILrelevanttous?)Who?(Whoshouldbeinvolved?)How?(Howtodoit?)3.WhatisCLIL?(Coyle,Hood&Marsh,2010)-ContentandLanguageIntegratedLearning(CLIL)isadual-focusededucationalapproachinwhichanadditionallanguageisusedforthelearningandteachingofbothcontentandlanguage.-CLILisanapproachwhichisneitherlanguagelearningnorsubjectlearning,butanamalgamofbothandislinkedtotheprocessesofconvergence.Youraudiencewilllistentoyouorreadthecontent,butwon’tdoboth. 4.contentVSlanguageinCLIL(教數學tearm,英文單字(table,desk...))5.Social-culturalnotionsoflearningSocialconstructivism(Vygotsky) →(1)socialinteraction (2)psychologicaltools:language (3)Themoreknowledgeableother(MKO) (4)TheZoneofProximalDevelopment(ZPD) (5)scaffoldingtutoring強調communication，而不是文法、詞彙。

6.WhatisCLIL?(Brown&Bradford,2016)(日本的學者)-CLILisanapproachtoeducationthatintegrateslanguageandcontentlearning;planningfor(事先計畫),fostering,andassessingboth,thoughthefocusmayshiftfromonetotheother.-CLILisalsoamethodofteachingwhichdrawsheavilyonconstructivistandsocio-culturalnotionsoflearningtoprovidestudentswithopportunitiesformeaningfulinputandoutputinL2andmeaningfulengagementwithcontent. socio-culturalnotionsoflearning→社會認知學習理論Piaget→內化Vygotsky→和外界社會建構(interaction)→negotiation,meaningconstruction 7.CLILinrelationtootherformsofELTCBI=content-basedinstruction學科本位語言教學法8.Immersionvs.CBIvs.CLIL(1)Immersionprogrammes(學「學科」)-Canada(mid1960s)-TargetLanguage(TL):French(theofficiallanguage)-Allsubjects-subjectlearning(2)CLIL-Europe(1990s~)-TL:MT+2-certainsubjectswithinthecurriculum-dual-focused(3)Content-basedinstruction(CBI)(學「英語」，重點是教語言)-USA(mid1980s)-TL:English(themainstreamlanguage)-abridgeintomainstreameducationandtheuseofthemaincommunitylanguage-Languagelearning幫助移民的孩子Immersion和CBI都是幫助learners進入主流語言。

9.TheoriginofCLIL--themultilingualcontextinEurope -Topromoteunityindiversity--Languageisthesolution -EUobjective:(1)Toincreaseindividualmultilingualism,whichfurtherenhanceEuropean-widecommunicationandmobility(Marsh,2002)(2)Europeancitizenstolearntwolanguagesinadditiontomothertongueforaminimumoftwoconsecutiveyearsduringcompulsoryschoolingandifpossibleforalongerperiod(i.e.MT+2)10.IsthereastandardCLILmodel? 11.CurricularvariationinCLILOperatingfactors-Teacheravailabilityandcooperativemodel-TargetCLIL-languagefluency-TheamountoftimeavailabletobededicatedtoCLIL-Thewaysinwhichcontentandlanguageareintegrated -linkbetweenCLILtoanout-of-schoolorextra-curriculardimension-AssessmentprocessesCurriculum,Teachers&students,School&externalcontext→acontext-basedCLILmodel 12.TypesofCLILSoftCLIL(Languageteaching) ←Objective→HardCLIL(Contentteaching)LightCLIL(Onceinawhile) ←Frequency→HeavyCLIL(Regularly)PartialCLIL(Partofclass)←Proportion  →TotalCLIL(Wholeclass)BilingualCLIL(e.g.,Chinese&English)←LanguageUse→MonolingualCLIL(e.g.,English)13.CLILisnot…-backdoorlanguageteachingoradditionalEnglishsubjectteaching-amatterofsimplychangingthelanguageofinstructionwhenteachingasubjectEMI(=EnglishasaMediumofInstruction): 用英文授課，而非學習的目標14. I:ConstructionofKnowledgethroughinteraction:CLILlessonsrestonprinciplesofactiveandcooperativelearningandtheco-constructionofknowledge. L:Learner-centered:Thelearner-andhis/heraffective,languageandlearningneeds--remainsthecentralfocusatalltimes(Ioannou-Georgiou&Parlou,2011)U:Learnasyouuse,useasyoulearn←→Learnnowforuselater15.CLILstagesStage1:Vision(期待Ss透過CLIL達到....)(e.g.,不要怕英文)(e.g.,會用英文寫實驗報告)Stage2:ContextStage3:UnitplanningStage4:Unitpreparation Stage5:Monitoring&EvaluatingStage6:Reflection&Inquiry16.The4CFramework17.LocalizingCLILinstruction:108課綱核心素養18.Content學科內容-Context-based(1)科目取向(subject-based):健體、生活、藝術(2)主題取向(topic-based):globalwarming,DragonBoatFestival(3)(跨領域)議題取向(theme-based):climatechange,designinganeco-friendlyhouse19.Content學科內容-Knowledge,skillsandunderstanding(核心素養、學習內容)-Students’priorknowledge(學生英語程度、學生起點行為描述)20.Cognition認知思考 -Engagementinhigher-orderthinkingandunderstanding,problemsolving,andacceptingchallengesandreflectingonthem.-Developmentoflearningstrategies-對應課綱【學習表現】21.Culture文化涵養-Awarenessofselfandothers,identity,citizenship-progressiontowardspluriculturalunderstanding -communityasanotherterm(Mehistoetal.,2008)小:自己和他人的不同大:國和國之間22.Communication語言溝通-Subject-specificvocabulary-Grammaticalfeaturesoflanguage-Listenorreadformeaning-Useappropriatestructuresandformstodiscussanddisagree,askeffectivequestions,reportinappropriatelanguagestructures,andsoon.-Presentordiscusseffectively-Demonstratethinking/reasoningintheCLILlanguageLanguageknowledgeLanguageuseContent-driven學術導向Languageuse:依語用的需求(如:agree/disagree)23.ComparisonofVocabulary Table4ComparisonofvocabularyinthePPPandCLILlessonsPPPlessonAnELTClassroomCLILlessonACLILMathClassroomHalloween:candy,costume,whitecat,bats,strawberry,Jack-o-lantern,ghostsClassroom:desk,blackboard,chair,girls,TVHouse:livingroom,bedroom,child/babyroom,Japanese-style/tatamiroom,diningroom,kitchen,toilet,showerroom/bathroomstoreroom/storageroom,pantry,closeLivingroom:chairs,table,TV,rockingchair,sofaBedroom:bed,lamp,alarmclock,sheets,dolls,pillow,blanket,futonKitchen:refrigerator,pans,coffeemaker,oven,microwave,knife,dishesNumbers:one...thirty-eight Wordproblems:big,little,butterfly,bee,doves,apples,come,comein,flyin,find,give,take,bring,buyMaths:plus,addition,subtraction,decompose(subjectspecificvocabulary)→教和解決數學問題有關的單字Halloween:witches,jack-o'-lanterns,dragons,bats,ghostsNumbers:one...fifteen24.ComparisonofTeachers’questions--AnELT(EnglishLanguageTeaching)ClassroomAboutroomtypesandthingsinroomsWhatdoyouseeinthisroom?Whatroomisthis?What'sthediningroom?Whatroomsdoyouhaveinyourhouse?Inyourhouse,isthereanEnglishroom?Whatisthereinyourhouse?What'sinyourlivingroom?Whatisinyourbedroom?Whatdoyouhaveinyourbedroom?What'sthis?Anythingelse?AboutnumbersHowmany?Howmanyclocks?Howmanyghosts?HowmanyTVsarethere?Howmanychairsarethere?Howmanyclocksarethereinyourhouse?Howmanypillowsarethereinyourhouse?Aboutlanguage(grammar)Whynos?[referringtoasingularnoun]Whataboutare?ForclassroommanagementHowlongdoyouwant?Whowantsoneminute?Whowantssambyo(threeseconds)?Whatdidwestudy?25.ComparisonofTeachers’questions--AnCLILMathClassroomAboutthingsinapictureWhatarethepictureshere?AboutnumbersHowmany?Howmanypeople?Howmanyhere?Howmanyflyin?Howmanyarethere?Howmanyapplesaretherealltogether?Aboutlanguage(vocabulary)Whatdoesflyinmean?ForclassroommanagementWhowantstohavesomefun?WhowantstomakeaHalloweenstory?Whowantstomakethenextsentence?AboutmathsCanyoushowme?Anyotherwaytodoit?Doweneedaplusword,additionwordsorsubtractions?Elevenwhat?Howdoyoudecomposeeight?Howelsecanyoudecompose?Isthatcorrect?Isthereadifferentwaytodoit?Sixbecamewhat?Whatcanwecount?Whatdidshedo?Whatdidyoudonext?Whatdowedo?Whatdoyouhavehere?Whatdoesthatmake?Whatkindofworddoweneed?What'stheotherwaytodoit?Wheredidshetakeoneblockfrom?Wheredoesthiscomefrom?Whichisthebest?Whocantellmewherethiscomesfrom?IWhosaysthisone?26.Dimensionsoflanguage:BICSvs.CALPBICS:PromotingtheuseofEnglishforclassroomcommunicationExamples"Hi,howareyou?""Ilikecatsanddogs."CALP:Discussionofsubjectconceptsandprocessesinboththefirstlanguage&English•Examples"Photosynthesisistheprocessthatdescribeshowplantsmakefood."第一語言(L1)也是學生的資源。

27.TheLanguageTriptych Languageoflearning:Content-obligatorylanguagesWhatlanguagelearnerswillneedtoaccessnewknowledgeandunderstandingwhendealingwiththecontent.Languageforlearning:Content-compatiblelanguages Thelanguagestudentswillneedduringlessonstocarryouttheplannedactivitieseffectively,e.g.,workingroups,askingforhelp,discussionskills,learningstrategies.Languagethroughlearning:ExtendedlearningThenewlanguagethatemergesthroughlearning.28.TheLanguageTriptych:OurschoolOf能理解/說出下列單字與句型:-classroom,library,teachers'office,healthcenter,restroom,playground,garden,(sportsfield)-Whatcanyoudointhelibrary?Youcanreadbooks.-Wherecanyourun?(Inthe)playground.For-Whereis(name)?He/Sheisinthe____________.-Whichoneisthelibrary?-Whatdoyouknowabout__________?presentationskills,用句型做核心式介紹Through-Great!Welldone!-Howaboutyou?-WhereshouldIputthis?29.TheLanguageTriptych:DribblingwithControlOf-能聽懂/說出bounce,ball,fingertips,staylow,headup,hands,bendknees-能聽懂/說出do&don't-basketball?dribble?slap?-kneevs.knees? For-Start,stop,ready,go-First,second,...-Sidetoside,forward,backward-Idon'tknow;Idon'tunderstand-Pleaseshowme(again)Through-Goodjob!-Givemetheball!30.CLILclassroomasaclassroomoftwolanguages--L1&L2(Kiely,2011)DiscourseinaCLILclassroom:exampleI1.T1:Howdoyoumakefifteen?Darekasetsumeidekiru?(Cananyoneexplain)2.Howdoyoumakefifteen?3.S1:Sevenpluseight.4.T1:Sevenpluseightisfifteen,okay.5.S2:Tenplusfive.6.T1:Tenplusfive.Howdoyoumaketen?7.S3:Decomposeseven.8.T1:Decomposeseven.ReallycoolEnglish.Howdoyoudecom-poseseven?9.S3:Twoandfive.10.T1:Twoandfive,okay.Isee.Thismakesten.Tenandfive,fifteen.11.Isthereadifferentwaytodoit?What'stheotherwaytodoit?DiscourseinaCLILclassroom:exampleII L.SpeakerTalkComment1TeacherThisistheroot.Pleaserepeat,the Slowclearpronunciation2PupilsTherootChoralresponse3TeacherWhatisthis,Annick?PointingtoposterQuicknomination4AnnickTherootQuickresponse5TeacherPayattention,Roberto,closethatbookRobertoclosesthebook6TeacherWhatisthis,Ali?PointingtoposterQuicknomination7AliTherootQuickresponse8TeacherAlltogether,therootT.modelspronunciation9PupilsTherootChoralresponse10TeacherWhatisitinFrench,Roberto?11RobertoLeracine(The*root)*Frgendererror12TeacherLe?(The?)Nadia?Le:risingintonation13NadiaLaracine14TeacherYes,allrepeat15PupilsLaracine16TeacherWhatisitinEnglish,Jean-Luc? Quicknomination17Jean-LucTheroteInaccuratepronunciation18TeacherTheroot.Again,JeanLucT.modelspronunciation19Jean-LucTherootAccuratepronunciation20TeacherGood,Jean-Luc.Pleasespellit,Laure.21LaureR-O-O-TLettersinEnglish22TeacherVerygood.Alltogether:Whatisthis?Pointingtoposter23PupilsTheroot24TeacherAndinFrench25PupilsLaracine26TeacherVeryGood.Now,wewillpracticethesewordsinpairs.31.Opportunities(Ikeda,2019)Students’motivationStudentsaremoremotivatedbyengagingincontentTeacherdevelopmentTeachers'contentknowledgeandpedagogicalskillsareenhancedStudents’cognitivedevelopmentLearningisdevelopmentdeeperbecauseoftheemphasisoncognitiveskillsStudents’languageskillsLanguageisusedforrealandmeaningfulpurposesAndmore…Fosteringstudents'interculturalawarenessPreparingstudentsforfuturestudiesand/orworklife32.References:-Bentley,K.(2010).TheTKTCourse:CLILModule.UK:CambridgeUniversityPress.- Coyle,D.,Hood,P.,&Marsh,D.(2010).CLIL:Contentandlanguageintegratedlearning.UK:CambridgeUniversityPress.-Ikeda,M.(2019).CLILincomparisonwithPPP:ArevolutioninELTbycompetency-basedlanguageeducation.InH.Reindersetal.(Eds.),Innovationinlanguageteachingandlearning:ThecaseofJapan(pp.23-45).PalgraveMacmillan,Cham.-loannou-Georgiou,S.,&Pavlou,P.(2011).GuidelinesforCLILimplementationinprimaryandpre-primaryeducation.Nicosia,Cyprus:CyprusPedagogicalInstitute.https://arbeitsplattform.bildung.hessen.de/fach/bilingual/Magazin/mat_aufsaetze/clilimplementation.pdf英語文教師教學專業知能CLIL增能工作坊跨領域教學技巧(課堂教學與評量活動)LTTC教學訓練組教學科科長葛淑媚(AI)1.跨語言教學技巧Translanguaging(‘trans’轉換)(‘ing’動態、流動性)“Theprocesswherebymultilingualspeakersusetheirlanguagesasanintegratedcommunicationsystem."origin:Wales(UK)2.Translanguaging “apedagogicalpracticewhichdeliberatelyswitchesthelanguagemodeofinputandoutputinbilingualclassroom”(byCenWilliams)Translanguaging跨語言實踐“Asystemicswitchbetweenlanguagesbasedonaplanneddevelopmentofcontent,languageandcognition.” (Coyleetal.,2010;Garcia&Li,2014)3.Translanguaging(1)loweranxietylevel(2)withoutsacrificeincontentlearning(3)maintainingcriticalthinkingAim:Constructtrulybilingualidentity4.Translanguagingpedagogy(1)Readbilingualtexts.(2)DiscussthetextsmostlyinJapanese.(用母語討論)(3)WriteanEnglishessay.Fu,D.(2003)AnislandofEnglish.Portsmouth,NK:Heinemann5.Translanguaging"Ibelievethinking(reasoningandimagination)andtheabilitytoorganizeideasareequally,orevenmore,importantthanlanguageskillsinlearningtowrite.Ifweletourstudentsexpressthemselvesandpresenttheirideasintheirprimarylanguage,wegivethemopportunitiestocontinuethedevelopmentoftheirthinking."Fu,D.(2003)AnislandofEnglish.Portsmouth,NK:Heinemannthinkingskills>languageskills  ↑primarylanguage6.跨領域教學技巧(語言+學科)Cross-disciplinary https://www.youtube.com/watch?v=rgdDPHh_5es(22:50)7.Newroles:CLILlanguageteachers(1)co-teachingorco-planning?(2) --advisesubjectteachersontheirownlanguageuse--advisesubjectteachersonthelanguagedemandsoftheirsubjects--orienttheEnglishlanguagesyllabuspartlytothelanguagedemandsofthesubjectcurriculum8.TasksText5.1Measuringtherateoftranspirationofapottedplant1.Usetwosimilarwell-wateredpottedplants.Encloseoneplantentirelyinapolythenebag,includingitspot.Thisisthecontrol.2.Encloseonlythepotofthesecondplantinapolythenebag.Fixthebagfirmlyaroundthestemoftheplant,andsealwithpetroleumjelly.3.Placebothplantsonbalancesandrecordtheirmasses.4.Recordthemassofeachplanteveryday,atthesametime,foratleastaweek.5.Drawagraphofyourresults.1Findasafelocationandplaceawarningtriangle.2Turnonyourhazardlights.3Applytheparkingbrake.4Applywheelwedges.5Loosenthelugnuts.6Placethejackunderthevehicleandraisethevehiclewiththejack.7Unscrewthelugnuts.8Removetheflattireandtakeoutthesparetire.9Mountthesparetireonthelugbolts.10Tightenthelugnutsbyhand.Lowerthevehicleandtightenthelugnutsagain.Then,lowerthevehiclecompletely.11Stowallequipment,checkthepressureinthesparetire,andtakeyourflattiretoatechnician.vocabulary:(picture+terms)matching(warningtriangle/wheelwedges/Jack/lugnuts)meaningWhat'sthepurposeofthissheet?tense:presenttenseorder:first/secondIfinally其他資源:https://www.wikihow.com/Main-Page9.form