MULTIPLE INTELLIGENCE + TASK-BASED LANGUAGE TEACHING + Content-based Language Teaching (CLIL)

Introduction of MI

- a learner-based philosophy

- characterizes human intelligence as having multiple _________________ that must be acknowledged and developed in education

dimensions

Linguistic

words and language

Logical-Mathematical

logic and numbers

Musical

music, sound, rhythm

Bodily-Kinesthetic

body movement control

Spatial-Visual

images and space

Interpersonal

other people's feelings

Intrapersonal

self-awarenesss

Naturalistic

recognize and classify patterns in nature

Theory of language/ View of language of MI

- Language is (1) ______________ to the whole life of the language learner and user

- Language is (2) ______________ with other aspects such as music, (3) __________________, interpersonal relationships, and so on

- Language is not seen as limited to a linguistics perspective but encompasses all aspects of communication, including rhythm, tone, (4) _________, and pitch

central / integrated / bodily activity / volume

Theory of language learning

- A (1) __________ view of language is necessary

- Language learning may happen through not just language, but also (2) ________________, (3) __________________, musical thinking, the use of body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves.

- Language learning is optimized when it focuses on (4) ____________

- Teacher may involve students of different intelligence (5) _________ by using a range of different activities according to the intelligences (variety is the spice)

multisensory / logical-mathematical analysis / spatial representation / students' needs / profiles

Objectives of MI

- No (1) _____________ stated for MI in linguistic terms

- Making the language learner a better designer of his/her own (2) ___________

goals / experiences

Syllabus of MI

- No (1) p_______________ or recommend syllabus

- Suggested sequence for “syllabus” design with 4 stages:

+ (2) _____________ the Intelligence

+ Amplify the Intelligence

+ Teach with/for the intelligence

+ (3) ________ of the Intelligence

prescribed / awaken / transfer

Learning activities of MI

- 8 self-access activity (1) _______________ (each corner built around one of 8 intelligences)

- multisensory activities

- 5 projects (Multiple intelligence projects; (2) c________________________ projects; thematic-based projects; student-choice projects; resource-based projects)

corners / curriculum-based

Teacher’s role of MI

- Understand, master and be (1) c_______________to the MI model

- Curriculum developer, lesson designer and (2)__________, activity finder or inventor, orchestrator of classroom activities

- are encouraged not to think of themselves merely as language teachers but to become major (3) c_____________ to the overall development of students’ intelligence

committed / analyst / contributors

Learner’s role of MI

- See their goals as being (1) ______________ individuals and successful learners.

- Developers of their personalities and their own (2) ____________.

- Reflect on their own learning

well-rounded / MI profiles

Materials of MI

Strengths:

- rich in ideas for (1) _______________, multisensory activitiy planning, using realia

- teacher-friendly and candid teaching reports

Challenges:

- (2) e____________ planning

- time required in classroom activity preparation

lesson organization / extensive

Procedure of MI lesson plan

Step 1: Select the topic to be taught

Step 2: Brainstorm all tasks, texts, exercises, visual aids, and activities, related to the given topic

Step 3: Arrange the ideas and activities according to the intelligence type

Step 4: (1) __________ of the ones that appeal to you and might fit into your lesson

Step 5: Arrange the ideas and activities in a (2) __________ order

Step 6: Select, modify, and combine activities accordingly

Step 7: Check that your lesson caters to all of the possible types of multiple intelligences

make notes / logical

Introduction of TBLT (Task-based LT)

- Refers to the use of (1) _________ as the core unit of planning and instruction in language teaching

- An approach to language education in which students are given (2) f____________ t___________ that invite them to focus primarily on meaning exchange and to use language for real-world, (3) ______________ purposes

tasks / functional tasks / non-linguistic

MI (DONE)

Introduction of TBLT (Task-based LT)

- A logical development of CLT and draws on several principles:

+ Activities that involve (1) _______________ are essential for language learning

+ Activities in which language is used for carrying out (2) ______________ tasks promote learning

+ Language that is meaningful to the learner supports the learning process

- TBLT is usually characterized as an (3) _____________, rather than a method

- It is a multifaceted approach, which can be used creatively with different syllabus types and for different purposes

real communication / meaningful / approach

Theory of learning of TBLT (Task-based LT)

- Language is primarily a means of making meaning

+ emphasizes the central role of (1) ____________ in language use

+ task-based instruction is not “concerned with language display”

Multiple models of language inform TBLT

+ Structural

+ Functional

+ (2) ________________

meaning / interactional

Theory of learning of TBLT (Task-based LT) (cont.)

- Lexical units are central in language use and language learning

+ Vocabulary has been considered to play a more central role in 2nd language learning

+ Vocabulary is here used to include the consideration of (1) _________, sentence stems, prefabricated routines, and collocations, and not only words as significant units of linguistic lexical analysis and language pedagogy

- (2) ____________ is the central focus of language and the keystone of language acquisition

+ Speaking + communicate through the spoken language ⇒ draw on the learners’ available (3) ___________ and communicative resources ⇒ considered the basis for 2nd language acquisition ⇒ majority of (4) ________ that are proposed within TBLT involve conversation

lexical phrases / conversation / linguistic / tasks

Theory of language learning of TBLT

- shares the general assumptions about the nature of language learning underlying CLT

- some additional features

1) Tasks provide both the input and output processing necessary for language acquisition

- Tasks provide full opportunities for both input and output requirements ⇒ key processes in language learning

- “__________________ of meaning” - necessary element in 2nd language acquisition

- TBLT advocates argue that not only _________________________ is essential but comprehensible output is also of equal importance

negotiation

comprehensible input

Theory of language learning of TBLT

2) Task activity and achievement are motivational

- tasks are also said to improve learner (1) m ___________ and therefore ⇒ promote learning

- Tasks require learners to use (2) __________ language + have well-defined dimensions and closure + varied in format and operation + typically include (3) __________________ + involve partnership and collaboration + call on the learner’s past (4) ____________ + tolerate and encourage a variety of communication styles

- Tasks need to appeal to learner’s learning styles and may involve physical activity, collaboration, and partnership

3) Learning difficulty can be (5) n__________ and fine-tuned for particular pedagogical purposes

- Tasks can be designed along a line of difficulty so that learners can work on tasks that enable them to develop both (6) f__________and an awareness of language forms

motivation / authentic / physical activity / experience / negotiated / fluency

There are four underlying assumptions about the nature of language in TBLT. First, TBLT places a strong emphasis on (1) _________ and is concerned with the (2) __________ of tasks in its assessment.

meaning / outcome

Second, TBLT is informed by multiple models of language, including structural, __________, and interactional models.

functional

In addition, ___________ play a central role in language use and language learning. Vocabulary in TBLT includes individual words, phrases, sentences, frames, collocations, and prefabricated routines.

lexical units

Last, (1) __________ is the basis of language acquisition. Learners are required to produce and understand communicative messages. In other words, exchanging information is crucial to language acquisition in this approach.

conversation

Objectives of TBLT

- Goals in TBLT are ideally to be determined by the specific (1) n_______ of particular learners

- (2) ___________ of tasks should be based on a careful analysis of the real-world needs of learners

needs / selection

Syllabus of TBLT

- A TBLT syllabus, first of all, specifies the tasks that should be carried out by (1) ___________ within a program

- A syllabus might specify 2 types of tasks:

+ (2) _________ tasks, which are designed to practice or rehearse those tasks that are found to be important in a (3) __________ and turn out to be important and useful in the real world

+ pedagogical tasks, which have a psycholinguistic basis in SLA theory and research but do not necessarily reflect real-world tasks

learners / real-world / needs analysis

Syllabus of TBLT (giải thích nghĩa của tasks)

- A task is defined as “an activity which required learners to arrive at an (1) ____________ from given information through some process of (2) ____________ and which allowed teachers to control and regulate that process was regarded as a task”

- Characteristics of a task:

+ A task involves a primary focus on (3) __________

+ A task has some kind of “gap”

+ The participant choose the linguistic and non-linguistic resources needed to complete the task

+ A task has a clearly defined (4) ___________ outcome

outcome / thought / meaning / communicative

Learning and teaching activities of TBLT

1. ____tasks: these involve Ss combining different pieces of information to form a whole

2. Information-gap tasks

3. Problem-solving tasks

4. Decision-making tasks: SS are given a problem for which there are a number of possible ______________ and they must choose one through negotiation and discussion

5. Opinion exchange tasks

Jigsaw, outcomes

Characteristics of tasks TBLT have also been described, such as the following:

1. one-way or two-way: whether the task involves a one-way exchange of information or a two-way exchange

2. convergent or (1) ____________: achieve a common goal >< several different goals

3. collaborative or (2) ___________: collaborate >< compete with each other

4. single or multiple outcomes: a single outcome >< many different outcomes

5. concrete or abstract language

6. simple or complex processing (_______________ processing)

7. simple or complex language

8. reality-based or not reality-based

divergent / competitive / cognitive

Learner’s role of TBLT

- group participant

- monitor

- risk-taker and i_________________

innovator

Teacher’s roles of TBLT

- selector and ___________ of tasks

- preparing learners for tasks

- consciousness-raising

sequencer

Instructional materials OF TBLT

- Play an important role in TBLT because it is dependent on sufficient (1) ___________ of appropriate classroom tasks (some might require considerable time and resources to develop)

- Materials are limited only by the (2) ___________ of the task designer

- Several teacher resource books are available that contain representative sets of sample task activities that can be adapted for a variety of (3) ____________

- A number of task collections have also been put into textbook form for students' use

- (4) __________ (newspaper, television, internet)

supply / imagination / situations / realia

Procedure of TBLT

1. Pre-task

- Introduction to topic and task

- Teacher explores the topic with the class, helps students to understand (1) i________________ and prepare

2. Task Cycle

- Task (do the task in (2) p___________ or small groups while teacher monitors)

- Planning (students prepare to report to the whole class how they did the task, and/or what they decided or discovered)

- Report (present their reports, or exchange written reports and compare results)

3. Language focus

- Analysis (students (3) e_____________ and discuss specific features)

- Practice (teacher conducts practice of new words, phrases, and patterns that occur in the data)

instructions / pairs / examine

Introduction of Content-based Language Teaching / CLIL

- An approach to foreign/second language teaching in which teaching is organized around the content or __________________ that students will acquire, such as history or social studies, rather than around a linguistic or other types of syllabi

- ở north america ==> dùng Content and Language Integrated Learning (CLIL)

subject matter

True/False

Both CBI and CLIL are part of a growing trend in many parts of the world to use English as a medium of instruction

True

Core principles of CBI and CLIL:

- People learn a second language more successfully when they use the language as a means of understanding (1) _____________ rather than as an end in itself (this distinguishes CBI and CLIL from conventional language courses where a language syllabus is used as the basis for organization and content is chosen according to how well it supports a linguistic system)

- CBI better reflects (2) _______________ for learning a second language. This principle reflects that CBI programs serve to prepare learners for academic studies or for (3) s___________ in an English language environment ~ CLIL cũng support individual development and develop a (4) _________________

- Content provides the basis for activating the cognitive and interactional processes that are the starting point for 2ng lang learning

content / learners' needs / survival / bilingual citizenry

Detailed rationale for CBI:

- The content-based curriculum removes the arbitrary distinction between language and content

- It reflects the (1) i___________ and needs of the learner by taking into account the eventual uses the learner will make of the 2nd language learning

- offers (2) __________________ for 2nd language acquisition by exposing learners to meaningful and (3) c _____________ demanding language in the form of authentic materials and tasks

- provides pedagogical accommodation to learner proficiency levels and skills

- views language as learned within a larger framework of (4) _____________

interests / optimal conditions / cognitively / communication

Detailed rationale for CBI:

- holds sustained content as necessary for providing authentic, meaningful substance for students to acquire language

- views rich, comprehensible input as necessary but not (1) ___________ for the development of high-level academic language proficiency

- places a high value on (2) ____________ on accuracy to help students develop target-like output

- supplements exposure to input through language-enhanced instruction

- aims for a (3) ___________ focus on fluency and accuracy

sufficient / feedback / balanced

Principles of CLIL

1. Content matter is not only about acquiring knowledge and skills, it is about the learners creating their own (1) ____________ and understanding and developing skills

2. Content is related to learning and (2) _____________ (cognition). To enable the learners to create their own interpretation of content, it must be (3) _________ for its linguistic demands

3. The language learned needs to be related to the learning context, to learning through that language, to reconstructing the content, and to related cognitive processes. This language needs to be (4) _________ and accessible.

4. (5) ____________ in the learning context is fundamental to learning

5. The relationship between languages and cultures is complex. _________________ is fundamental to CLIL

6. CLIL is embedded in the wider educational context / must take into account of contextual variables in order to be effectively realized

knowledge / thinking processes / analyzed / transparent / interaction / intercultural awareness

True/False

Both CBI and CLIL use the target language as a medium of instruction

True

True/False

In these approaches, the mastery of academic content is the target outcome, while that of target language is a byproduct

False

True/False

These approaches both emphasize the role of cognitive and interactional processes as the main mechanism for L2 learning

True

True/False

CBI and CLIL are methodologically different

False

True/False

If any differences exists between these approaches, such a difference is derived from their contextual factors, but not their inherent features

True

Theory of language of CBI and CLIL

(1) _________is central in integrating language and content

- One special feature of learning a second language in CLIL context is that the vocabulary needed to represent content in the instructional register is often technical and (2) __________, in contrast with the type of vocabulary necessary to communicate in foreign language classes.

Grammar is a resource for communicating content.

+ Grammar is acquired according to its role in expressing content.

+ Grammatical (3) __________ is based on the demands of content rather than in terms of grammatical (4) ____________

lexical / abstract / progression / difficulty

Theory of language of CBI and CLIL

Language is text- and discourse-based.

+ CBI and CLIL address the role of language as a vehicle for learning content as well as the role of content in the learning of language

Language use draws on ______________

+ view language use as involving several skills together

+ students are often involved in activities that link the skills, because this is how the skills are generally involved in the out-of-classroom world.

+ rather than viewing grammar as a separate dimension of language, grammar is seen as a component of other skills

integrated skills

Theory of language learning of CBI and CLIL

1. (1) ______________ is a necessary condition for 2nd language learning to occur

- Making subject matter comprehensible through the way language is used is crucial in CBI and CLIL

- Để làm content comprehensible => teacher need to make (2) _____________ and simplifications (a slower rate of speech, emphasizing keywords)

2. Negotiation of meaning plays an important role in understanding content (this refers to the (3) ___________ of both teachers and learners in understanding content)

3. Learning is facilitated by (4) _______________

- Learners do not simply "pick up" language - they develop (5) _____________ and language accuracy through feedback the teacher provides

comprehension / adjustments / collaboration / corrective feedback / language awareness

What type of feedback?

Indication that an utterance has not been heard or understood, sometimes with the purpose of drawing attention to non-target forms

When a student says something unclear or incorrect, the teacher might ask, "I'm sorry, could you please repeat that?" This seeks to clarify the student's utterance and indicates that it was not understood.

clarification request

What type of feedback?

Provision of the correct form, indicating that something was incorrect

If a student says, "I goed to the store," the teacher might respond with, "No, it should be 'I went to the store.'" This is an explicit correction, providing the correct form and indicating that the student's original utterance was incorrect.

explicit correction

What kind of feedback?

Implicit correction of an utterance by means of reformulation

If a student says, "He no likes pizza," the teacher might respond by restating the sentence correctly, such as, "He doesn't like pizza."

recast (This is a recast, where the teacher implicitly corrects the student's utterance by reformulating it.)

What kind of feedback?

Direct elicitation of the correct form using techniques such as asking for completion

The teacher may use direct questioning to elicit the correct form from the student. For example, if a student says, "She is playing footballs," the teacher might ask, "What's the correct word for the game she's playing?" This prompts the student to provide the correct form.

elicitation

What kind of feedback?

Repetition of the error with rising intonation

When a student makes an error, the teacher might repeat the error with rising intonation to signal that there's an issue. For instance, if a student says, "He is going to the market?," the teacher might repeat, "He is going to the market?" to draw attention to the question form.

repetition

What kind of feedback?

Reference to the well-formedness or correctness of the student’s utterance without providing the correct form

Instead of providing the correct form directly, the teacher might comment on the correctness of the student's utterance. For example, if a student says, "I have 12 years old," the teacher could say, "You're on the right track, but how can we express age in English?"

metalinguistic feedback

Theory of language learning of CBI and CLIL

4. Learning of both content and language is facilitated by (1) _____________ (talk which achieves common understanding, through structures, cumulative questioning and discussion which guide and prompt, reduce choices, minimize risks and error, and expedite handover of concepts and principles)

5. (2) _____________ plays an important role in CBI

- Ls bring many different kinds of prior knowledge to learning, including knowledge about world and knowledge about events, situations, and circumstances and the roles people play in them

6. Scaffolded learning plays an important part in CBI and CLIL ((3) _____________ assistance by which a teacher helps a learner know how to do sth => learner will be able to complete a similar task)

dialogic talk / prior knowledge / temporary

Objectives of CBI and CLIL courses are varied.

- CBI courses could be

+ more content driven

+ OR more language driven

- CBI course: focus can be

+ The mastery of content through a second language OR

+ The mastery of language through content

+ Lyster (2011, p.615), however, suggests: both kinds of goals are equally ____________

- CLIL courses: both very general and more specific goals are sometimes given.

important

Types of learning and teaching activities of CBI & CLIL

- Provide a list of CBI activities classified according to the instructional focus including language skills improvement, _______________, discourse organization, communicative interaction, study skills, and synthesis of content materials and grammar

vocabulary building

Syllabus of CBI and CLIL

- In CBI courses:

+ the syllabus will depend on whether it is primarily _____________ or language-driven.

+ certain areas of content are thought to be more effective as a basis for CBI and CLIL than others.

- In CLIL courses:

+ syllabuses will similarly depend on the approach to CLIL the course is

based on, AND whether it is designed for young learners, secondary school, or tertiary-level learners.

content-driven

Types of learning and teaching activities of CBI

- In CBI, teachers can draw on the range of relevant, meaningful, and engaging activities that increase student motivation in a more natural manner activities that involve (1) c______________, task-based, experiential, and project-based learning

cooperative

Types of learning and teaching activities of CLIL

- The multifaceted nature of CLIL approach involves an extra focus on student interest, peer cooperative work, and fostering of (1) _____________ at the methodological strategies. - These foster the learning of content and provide increased forums for discussing and otherwise communicating about content

=> those increased opportunities support language learning

critical thinking

Learner' roles of CBI and CLIL

- become (1) a_____________ so that they come to "understand their own learning process and take charge of their own learning from the very start"

- (2) s_________ each other in collaborative modes of learnings

- CBI is in the "learning by doing" => an active role by learners

- are active (3) i__________ of input and to be willing to tolerate (4) u___________ along the path of learning + explore alternative learning strategies and seek multiple interpretations of oral and written texts

- are sources of content and joint participants

- In the case of learners in CLIL programs => learner roles are seen as central to success

=> Cả 2 cái đều require active participation, with a goal toward learner (5) ______________

autonomous / support / interpreters / uncertainty / autonomy

- Both CBI and CLIL position teachers in a different, and often more (1) _____, role from that required in traditional teaching - thường phải cooperate with other teachers

CBI: teachers need to:

(2) ____ themselves with, at times, difficult and unfamiliar content;

develop courses and materials;

analyze student needs/student (3) ___________;

create truly learner-centered classrooms.

CLIL: additional teacher roles have been identified. They:

(4) m_____ the language they use in content through a second language

give additional support for comprehension as well as production

facilitate dialogic and scaffolded (5) ____

provide appropriate intervention and feedback to guide both the learning of content and the learning of the second language

~ CLIL teachers: Ensure that students have understood the material presented

~ CBI teachers, same to CLIL but they tend to focus on own (6) ___ and presentation of complex content

demanding / familiarize / needs analyst / modify / instruction / mastery

The role of instructional materials for CBI & CLIL

- the materials play a (1) _________ role

– may be specially designed materials

– materials used to teach content subjects

– a variety of different forms of (2) __________ materials.

– Commercial textbooks are not usually (3) _________ (bcs context and situation-specific materials are requires)

==> (4) t_______________ materials

– Crandall (2012, p.152): both authentic and adapted oral and written subject matter materials (textbooks, audio and visual materials, and other learning materials) => bridging activities

~ include the use of demonstrations, visuals, charts, graphic organizers and outlines, breaking down information into smaller chunks, pre-teaching vocabulary, and establishing

background information.

central / authentic / available / teacher-developed /

Procedures

Since CBI and CLIL refer to an approach rather than a method, no specific techniques or lesson procedures are associated with either model.

• In a content-driven approach, procedures typically used to teach subject matter in a content class are used, with appropriate (1) ____________ according to the learners’ level of language proficiency, as noted earlier in this chapter.

• In a language-driven approach, procedures more typically used in language courses (e.g., using a (2) ____________ or text-based approach) might be used.

adjustments / communicative