Transcript Diapositiva 1

Life in the time of the
Roman Empire:
Exploiting a short story in TBLT-CLIL
David C. Hall & Teresa Navés
https://sites.google.com/site/navesteresa/apac
https://sites.google.com/site/dchall01/
www.ub.edu/GRAL/Naves/
[email protected]
APAC 2011. Barcelona. UPF
I strongly disagree----- I strongly agree
1. Reading is an essential part of language
instruction at every level because it supports
learning in multiple ways.
2. Reading material is language input. By giving
students a variety of materials to read,
instructors provide multiple opportunities for
students to absorb vocabulary, grammar,
sentence structure, and discourse structure as
they occur in authentic contexts
I strongly disagree----- I strongly agree
3. Reading for content information in the
language classroom gives students both
authentic reading material and an authentic
purpose for reading.
4. Reading authentic / everyday materials that
are designed for native speakers can give
students insight into the lifestyles and
worldviews of the people whose language
they are studying
I strongly disagree----- I strongly agree
5. We are usually more interested in what we
are going to read if we already have an idea
of what the text is going to be about
6. In our mother-tongue we do not read unless
we have a reason for doing so. This reason
could be pleasure (e.g. reading a story or
novel), it could be to find out how to do
something (e.g. reading the instructions on a
packet of custard) or it could be to look for
something specific (e.g. looking up a number
in the telephone directory).
I strongly disagree----- I strongly agree
7. It is not necessary (nor even desirable!) that
the learner understands all the language
presented in the reading text.
8. Post-reading activities help readers to focus
on the meaning not on the grammatical or
lexical aspects of the text.
9. Post-reading tasks can be conducted in
learners’ mother tongue.
10. Pre-reading tasks are the most common
tasks teachers use to help learners read more
effectively.
Eaude (2007) Chpt 2: Tarraco
… Catalonia had no independent existence in Roman times. It was
a province of Rome, as later after 1714 and then under Franco, it
was to be a province of Madrid. But the pleasure of many
Catalans in a Roman history, in being part of Europe’s greatest
Empire, is that Madrid did not exist then. Today’s state capital
was just a wind-swept steppe. Catalonia’s Roman history
underlines how it is so much closer to the Mediterranean - to
the ‘centre of the earth’, the heart of Western civilization – and
how its people are mixed. Carthaginians, Romans, Celtiberians,
Greeks... even 2,000 years ago these had all passed through. Such
thoughts of greater depth and fuller history do not help you eat,
but have been comforting to Catalan nationalists in long decades
of being dominated by the Spanish state’s power
“Learning is learning to think.”
Dewey (1933/1986, p. 176)
“Properly organized learning results
in mental development”.
Vygotsky (1978, p. 90)
The process of putting something into words is similar to
the process of working out a problem.
Underlying principles
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Schema theory
Constructivism
Second Language Acquisition (SLA)
Task-based Learning and Teaching (TBLT)
Content-based instruction (CBI) &
Content and Language Integrated
Learning (CLIL)
• Communicative Language Teaching (CLT)
Pre-reading tasks
• Schema theory research provides strong
evidence for the effectiveness of pre-reading
tasks (Chastain, 1988).
• Pre-reading tasks motivate readers to read
the text
• Pre-reading tasks help learners complete the
task better
• Activating readers’ prior knowledge of a topic
before they begin to read help learners’
comprehension (Carrell and Eisterhold 1983;
Grabe 1991; Ur 1996)
Pre-reading tasks by Williams (1984)
1. To stimulate interest in the text. Research shows that
when we are asked to predict what is going to happen
in a text this facilitates our comprehension when we
actually read it.
2. To give a reason for reading. None of us read in a
vacuum and learners also need a reason to read if
they are to be genuinely motivated. One of the ways
in which a pre-reading activity can provide a "reason
to read" is by getting learners to set their own
questions according to their own interest in the text).
Another way could be to create an "information gap"
activity where students have different information
and have to read and Exchange information to
complete a task.
3. To prepare the reader for the language of the text.
Sample pre-reading tasks:
1. Using the title, subtitles, and divisions within the text to
predict content and organization or sequence of information
2. Looking at pictures, maps, diagrams, or graphs and their
captions
3. Talking about the author's background, writing style, and usual
topics
4. Skimming to find the theme or main idea and eliciting related
prior knowledge
5. Reviewing vocabulary or grammatical structures
6. Reading over the comprehension questions to focus attention
on finding that information while reading
7. Constructing semantic webs (a graphic arrangement of
concepts or words showing how they are related)
8. Doing guided practice with guessing meaning from context or
checking comprehension while reading
Source: http://www.nclrc.org/essentials/reading/developread.htm
Reading Research:
Good readers
• Read extensively
• Integrate information in the text with existing
knowledge
• Have a flexible reading style, depending on what
they are reading
• Are motivated
• Rely on different skills interacting: perceptual
processing, phonemic processing, recall
• Read for a purpose; reading serves a function
http://www.nclrc.org/essentials/reading/reindex.htm
Reading Strategies to help students
read more effectively
1. Previewing: reviewing titles, section headings, and photo captions
to get a sense of the structure and content of a reading selection
2. Predicting: using knowledge of the subject matter to make
predictions about content and vocabulary and check
comprehension; using knowledge of the text type and purpose to
make predictions about discourse structure; using knowledge about
the author to make predictions about writing style, vocabulary, and
content
3. Skimming and scanning: using a quick survey of the text to get the
main idea, identify text structure, confirm or question predictions
4. Guessing from context: using prior knowledge of the subject and
the ideas in the text as clues to the meanings of unknown words,
instead of stopping to look them up
5. Paraphrasing: stopping at the end of a section to check
comprehension by restating the information and ideas in the text
Task-Based Learning TBL
• Task complexity ¿=? Linguistic difficulty
• Cummins’s (1984) highly cognitively demanding
yet heavily contextualized tasks
• Two-way tasks (Long, 1994)
• Planning time results in better learners’
performance.
• Meaningful tasks:
– Info-gap
– Non-linguistic but content aims
– Purposeful
– Etc.
Task-Based Learning TBL
Initial Evaluation aims to
1. Check learner’s prior experience
2. Check learner’s background
knowledge
3. Raise expectations
4. Anticipate some content and
objectives
5. Detect potential problems
Content Schemata
Content schemata are more helpful to
EFL reading than linguistic simplification
- Steffensen, Joag-Dev, and Anderson (1979).
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Steffensen and Joag-Dev (1984),
Carrell (1987),
Johnson (1982), Kang (1992),
Oh (2001),
Hossein Keshavarz & Reza Atai (2007)
Against Linguistic Simplification
• Blau (1982)
Learners benefit from the information regarding relationships
that is revealed by complex sentences. Short, simple sentences
actually are an obstacle to comprehension
• Strother and Ulijn (1987)
NS and NNS comprehension of original texts v. texts that are
simplified syntactically but not lexically confirms that LS does not
make texts more readable.
• Parker & Chaudron (1987)
LS does not make a text easier to understand as a whole
• Britton, Gulgoz, and Glynn (1993)
Presenting content in appropriate ways improves readability
much more than text simplification
Against Linguistic Simplification
• Yano, Long, & Ross (1994)
Elaborated input
• Oh (2001)
Elaboration is more facilitative than simplification.
Low-proficiency students did not significantly benefit from
simplification.
• Byrd (2000)
“these [simplified] materials can remain difficult because of
the loss of connectors and other language used to guide
the reader through the text” (p. 2).
• Hossein Keshavarz & Reza Atai (2007)
LS impeded the comprehension and recall of the contentfamiliar texts.
Extensive Reading
• Krashen (1994) makes a strong case for extensive
reading as an effective and efficient path to
obtaining input for acquisition.
• Ellis (1995) points out that moderate to low
frequency words occur much more frequently in
written texts than in common speech, thus
offering greater opportunity for acquisition.
– The reader also has time, when needed, to form and
confirm hypotheses about meaning and usage.
– Speech, on the other hand, may pass by too quickly
for this to be done.
Benefits of Extensive Reading
• Janopoulos (1986) found pleasure reading in English the
variable correlating most strongly with English writing
proficiency among ESL students,
• Tsang's (1996) study, time spent reading proved more helpful
to learners' writing (language use and content) than time
spent writing.
• Hafiz and Tudor (1989; 1990), in companion studies in ESL
(England) and EFL (Pakistan) contexts, also recorded
significant gains in writing proficiency (accuracy, fluency,
range of expression) resulting from extensive reading,
• Mason and Krashen (1996) reported that students in
extensive reading based courses enjoyed greater relative
gains in reading speed, writing proficiency, and performance
on cloze tests than their counterparts in reading
skills/grammar-translation based courses.
While-Reading Tasks
• Hyland (1990), Nunan (1999) and Brown
(2001) discuss scanning and skimming
activities. According to Brown, skimming and
scanning are thought to be the most valuable
reading strategies. Through skimming, a
reader is able to predict the purpose of the
passage, and gets the writer’s message
(Flowerdew and Peacock 2001).
Post-Reading Tasks
• According to Chastain (1988), post-reading activities
help readers to clarify any unclear meaning where
the focus is on the meaning not on the grammatical
or lexical aspects of the text.
• Ur (1996) discusses summarize as a kind of postreading activity where the readers are asked to
summarise the content in a sentence or two. It is also
possible to give this post-reading activity in the
mother tongue.
Main References
• TBLT by John Norris (2005)
http:www2.hawaii.edu/~jnorris/TBLT%20presentation.ppt
• Strategies for Developing Reading Skills by
NCLRC available from
http://www.nclrc.org/essentials/reading/stratread.htm
• Williams, E. Reading in the Language Classroom. London:
Macmillan, 1984.(p37) Urquhart, Sandy, and Cyril Weir. Reading
in a Second Language: Process, Product and Practice. New York:
Addison Wesley Longman Ltd, 1998. (p185)
http://www.facli.unibo.it/NR/rdonlyres/2774552D-C3DB-4F78-B7F9E720C852E529/16539/blundellreading1.pdf