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CONTENT VS LANGUAGE
Teguh Pandapotan Bako
Created on February 26, 2023
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Transcript
great
Content vs language
Team EMI UNIMED Winda Setia Sari Ph.D
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LEarning objectives
1. To identify where EMI is situated in the range of approaches to teach another language. 2. To compare and contrast Content and Language and Integrated Learning (CLIL) and EMI. 3. To evaluate a range of possible strategies for teaching subjects through English. 4.To reflect on the possible challenges in teaching subjects through English in your own contexts and develop and share suggestions.
ABOUT ME:
- Lecturer at English Literature Study Program, FBS Unimed - Earn PhD degree in English Literature and Creative Writing, University of Salford, UK - EMI Team Unimed
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THE BIGGEST CHALLENGE TRYING TO TEACH YOUR SUBJECT IN ENGLISH IN INDONESIA IS?
VISIT: https://www.menti.com/alhrx15h4wu8
Which approaches can you remember?
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EMI belongs to a family of approaches covering different contexts of teaching subjects through another language that often have similar properties.’ (Cenoz 2015).
SOME DEFINITION OF EMI
We are visual beings
Social beings
Digital beings
Narrative beings
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Where is language more or less ‘explicit’?
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Where is Language more of less explicit
Focus on Content
Focus on Language
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CLIL and EMI are on a continuum. Where EMI focuses on content, CLIL focuses on content and language. Even though their focuses are different, there is overlap and it is worth exploring what can be learned from CLIL material design when looking at EMI materials. EMI doesn't explicity teach langauge, whereas CLIL does.
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Strategies for Teaching Subject
In this unit, we'll also look at some different strategies and techniques that will help us teach our subject through English more effectively. Look at some of them below, which of them have you tried before? Click the ones you have.
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WHY ADDOPT EMI?
She
She
To develop International relations
To Increase institutional rankings
He
They
To Internationalize.
To Increase institutional rankings
GROUP DISCUSSION
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In BORs discuss some possible solutions to the challenges presented in the unit. Make notes on the Google Doc. Focus on practical ideas and solutions that could work in your contexts.
Choose THREE or FOUR to think about and suggest ideas on.
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POSSIBLE CHALLENGE TO DISCUSS
1. Lecturers own worry about their own knowledge of subject matter in English2. Density of subject specific vocabulary but no time to teach it3. Difficulty of understanding complex explanations/ideas in a second language4. Worry about using too much/too little of L1 in the lecture/class
5. Level of students much too low to understand content 6. Not enough time to cover the curriculum as teaching in English is slow 7. Difficult to establish rapport in a foreign language
ONE POSSIBLE SOLUTION
Support and scaffolding for students working with content in a second language is key. One way is to use a variety of different media and modalities to help them engage better with content and demonstrate their understanding. But how do we do that? One model that is helpful is the M-E cycle The Multimodalities-Entextualisation Cycle (MEC). Adapted from Language across the curriculum & CLIL in English as an additional language (EAL) contexts: Theory and practice (p. 103), by A. M. Y Lin, 2016.
APPROACHES FOR LANGUAGE TEACHERS AND SUBJECT TO WORK TOGETHER
Cooperation
Colaboration
Team Teaching
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Other approaches and techniques that can help
- Teachers need to plan;
- Students need scaffolding;
- Learning needs to be monitored;
- Students need to talk, read and write, not just listen;
- EMI teachers need to be language aware;
- Content obligatory language needs attention
- Teachers need to ask questions and feedback;
- Teachers need to use visuals;
- Teachers need to use repetition & paraphrase;
- Teachers need to focus students’ attention;
- Teachers need to use transitions and other markers.
Further Reading and Research
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OTHER REFERENCES
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