THE IMPLEMENTATION OF READING AND ‘RITING AND … SOCIAL STUDIES

 THE IMPLEMENTATION OF READING AND ‘RITING

AND … SOCIAL STUDIES:

INTEGRATED LANGUAGE AND CONTENT INSTRUCTION IN TEACHING LEARNING PROCESS

A.    INTRODUCTION

Current research in second language acquisition indicates that a critical element in effective English as a second language instruction is an access to comprehensible input in English (Krashen & Biber, 1988). One way to provide comprehensible input directly to the Limited English Proficient (LEP) student is by teaching content in English using strategies and techniques that make the content comprehensible to the second language learner.

Research confirms that students in classes where such strategies and techniques are employed acquire impressive amounts of English and learn content matter as well (Krashen & Biber, 1988). It has been long known that a second language can be effectively learned when it is the medium of instruction, not the object (Lambert & Tucker, 1972; Campbell, Gray, Rhodes & Snow, 1985).

The philosophical basis underlying language and content integration is that a child's whole education is a shared responsibility distributed among all teachers. The integration of language and content involves the incorporation of content material into language classes as well as the modification of language and materials in order to provide for comprehensible input to LEP students in content classes. The former is often referred to as content-based language instruction; the latter can be referred to as language-sensitive content instruction. An integrated approach bridges the gap that often separates the language and the content classrooms. By utilizing an integrated approach, LEP students can begin academic studies earlier. Such an approach increases the understanding of subject matter by LEP students, which facilitates their academic success. At the same time, the LEP students are able to increase their proficiency levels in the English language.

B.       AN INTEGRATED LANGUAGE AND CONTENT APPROACH

There are three principal factors which apply equally to the language and the content teachers:

(1) the use of multiple media;

(2) the enhancement of the students' thinking skills; and

(3) student-centered organization of instruction

In order to make English language input as comprehensible as possible, the teachers should present information through diverse media: real things, graphs, demonstrations, pre-reading, and pre-writing strategies.

Instruction should be student-centered where the teacher has the role of

facilitator with the goal of increasing student-to-student interaction.

c.       STRATEGIES AND TECHNIQUES

The following guidelines, strategies and techniques are for middle and high school language and content teachers who wish to use an integrated approach in their classes. Several of the strategies and techniques described below are used in the model lesson plans that follows

1.         Preparing for the Integrated Approach

The following sequential steps are recommended during the planning of integrated instruction. Close cooperation between content and language teachers is key to effective instruction.

a.     Observe classrooms

The language teacher should see what academic language and instructional methods and materials the content teacher is using.

b.     Collaborate with colleagues

The language and content teachers should identify the language and/or academic difficulties and demands that particular subjects or courses may present for LEP students. Some examples of those demands are:

·        reading textbooks

·        completing worksheets

·        writing reports

·        doing library research

·        solving mathematical and scientific word problems

·        using rhetorical styles in essays (e.g., cause and effect, compare and contrast, argue and persuade).

c.      Examine the content material

The teachers should identify specific problems LEP students may have with the material in advance. Such problems do not result solely from the complexity of the passages, but from factors like the skills needed to complete accompanying exercises.

d.     Select a theme

The teachers can develop several lessons around a theme. The theme should be addressed in the language and content classes. For example, an environmental theme, such as deforestation, might be the focus of ESL

and science lessons.

e.      Identify objectives of the unit

The teachers should keep in mind the specific objectives and adjust the material accordingly in order to eliminate extraneous detail

f.       Identify key terms and words

The teachers should reinforce the new vocabulary through out the lesson. Key terms can be pulled out and introduced in advance.

g.     Look for appropriate text materials

The language teacher can choose content passages which illustrate the language structures or functions being taught. The content teacher can look for alternate versions of general textbooks which present the subject matter more clearly for students or can adapt materials to suit the language proficiency level of the students.

h.     Adapt written materials

If a lesson objective is to present new content information to students, it is important to make materials more comprehensible to the students.

2.     Helping the LEP Students Adjust to the Classroom

LEP students are still learning English and the style of the American education system, so teachers should take this into consideration when presenting information.

a.     Announce the lesson's objectives and activities

It is important for the teacher to write the objectives on the board and review them orally before class begins. It is also helpful to place the lesson in the context of its broader theme and preview upcoming lessons.

b.     Write legibly

Teachers need to remember that some students have low levels of literacy or are unaccustomed to the Roman alphabet.

c.      Develop and maintain routines

Routines will help LEP students anticipate what will happen (e.g., types of assignments, ways of giving instructions) without relying solely on language cues.

d.     List and review instructions step-by-step

The teachers should familiarize them with the entire list of instructions before students begin an activity. Then, they should have students work on each step individually before moving on to the next step.

e.      Present information in varied ways

The teachers reduce the reliance on language and place the information in a context that is more comprehensible to the students by using multiple media in the classroom

f.       Provide frequent summations of the salient points of the lesson

Teachers should:

1.   try to use visual reviews with lists and charts;

2.   paraphrase the salient points where appropriate; and

3.     have students provide oral summaries themselves.

D.    THE STEPS TO TEACH USING INTEGRATED LANGUAGE AND CONTENT INSTRUCTION

1.     The teacher asks students to do story summaries

As the graphic below shows, this activity has both a written and pictorial component. Students summarize a lesson, reading, or experience (individually or in groups), by drawing illustrations and describing them. A format may look like this:

………………………………………………………….

………………………………………………………….

………………………………………………………….

………………………………………………………….

………………………………………………………….

………………………………………………………….

………………………………………………………….

………………………………………………………….

2.     Encourage students to write headlines

Students can practice their summarizing skills and, as they get more proficient, their descriptive language skills, by writing news headlines for lessons and topics discussed in class.

3.     Let students perform experiments

Teachers may plan performance-based activities to determine student comprehension of the subject matter. A traditional example is the lab practical for science classes.

4.     Incorporate the LEA (Language Experience Approach) method

This method has grown out of the movement to teach adults literacy skills, namely to read and write. After students have an experience (e.g., going on a field trip), they dictate to the teacher a summary of what happened. (Teachers usually record on the board exactly what the students say.) Students then work together to organize the written ideas and if desired make corrections.

E.  THE SAMPLE LESSON PLAN

This model lesson plan can be used with upper elementary and middle school students. It may take two to three days.

1.      Key Theme: Agriculture-Important food crops

2.      Topic: Corn

3.      Objectives: to understand about the description of a corn

4.      Content: Recognize different uses of corn (in the US/around the world). Locate corn-producing areas on a (US/world) map

            American studies: Recognize the role corn plays in American history

            World studies: Recognize corn as an import/export crop

5.      Language:

Listening/Speaking     : Listen to a poem

Reading/Writing         : Read a poem, Complete a comparison chart

Thinking Skills           : Interpret a poem, Compare the uses of corn in two                                                    countries, Solve a problem

            Key Vocabulary          : Corn, maize, kernel, stalk, sheath, husk, crop,                                                            fodder, grind, cornmeal, import, export, trade

6.      Literature: "Song of the Cornfield," poem by Gabriela Mistral (Chilean)

F.   INTEGRATING LANGUAGE AND CONTENT INSTRUCTION:

1.      Materials        : An ear of corn in husk, individual corn kernels, maps                                   (US/world), black line masters of poem, outline (US                                 states/world) map, outline chart

2.      Motivation      : Teachers have two students volunteer to close their eyes;                             give each a kernel of corn and ask them to identify it.                              Teachers show class the kernels and an ear of corn with                                       the husk to introduce vocabulary, and ask students to share                         their native languages' name for corn.

(Teacher uses real thing so students identify corn tactilely. Their interest in the topic is enhanced when they share their native language names for corn).

3.      Presentation   : In small groups, the teachers:

a.       ask students to list any experiences they have had with corn-growing, eating, grinding, cooking.

b.      Share these lists with the whole class, and look for comparisons in students' experiences.

c.       ask students to read the poem "Song of the Cornfield" to the class

d.      ask students to discuss the images it creates for them and if the poem applies to their experiences with corn.

e.       distribute copies of the poem to small groups, and

f.       ask them to complete the worksheet.

As a class, share group responses and discuss the steps of corn production

from planting kernels to finding corn in markets/groceries, in cornmeal,

or in fodder.

4.      Practice/Application

In this activity, the teachers:

a.       distribute the chart to small groups and explain that students will examine corn in two states/countries. As a class, brainstorm additional categories to compare on the chart (e.g., if the country makes corn products-meal, oil, etc)

b.      ask students to choose their two states/countries to examine and complete the chart, using reference materials and textbooks (in small groups).

c.       ask students to write a few sentences in their journals comparing the role of corn in the two states/countries by using their group chart

5.      Review

In this activity, the teachers:

a.       display the outline map (US or world) on an overhead projector.

b.      develop a key for the map, and ask groups to share their information to plot areas of corn agriculture, industry, etc.

c.       ask students to indicate sources of corn for areas that do not grow it.

d.      check class comprehension as a whole with the group's input.

e.       ask Students to review some map skills.