LAC-I Unit with Syllabus.pptx

Language Across the Curriculum B.Ed Core 4

1. Course 4: LANGUAGE ACROSS THE CURRICULUM Mr. K.Thangavel Assistant Professor, Thiagarajar College of Preceptors, Madurai-9. Mr. K.Thangavel, Assistant Professor, TCP 1

2. Course objectives:   At the end of the course, the student-teachers will be able to: CO1: Understand the concept and principles of language across the curriculum CO2: Develop the skill of enhancing language proficiency CO3: Acquire knowledge of integrated curriculum and language education CO4: Understand the theories of language learning. CO5: Analyze the language related issues Mr. K.Thangavel, Assistant Professor, TCP 2

3. UNIT – I: CONCEPTUALIZATION AND PRINCIPLES OF LANGUAGE ACROSS THE CURRICULUM Language Across the Curriculum, meaning, concept, goals, aims, needs and importance of Plurilingualism. - Modes of human activities involving language -Language Objectives: relationship between language and thinking – development of conceptual literacy – Basic tenets of language across the curriculum. - Principles of language across the curriculum – Integration across the curriculum: personal and pedagogical integration. Mr. K.Thangavel, Assistant Professor, TCP 3

4. UNIT - II: ACADEMIC AND SOCIAL LANGUAGE Language: meaning, concept, definitions, aims, objectives functions and importance – proficiency of home language and school language - Strategies for Enhancing Language proficiency: drama, essay, story telling, group discussion, peer tutoring - nature of expository texts Vs. narrative texts - transactional Vs. reflexive texts. reading comprehension skills, language skills and literacy skills - linguistic education: academic language and social language, CALP skills, BICS skills, conceptual literacy Mr. K.Thangavel, Assistant Professor, TCP 4

5. UNIT-III: INTEGRATED CURRICULUM AND LANGUAGE EDUCATION Integrated Curriculum types, meaning, key features, objectives types of integration – levels of curriculum integration – Models of curriculum integration: Multidisciplinary inter- disciplinary transdisciplinary and spiral curricula – Coyle’s 4C’s of curriculum. – Content and language integrated learning approach in the classroom - National Curriculum Framework (NCF-2005) - Recognition of mother tongue. Mr. K.Thangavel, Assistant Professor, TCP 5

6. UNIT - IV: THEORIES OF LANGUAGE LEARNING   Plato’s problem theory of language – Cartesian theory of language production – Locke’s theory of tabula raja – Skinner’s imitation theory of language acquisition – Chomsky’s universal grammar theory – Schumann’s cultural theory – Kraghen’s monitor theory – Piaget’s views on language learning – Vygotsky’s cultural tools for language learning. Mr. K.Thangavel, Assistant Professor, TCP 6

7. UNIT - V: LANGUAGE RELATED ISSUES Bilingualism - Multilingualism - Challenges of teaching language in multicultural classroom. Linguistic interdependence and the educational development of bilingual and multi-lingual children - Nature of reading comprehension in the content areas - Developing writing skills in specific content areas. - Strategies for developing oral language for promoting learning across the subject areas - Reading in the content areas – social sciences, science and mathematics. Mr. K.Thangavel, Assistant Professor, TCP 7

8. Mr. K.Thangavel, Assistant Professor, TCP 8

9. Mr. K.Thangavel, Assistant Professor, TCP 9

10. Language Mr. K.Thangavel, Assistant Professor, TCP 10

11. Language is an essential element of human society . It is a tool conveying identity of a group i.e. its traditions and values. Mr. K.Thangavel, Assistant Professor, TCP 11

12. Language has the power to link man’s past, present and the future. Mr. K.Thangavel, Assistant Professor, TCP 12

13. Curriculum Mr. K.Thangavel, Assistant Professor, TCP 13

14. Curriculum In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process.  Curriculum is  the overall content, taught in an educational system or a course . Origin. Syllabus is a Greek term. Curriculum is a Latin term. Mr. K.Thangavel, Assistant Professor, TCP 14

15. It emphasizes the language development is the responsibility of all teachers across the school and in all subjects. Each subject area also has its own specialised vocabulary and different writing genres. e.g., report writing. Mr. K.Thangavel, Assistant Professor, TCP 15

16. Language across the Curriculum It mainly implies that ‘attempts to develop a language or communicative ability should cross through all the subjects’. Mr. K.Thangavel, Assistant Professor, TCP 16

17. LAC LAC is an approach to learning that focuses on improving language proficiency in all subjects. LAC acknowledges that language education does not only takes place in specific subjects such as English or Tamil Lessons, but it takes place each and every subject and across the curriculum. Mr. K.Thangavel, Assistant Professor, TCP 17

18. Meaning of Language Language is a symbol i.e form of communication developed by man to express his thoughts and ideas, feelings and wishes to others. Mr. K.Thangavel, Assistant Professor, TCP 18

19. Language A language is a system of communication which consists of a set of sounds and written symbols which are used by the people of a particular country or region for talking or writing. Mr. K.Thangavel, Assistant Professor, TCP 19

20. More than 7,100  languages are spoken in the world today. Mr. K.Thangavel, Assistant Professor, TCP 20

21. Languages in India As per the 8 th  schedule of Indian constitution, there are 22 scheduled or official languages that are given official acknowledgement and support. Mr. K.Thangavel, Assistant Professor, TCP 21

22. Definition of Language The American linguists Bernard Bloch and George l. Trager formulated the following definition: “ A language is a system of arbitrary vocal symbols by means of which a social group interacts .” ஒரு மொழி என்பது தன்னிச்சையான குரல் குறியீடுகளின் அமைப்பாகும், இதன் மூலம் ஒரு சமூகக் குழு தொடர்பு கொள்கிறது . Mr. K.Thangavel, Assistant Professor, TCP 22

23. Definition of Language Language is a structured system of sound symbols used by man to express his ideas and thoughts. If a language is complete with grammar and literature, it is cherished as a classical language. - M.B.Nirmal Mr. K.Thangavel, Assistant Professor, TCP 23

24. Concept of Language “ A language is a system of signs for encoding and decoding information.” “Language refers to the cognitive ability that enables human to learn and use systems of complex communication” Mr. K.Thangavel, Assistant Professor, TCP 24

25. Functions of language Language is a means of communication Transmission of culture It is a means of thought Diffusion of knowledge It unites people It is a means of cultural identity. Existence of society through cooperation Mr. K.Thangavel, Assistant Professor, TCP 25

26. Means of socialization Used to express our ideas Language is a skill subject Language is a system of symbols Governed by a particular set of rules Language is species specific and uniform. Functions of language Mr. K.Thangavel, Assistant Professor, TCP 26

27. Mr. K.Thangavel, Assistant Professor, TCP 27

28. Modern Mean of Communication Mr. K.Thangavel, Assistant Professor, TCP 28

29. Diffusion of knowledge Mr. K.Thangavel, Assistant Professor, TCP 29

30. Socialization Mr. K.Thangavel, Assistant Professor, TCP 30

31. Cultural Identity Mr. K.Thangavel, Assistant Professor, TCP 31

32. THINKING SKILLS Mr. K.Thangavel, Assistant Professor, TCP 32

33. WHAT IS LANGUAGE ACROSS THE CURRICULUM Language across the curriculum is  a modern approach to learning languages . According to the LAC approach, language learning should occur throughout the school hours in the language classroom as well as another subject classroom Mr. K.Thangavel, Assistant Professor, TCP 33

34. Meaning of LAC It refers to human communication of ideas, thoughts and expressions, through vocal, written symbols and signs consisting of the use of words in a structured way. Mr. K.Thangavel, Assistant Professor, TCP 34

35. LAC APPROACH It is a method in schools and college course that allow students to apply their existing knowledge of a foreign language outside of language learning class room. Mr. K.Thangavel, Assistant Professor, TCP 35

36. Aim To support language development in children To support language development in all domains of language use. To support language development in learning activities in schools To support the use of language outside the school also. To support understanding of the language in all perspectives of life. Mr. K.Thangavel, Assistant Professor, TCP 36

37. Needs To enhance knowledge and communicate. Need for a broad perspective that integrate language and content learning. Mr. K.Thangavel, Assistant Professor, TCP 37

38. Goals The goal of LAC is to improve four language skills. Listening Speaking Reading and Writing Mr. K.Thangavel, Assistant Professor, TCP 38

39. To develop children’s existing mental and linguistic capacities. To develop thinking process. To assimilate new concept largely through language. The overall goal is not just developing cognitive, academic and language proficiency but conceptual literacy. Mr. K.Thangavel, Assistant Professor, TCP 39

40. Benefits To students To get admission in foreign universities. Students can be effective in self learning. Open up career opportunity in another language. Collect different technical terms related to different subjects. Helps to learn the content and expand the idea more. Learn communication skill. Mr. K.Thangavel, Assistant Professor, TCP 40

41. To teachers Improve their skills in foreign language. To teach the content in foreign language. To update their knowledge. To provide clear instruction in foreign language. Mr. K.Thangavel, Assistant Professor, TCP 41

42. क्या हम क्लास शुरू करें? kya ham klaas shuroo karen ? Mr. K.Thangavel, Assistant Professor, TCP 42

43. Mr. K.Thangavel, Assistant Professor, TCP 43

44. Plurilingualism Plurilingualism is the ability of a person who has competence in more than one language to switch between multiple languages depending on the situation for ease of communication. Plurilingual practice multiple languages and are able to switch between them when necessary without too much difficulty. Mr. K.Thangavel, Assistant Professor, TCP 44

45. Plurilingualism It is the ability to use skills in a number of different languages for effective communication. Mr. K.Thangavel, Assistant Professor, TCP 45

46. A person who can speak  four or more languages  is multilingual. Only three percent of people around the world can speak over four languages. Less than one percent of people worldwide are proficient in many languages. If someone is fluent in more than five languages, the person is called a polyglot. Mr. K.Thangavel, Assistant Professor, TCP 46

47. How are you? क्या हाल है ನೀವು ಹೇಗಿದ್ದೀರಿ എന്തൊക്കെയുണ്ട് మీరు ఎలా ఉన్నారు Mr. K.Thangavel, Assistant Professor, TCP 47

48. Need of Plurilingualism It is a reality for the students of International Schools. Mr. K.Thangavel, Assistant Professor, TCP 48

49. Speaking another language is essential due to globalisation . Mr. K.Thangavel, Assistant Professor, TCP 49

50. Need of Plurilingualism It is beneficial for Cognitive development. Mr. K.Thangavel, Assistant Professor, TCP 50

51. Children have to start to learn at their early ages to master two or more languages . Mr. K.Thangavel, Assistant Professor, TCP 51

52. To brain development Mr. K.Thangavel, Assistant Professor, TCP 52

53. To grow with two languages Mr. K.Thangavel, Assistant Professor, TCP 53

54. Importance of Plurilingualism Culture Future employment Mr. K.Thangavel, Assistant Professor, TCP 54

55. Multilinguals have double ability to read and write in different languages. They have access to broader range of information that can widen their language . Having access to two different cultures enriches a child’s education. To become a more cultured person . Mr. K.Thangavel, Assistant Professor, TCP 55

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57. Modes of Human Activities Involving Language There are eight modes of human activities involving language learning. They are Listening – Comprehending ora l input Speaking – Constructing Reading _ Understanding written texts Writing – Producing written texts Mr. K.Thangavel, Assistant Professor, TCP 57

58. Modes of Human Activities Involving Language Viewing - Attending to visual signs Shaping – Using visual means of expressions Watching – Attending physical movements Moving – Using the whole body for self-expression Mr. K.Thangavel, Assistant Professor, TCP 58

59. Language Objectives Language Objectives are lesson objectives that are specifically designed to promote student’s language development through all four language domains - LSRW. Mr. K.Thangavel, Assistant Professor, TCP 59

60. Language Objectives Language objectives are statements that describe how students will use language to demonstrate their understanding of the class content. Mr. K.Thangavel, Assistant Professor, TCP 60

61. Language Objectives Language functions related to the topic. Vocabulary is essential. Language Learning Strategies. (Questioning, Interaction, Making predictions) Mr. K.Thangavel, Assistant Professor, TCP 61

62. Grammatical and Language Structures (Forms) - Adjectives, sentence structure, verb conjugation and other aspects of grammar. Content Objective – Daily activities Language Objective – Regular and irregular past verbs Literacy Skills – LSRW skills, Paraphrasing Mr. K.Thangavel, Assistant Professor, TCP 62

63. Components of Language Objectives Functions – Uses and purposes of language appropriate for the task and topic. Structure – Syntax, grammar, phrases and expressions. Key Vocabulary – Words and phrases that are important to the content and context. Mr. K.Thangavel, Assistant Professor, TCP 63

64. Creating Effective Language Objectives Language objectives are directly correlated to content objectives. Decide what key vocabulary, concept words and other academic terms. Eg. Eco Systems Consider the language function related to the topic of the lesson. E.g. Describe, Explain, compare, etc. Mr. K.Thangavel, Assistant Professor, TCP 64

65. Think about the language skills necessary for students to accomplish the lesson’s objectives. Example: Reading a passage – Listening to a peer – Reporting the observations Recognize grammar or language structures that are common in content area. Example: Use the passive voice in science subject. Mr. K.Thangavel, Assistant Professor, TCP 65

66. Consider the task that the students will complete and the language that will be embedded in those assignments. Explore the language learning strategies. Mr. K.Thangavel, Assistant Professor, TCP 66

67. Sample Language Objectives Students will articulate the main idea and details using target vocabulary. Students will describe a character’s emotions using precise adjectives. Students will revise a paragraph using the correct tenses. Mr. K.Thangavel, Assistant Professor, TCP 67

68. Relating Language Objective to Bloom’s Taxonomy Bloom’s Taxonomy Knowledge Define, list, label Comprehension Describe, report, paraphrase and explain Application Interpret, generalize Analysis Compare, contrast, differentiate Synthesis Synthesize information Evaluation Evaluate, decide, predict Mr. K.Thangavel, Assistant Professor, TCP 68

69. Relationship between Language and Thinking Every human being is capable of thinking. Thinking process requires certain aids which are called as tools of thinking. Language is considered as a tool of thought . Mr. K.Thangavel, Assistant Professor, TCP 69

70. Five Main Tools of Thinking Images Concepts Language Symbols Brain Mr. K.Thangavel, Assistant Professor, TCP 70

71. J.B.Watson’s Opinion No difference between language and thinking . Thinking and talking are the same. Thinking is self-talking. Mr. K.Thangavel, Assistant Professor, TCP 71

72. Robert S. Woodworth Language and thinking are different. Thinking is independent. We do not talk literally ‘Talk to ourselves’. Mr. K.Thangavel, Assistant Professor, TCP 72

73. Development of Conceptual Literacy Concepts Conceptual Learning Literacy Mr. K.Thangavel, Assistant Professor, TCP 73

74. Concepts It is a process of representing a common property of an object or event. According to Ross, concepts are patterns, schemas, mental categories that enable us to interpret the object of our thoughts. Mr. K.Thangavel, Assistant Professor, TCP 74

75. Conceptual Learning It focuses more on understanding the concepts and learning how to organise and distribute date. It involves students participating in high quality learning experiences. Mr. K.Thangavel, Assistant Professor, TCP 75

76. Literacy is the ability to read and write or the ability to read, write, speak and listen. Literacy Mr. K.Thangavel, Assistant Professor, TCP 76

77. Dimensions of Literacy Cognitive Linguistic Sociocultural Developmental Mr. K.Thangavel, Assistant Professor, TCP 77

78. Cognitive Dimension Activating connecting to background knowledge Questioning Inferring Visualizing Summarizing and synthesizing information Mr. K.Thangavel, Assistant Professor, TCP 78

79. Socio Cultural Dimension Think-pair-share Jig-Saw Role play Graphic organisers Mr. K.Thangavel, Assistant Professor, TCP 79

80. Think-Pair-Share Think-pair-share (TPS) is  a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading. This strategy requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Mr. K.Thangavel, Assistant Professor, TCP 80

81. Think-Pair-Share Strategy Mr. K.Thangavel, Assistant Professor, TCP 81

82. Jig-Saw Jigsaw is  a cooperative group activity in which students are interdependent to achieve a common goal . In part one, each group is provided a different prompt. The group members become experts on that prompt and create a group response. Mr. K.Thangavel, Assistant Professor, TCP 82

83. Role Play It is an activity, used especially in teaching, in which a person acts a part. Mr. K.Thangavel, Assistant Professor, TCP 83

84. Graphic Organiser It is a pedagogical tool that uses visual symbols to express knowledge and concepts through relationships between them. Mr. K.Thangavel, Assistant Professor, TCP 84

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88. Developing Conceptual Literacy Questions to consider Lesson Planning Mr. K.Thangavel, Assistant Professor, TCP 88

89. Ways to promote Conceptual Thinking Using categorizing, naming and sorting activities. Mr. K.Thangavel, Assistant Professor, TCP 89

90. Ask students to make connections Concept thinking activities Ex. Specific concept explored in a unit Ask them to sit in a circle of four or five students. Each has to represent a different concept. Finally to make connect all the concepts Mr. K.Thangavel, Assistant Professor, TCP 90

91. Planning for Transfer Case study Debate Mr. K.Thangavel, Assistant Professor, TCP 91

92. Basic Tenets of Language Across the Curriculum Need to consider the general language ability and understandings of language in different subjects. Mr. K.Thangavel, Assistant Professor, TCP 92

93. Basic Tenets of Language Across the Curriculum Language develops mainly through its purposeful use. Learning involves talking, writing, shaping and moving. Learning often occurs through speaking or writing as much as through shaping or moving. Mr. K.Thangavel, Assistant Professor, TCP 93

94. Basic Tenets of Language Across the Curriculum Language use contributes to cognitive development. Language is the medium for reflecting on learning. Language learning is to promote autonomous learners. Mr. K.Thangavel, Assistant Professor, TCP 94

95. Principles of Language across the Curriculum The LAC is based on some modern strategies Content Based Instruction (CBI) Content Integrated Language Learning (CILL) Skill Acquisition Concepts and Immersion Theory of Language Learning. Mr. K.Thangavel, Assistant Professor, TCP 95

96. Principles of Language across the Curriculum Natural language acquisition occurs in context. Content-based instruction provides a context for meaningful communication. Second language acquisition increases with content based language instruction. People do not learn languages but learn languages by using content. Mr. K.Thangavel, Assistant Professor, TCP 96

97. Language can be acquired through continuous practice, as it is a skill-subject. The immersion of a language with content facilities more effective language acquisition. Mr. K.Thangavel, Assistant Professor, TCP 97

98. Integration Across the Curriculum According to Bernstein (1971), an integrated curriculum ‘refers minimally to the subordination of previously insulated subjects or courses to some relational idea, which blurs the boundaries between the subjects”. He emphasised that integration means linking insulated subjects around main topics, themes or ideas. Mr. K.Thangavel, Assistant Professor, TCP 98

99. Integration Across the Curriculum In order to accomplish any form of integration, there must be some relational idea, a supra-content concept, which focuses upon general principles at a high level of abstraction. Mr. K.Thangavel, Assistant Professor, TCP 99

100. Benstein (1971) – Knowledge structure leads to a change in pedagogic modality. Should employ new teaching and learning methods that focus on how knowledge can be created. Integration Across the Curriculum Mr. K.Thangavel, Assistant Professor, TCP 100

101. Curriculum Integration Curriculum integration supports democracy. “It engages student as active learners who make the most of the decisions about what they study” – Brown, 2016. Mr. K.Thangavel, Assistant Professor, TCP 101

102. “Students become teachers and teachers become learners” – (Pate, 2013) Curriculum Integration Mr. K.Thangavel, Assistant Professor, TCP 102

103. Curriculum Integration offers a way for teachers and students to pose questions and investigate issues that span different content areas and disciplines while working to transcend theses boundaries. Mr. K.Thangavel, Assistant Professor, TCP 103

104. Aims of Curriculum Integration Integration is a more rational and human approach to curricular planning. It strives to develop ‘whole’ personalities by restoring some of the ‘wholeness to knowledge’. Mr. K.Thangavel, Assistant Professor, TCP 104

105. Aims of Curriculum Integration Enquiry, research and discovery methods of approach to be adopted by integrated studies. The main aim and most significant value of integration is to prepare and qualify youngsters to cope with the modern world. Mr. K.Thangavel, Assistant Professor, TCP 105

106. Learning by discovery. Regrouping the standard subjects. To relate school knowledge to pupils’ own experiences. To enhance their enjoyment of learning. To adapt the everyday reality like life’s problems and demands. Aims of Curriculum Integration Mr. K.Thangavel, Assistant Professor, TCP 106

107. Integration Across the Curriculum An integrated curriculum is described as one that connects different areas of study by cutting across subject matter lines and emphasizing unifying concepts. Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life. Mr. K.Thangavel, Assistant Professor, TCP 107

108. Types of Integrated Curriculum Connected Sequenced Shared Webbed Mr. K.Thangavel, Assistant Professor, TCP 108

109. Personal Integration Personal integration requires students to feel that fit in and develop a sense of belonging. It is best achieved by promoting widening participation in a supportive learning environment. Mr. K.Thangavel, Assistant Professor, TCP 109

110. Personal Integration Practical steps could involve providing personalised support to students particularly in the earliest stages of their course, promoting a student’s positive identity and nurturing self-belief. Mr. K.Thangavel, Assistant Professor, TCP 110

111. Integration Across the Curriculum- Personal Integration Curriculum play an important role in supporting personal integration. Inclusive curriculum – Personal context and environment. Proactive choice of case studies, books and use of personal experiences – Develops a voice of students within a course. Mr. K.Thangavel, Assistant Professor, TCP 111

112. Assessment choices Care with language course work Co-development of activities and co-development of assessment can all act to develop a sense of belonging. Mr. K.Thangavel, Assistant Professor, TCP 112

113. Integration Across the Curriculum- Pedagogical Integration Structure of educational knowledge from subject to topic based is associated with changing teaching and learning methods. Chid-centred Education Pupil – More active Self-regulators. Teachers are supportive to integrated curriculum planning and implementation. Mr. K.Thangavel, Assistant Professor, TCP 113

114. ‘What’ of Education Mr. K.Thangavel, Assistant Professor, TCP 114

115. Teaching consists of ‘How’ Mr. K.Thangavel, Assistant Professor, TCP 115

116. Curriculum Mr. K.Thangavel, Assistant Professor, TCP 116

117. Pedagogical Strategies Theoretical knowledge Practical or Procedural knowledge Self-regulative knowledge Socio-cultural knowledge Mr. K.Thangavel, Assistant Professor, TCP 117

118. Important Objectives of Pedagogy of Integration Making the sense of learning process Differentiating matters by relevance Applying the learning to practical situations Associating the learned materials. Mr. K.Thangavel, Assistant Professor, TCP 118