Languages in the school curriculum: Models for teaching and - PowerPoint PPT Presentation

Centre for Research in in La Language Development th throughout th the Li Lifespan (La LaDeLi) University of f Essex, Ju June 22-23rd, 2017 Languages in the school curriculum: Models for teaching and assessment Constant Leung

Model of curricularized Main focus: Language and curricularization language → shape EAL curriculum & assessment Context: specifications England Language in education  Language in archives and in society Language in curriculum  selection based on principles (cultural, ideological, social …) Curricularized language – act of cultural and educational design Curricularized language models – ideological constructions

Conceptual fr frames Language of schooling Languages – AL, FL, ML, (SL) • AL - Language of wider societal • Language of wider societal communication communication • FL/ML - Language of wider societal • Home/1 st language for majority communication ; for some, home/1 st language students • Curricularization: • Curricularization: AL – moving towards language of schooling – building communicative o Everyday communicative capacity assumed capacity o Literature for celebration of culture FL/ML – language knowledge, o Grammar for ‘standards’ transactional capacity, culture & literature for awareness

Curricularized ML: La Language knowledge + + Cultural awareness of f oth thers ‘… foster pupils’ curiosity and deepen their understanding of the world’ (DfE, 2013 KS3 Programmes of Study) • Lexical, phonological, syntactical knowledge + • Functional use of linguistic resources • Sociocultural • Drawing on scenarios conditions of language or scripts of interactional use exchanges • Sensitivity to social conventions 4

Assessin ing ML: : General la language proficiency ‘develop their [examinees’] ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy’ (edexcel, GCSE Spanish 2018)

EAL: Communicative Competence in in School Social + school knowledge • Functional use of • Sociocultural linguistic resources conditions of • Lexical, phonological, language use • Drawing on syntactical knowledge scenarios or scripts • Sensitivity to social of interactional conventions exchanges 6

Curriculum assumptions v. . Realities EAL diverse entry points Secondary Primary Early Years NC assumes age-related language & cultural backgrounds & uninterrupted UK schooling experiences 7

What is EAL: : L Linguistic perspective School Lexico-grammar Local community Pragmatics (conventions of use)

English Language Proficiency Models Context-embedded proficiency General proficiency - MFL Content-language integration Foreign language EAL/Language of schooling approaches Pupil as outsider Pupil as part of participating local community

What is EAL: : Curriculum perspectives Learning area Beginners For more advanced learners

Content-language integration Subject content & language expressions: Subject specific uses of vocabulary and discourse expressions are identified and classroom strategies are built around these in order to promote both understanding of the subject content and learning of English at the same time. e.g. mathematics uses English language vocabulary and structures in particular ways, e.g. the notion of subtraction can be expressed by ‘subtract from’, ‘decreased by’, ‘less’, ‘take away’ and so on, and language expressions such as ‘If a is a positive number, then – a is a negative number …’ to represent the axioms of opposites (Dale & Cuevas, 1987:17). 11

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Content-language orientation Mohan’s knowledge framework (1986 & 2001): Background CLASSIFICATION PRINCIPLES EVALUATION knowledge Face-to-face DESCRIPTION SEQUENCE CHOICE situation 13

KS3 History textbook: Peace and War (1993) Shepherd, C. et al, John Murray Ltd. p.44. In 1700 Liverpool had been a small sea port with a population of 5000. In 1709 Liverpool slave traders set out on their first voyage to buy and sell slaves. By 1771 there were 106 ships a year sailing from Liverpool, which between them carried 282,000 slaves. In the 1790s Liverpool’s slave trade alone accounted for fifteen percent of Britain’s entire overseas trade. By 1800 Liverpool was a successful booming city of 78,000 people. 14

Knowledge structure Sentence In 1700 … description In 1709 … description By 1771 … description In the 1790s Liverpool’s … description Classroom By 1800 … description multimedia support: Discourse timeline In1700 … In1709 … By 1771 … In the 1790s Liverpool’s … By 1800 ... Sequence 15

Porcupines Porcupines are rodents (gnawing animals). Biologists classify them as Old World porcupines and New world porcupines. Old World porcupines live in Africa, south-eastern Asia, India, and southern Europe. Most kinds of Old World porcupines grow about 3 feet (91 centimeters) long, including the tail. They make their homes in tunnels in the ground, and do not climb trees. New World porcupines live in North and South America. These animals spend much time in trees. Several South American porcupines, called coendous, can even hang by their tails. Only one kind, the North American porcupine, lives in North America. North American porcupines are about 3 feet (91 centimeters) long, and weigh about 20 pounds (9 kilograms). Their yellowish-white quills are 2 to 3 inches (5 to 8 centimeters) long. Their fur is brownish- black. North American porcupines live chiefly in pine forests. They eat green vegetation and tree bark. They often climb trees to strip bark from the upper part of the tree. They may kill a tree in this way. Classroom multimedia support: A tree diagram

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