August 16, 2021 02:30 PM - August 16, 2022 06:00 PM(Europe/Amsterdam)
20210816T143020210816T1800Europe/AmsterdamS080 | Language learning through language content: Rediscovering our subject
In an era in which we are increasingly aware of the value of encouraging near-authentic communication in the language classroom (Lowie, 2018), we are surrounded by approaches, models and principles that propose ways in which content-driven teaching can enhance language learning. In content and language integrated learning (CLIL) and immersion approaches, teachers of other curriculum subjects take on responsibility for also supporting language acquisition, with or without the help of language teachers. In content-based language teaching (CBLT), task-based and 'soft-CLIL' approaches (Bentley, 2010), language teachers employ content as a vehicle to language learning. What the latter models do not address, however, is the question of which content this might be. Language as an academic discipline is concerned not only with communicative skills but also with the mastery of relevant language-specific specific content, for example in the form of literature, media, linguistics or (inter)cultural issues. This symposium will bring together research and practice in which content-driven language education focuses not on content from other disciplines, but on the content of language. It will address the questions of what that content might be, how it can be integrated with language learning and the potential impact of content-rich language education within the curriculum.
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In an era in which we are increasingly aware of the value of encouraging near-authentic communication in the language classroom (Lowie, 2018), we are surrounded by approaches, models and principles that propose ways in which content-driven teaching can enhance language learning. In content and language integrated learning (CLIL) and immersion approaches, teachers of other curriculum subjects take on responsibility for also supporting language acquisition, with or without the help of language teachers. In content-based language teaching (CBLT), task-based and 'soft-CLIL' approaches (Bentley, 2010), language teachers employ content as a vehicle to language learning. What the latter models do not address, however, is the question of which content this might be. Language as an academic discipline is concerned not only with communicative skills but also with the mastery of relevant language-specific specific content, for example in the form of literature, media, linguistics or (inter)cultural issues. This symposium will bring together research and practice in which content-driven language education focuses not on content from other disciplines, but on the content of language. It will address the questions of what that content might be, how it can be integrated with language learning and the potential impact of content-rich language education within the curriculum.
Content-driven language education: proposals for a new curriculumView Abstract Watch Recording 0FeaturedAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC
The major single focus of language pedagogy tends to be on developing language skills. Although language proficiency is an obvious objective, language pedagogy can benefit from relevant content that brings about invaluable cultural awareness and language awareness.
Teaching of the Spanish subjunctive in GermanyView Abstract Watch Recording 0StandardAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC
We analyze how the linguistic phenomenon of the subjunctive is taught in the language classroom and we argue that the teaching might benefit from providing deep insights of the subjunctive accumulated in the scientific field of linguistics by means of addressing the function of the subjunctive explicitly in the classroom.
Presenters Ingo Feldhausen ATILF-CNRS & Université De Lorraine (France) Co-authors
Why literature? Language teachers’ subject-specific beliefs and practices in a CLIL contextView Abstract Watch Recording 0StandardAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC
Research into how and why language teachers use literature as content is presented to explore one aspect of various pedagogical and collaborative practices open to language teachers in CLIL contexts. Language teachers’ beliefs and practices are examined based on a literature review, focus group study, survey, and multiple-case study.
Presenters Liz Dale Senior Lecturer, Researcher And Teacher Educator, Amsterdam University Of Applied Sciences
'Motivated' content integration: Reflections on developing a CLIL course with language learning motivation as the contentView Abstract Watch Recording 0StandardAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC
This presentation describes the CLIL approach taken in undergraduate English for Academic Purposes (EAP) courses at a Sino-US joint venture university in China. Language serves as the content in a course designed to help freshmen meet the challenges of EMI in the liberal arts curriculum.
Presenters Kevin Sprague Duke Kunshan University Co-authors
Kristin Hiller Associate Director, Language And Culture Center; Assistant Professor, Duke Kunshan UniversityEmmanuelle Chiocca Assistant Professor Of Applied Linguistics And Culture, Duke Kunshan University
There is content in language already! Redefining content and language integration through the (inter)cultural lens.View Abstract Watch Recording 0StandardAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC
This paper proposes that language teachers need not rely on ‘borrowed’ content – when a wealth of culturally-relevant content already exists through the language being taught. Taking a trans-disciplinary approach through the lens of the language’s culture can provide rich, engaging and importantly, relevant content, and contribute to learners’ intercultural understanding.
Presenters Ruth Koro Assistant Professor In Modern Languages Education, University Of Nottingham
Disciplinary Literacies: Rethinking the role of the language teacher as a disciplinary expert and middle school learners as literary writersView Abstract Watch Recording 0Standard02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC
Experimenting with an ecological approach to Pluriliteracies Teaching for Deeper Learning, this innovative, longitudinal study charts how a language teacher radically shifted ways of working with middle school learners of French – including beginners – to develop academic literacies across languages. Being and becoming ‘expert literary writers’ resulted in unprecedented outcomes.
English as a Lingua Franca research in Japan as a ground for English Medium InstructionView Abstract Watch Recording 0FocusedAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC
The presenter discusses how English as a Lingua Franca (ELF) research informs English Medium Instruction (EMI), drawing on his research on the awareness of English-within-multilingualism and taking Tamagawa University's Center for ELF as an example. He also suggests the possibility of conjoining ELT and EMI courses as an ELF programme.
Presenters Tomokazu Ishikawa Assistant Professor, Tamagawa University
Negotiating metaphors, narrative structure and linguistic style: classroom work with literature in adult second language instructionView Abstract Watch Recording 0StandardAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC
This presentation will be dedicated to an underexplored form of disciplinary literacy practice: classroom work with literature in adult second-language instruction. I will show how the teachers and the intermediate language learners use linguistic resources while negotiating content knowledge about metaphors, narrative structure and linguistic style.
Presenters Robert Walldén Associate Professor In Language Arts Education, Malmö University
Exploring teacher support for a content and language integrated modern languages curriculumView Abstract Watch Recording 0StandardAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC
This presentation explores the idea of integrating language-related content into the Modern Foreign Languages curriculum from the perspective of the teacher. Based on data gathered during a professional development project, teachers’ understanding of and response to the idea of MFL ‘content’ will be presented and implications discussed.
Wander Lowie
Ingo Feldhausen
Liz Dale
Kevin Sprague
Emmanuelle Chiocca
Ruth Koro
Tomokazu Ishikawa
Robert Walldén
Tessa Mearns
