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T Chadwick - Language demands - Coggle Diagram
T Chadwick - Language demands
Objective 1
investigate language issues in content classroom
divide them into:
Classroom Language (CL)
Academic Language Proficiency (CALP)
academic language students need!
functional language
specific vocabulary
Interpersonal Communication Skills (BICS)
Provide students with language support!
scaffolding
plan language support in steps
Functional language
Content vocabulary
Language skills
Objective 2
Identifying CALP vocabulary
divide them into:
content-obligatory vocabulary
essential to particular topic
includes specialist terms
content-compatible vocabulary
generally useful in content subject
Objective 3
Pre-teaching CALP
dealing with CALP vocabulary in classrooms
matching exercise
use dictionaries
"Give the definiton of one of these words.."
make use of classroom wall displays
work with translations if possible (not too much!!)
"guess the theme of this lesson"
Objective 4
Identifying funtional language of CALP
Creative Thinking Skills: Cognitive prosesses relating to functional language
Language for creating: generating; planning;...
Language for describing
process: sequencing; describing cause and effect;..
description: observing; describing;..
classification: classifying; grouping;...
Language for self-reflecting:monitoring; reflecting;..
Language for interpreting
evaluation: evaluating, judging;..
analysis: visualising; claryfying meaning;...
conclusion: explaining; suggesting;...
Objective 5
Identifying language demands and the support we need to give
key questions that need to be considered in every subject (Maths, Science, Hisrory, Geography..)
Which creative thinking skills are they using and what functional language goes into these skills? How can the teacher support them with the funcional language?
What language skills are the students using? How will this affect the support provided?
reading
speaking
listening
writing
What content language do the students need and how will the teacher help them with it?
Practical Example: Science
writing a laboratory report
What content language do the students need and how will the teacher help them with it?
devide needed vocabulary into verbs and nouns (for instance: Noun: vinegar; Verb: measure,..)
Nouns - items can be hold up by the teacher to visualize them
Which creative thinking skills are they using and what functional language goes into these skills? How can the teacher support them with the funcional language?
Examples: predicting, measuring, evaluating,..
Students use many cognitive processes in this task
There will be functional language for each heading
headings are given ("The aim of this investigation"; "Prediction/hypothesis";...)
What language skills are the students using? How will this affect the support provided?
Support from teacher: writing a good laboratory report => handout with useful language; headings
students complete some of the report before they start the experiment