Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

HOW CAN SUBJECT TEACHERS DOUBLE AS LANGUAGE TEACHERS?

MYP's English Levels

CLIL SKILLS pg. 135

blank out language features and ask them to fill in the blanks in lang. structures

grammar features eSL for intd. pg. 68

Thoughts still to consider...

  • how can we all teach toward the same format?
  • compile a format for various tasks to align expectations
  • CALP placement test at start of year: The Woodcock-Muñoz Language Survey (WMLS III)

STRATEGIES

guided-writing format (Academic Language Function Toolkit) & highlight when they have used it

simplifying text

positive feedback on good use of language

http://www.readabilityformulas.com/free-readability-formula-tests.php

teach/reinforce essential vocabulary

  • subject-specific dictionary (pics/examples)

MYP 1T

Emil Fridriksson

Carmen Gubert-Husson

MYP 1V

Vardhan Appikatla

Afik Ben Hamou

Matuesz Jerzak

MYP2Z

Dishitha Appikatla

Patti Björnsson

MYP 3L

Ela Avisar

MYP 1T

Daniel Crespo Fernandez

Luuk-Jan Schermerhorn

MYP 1V

Oleksiiy Baranovych

MYP 2Z

Luca Rodriguez Meneghine

SCAFFOLDING

explain, model & practise command terms

prior knowledge: KWL

assess students’ knowledge separately from language proficiency/interferes with the effectiveness of the written work

  • demonstration, speech, picture, writing in the first language

graphic organisers

  • T charts, venn diagrams, flow charts, storyboards

FOOD FOR THOUGHT

"Assessments created academic deficits because they failed to distinguish between L2 BICS and L2 CALP"

A Brief Intro to Language Proficiency

BICS: Basic Interpersonal Communication Skills

"Subject teachers should make clear how they will be assessing the effectiveness of the language their learners use, to express their ideas about the subject"

Dale, L (2010) CLIL Skills

CALP: Cognitive Academic Linguistic Proficiency

Cummins, J. (1981)

BICS

(everyday English)

CALP

(academic language)

  • use simple sentences & active voice
  • complex sentences & grammatical structures
  • basic vocabulary / high frequency words (1st 2000 words)
  • low frequency vocabulary
  • talk, read, and write about abstract content i.e. fewer connections to prior learning & personal experience
  • talk, read, write about familiar content, (the here and now)

Warm-Up

1. Open a sum/formative task

2. What are the content aims (subject-specific) for this unit?

3. What language structures are needed for this unit?

Learn more about creating dynamic, engaging presentations with Prezi