3-3. Translanguaging Pedagogy in CLIL — Transcript

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1. 0:03Hello everybody. So this is my third lecture.
2. 0:09Today I’m going to talk about how  to use translanguaging pedagogy. So
3. 0:19I’ll go for why we need to teach  CLIL through a multilingual lens.
4. 0:27That is not monolingual. Even though we want our  students to learn English, there are lots and lots
5. 0:35of multilingual resources that we need to draw  on to help them to learn the English language.
6. 0:45Then I’ll talk about how to use similar genres  across the students first language and second
7. 0:52language, like the Chinese and English  similar genres in both of the L1 and L2.
8. 1:01And then what is translanguaging and how we can  leverage on translanguaging pedagogy. And then
9. 1:08I’ll give a brief introduction to the MEC,  explain what it is. Okay, so you’re ready?
10. 1:19First of all, why do we need to teach CLIL  through a multilingual lens? Jim Cummins, (a) very
11. 1:29well respected professor in Canada,  he was also my professor, he's
12. 1:36just retired a couple of years ago and  he's been working in bilingual education
13. 1:42for many years, well respected. This is what he  said, in a TESOL conference in his keynote speech,
14. 1:50‘we should teach through a multilingual  lens in such a way that students are enabled
15. 1:56to use their language talents for  powerful and identity affirming purposes.’
16. 2:05So the main purpose of our teaching  as teachers is to scaffold meaning,
17. 2:13and to activate students’ background  knowledge, and then to build on students’
18. 2:21background knowledge and extend their knowledge  through explicit guidance and instruction.
19. 2:30If you remember CLIL is different  from just language teaching
20. 2:35because it's driven by meaning, by content,  that is language learning is carried out through
21. 2:44communicating interesting content  meaning. So the language learning is
22. 2:51driven by content learning,  so that's why we call it CLIL.
23. 2:58Jim Cummins’ idea is in order to get students to  be interested and excited about learning language,
24. 3:07we need to scaffold their meaningful  comprehension; we also need to reinforce the
25. 3:17kind of academic language. They learn across  the curriculum, so they might be learning
26. 3:24similar academic genres, text types in their  Chinese curriculum and we can leverage on it,
27. 3:33to help students to transfer their knowledge in  the Chinese genres into their English genres.
28. 3:41And then we can maximize their literacy,  their reading, and writing engagement.
29. 3:47And most of all, we connect to students lives that  is we can never reach on their familiar knowledge,
30. 3:57mediated through their familiar L1. And in the  process, we also acknowledge students’ bilingual
31. 4:06identity, that is they are both Chinese speakers  and English speakers. They are multilinguals,
32. 4:15they are bilinguals, they are multilinguals. So  this is a simple diagram. Literacy meaning how
33. 4:23we can help students to achieve bi-literacy.  There's Chinese literacy, English literacy and
34. 4:32we scaffold meaning, we connect to students’  familiar knowledge, and familiar everyday life
35. 4:39and we affirm students’ bilingual identities  and this is not just monolingual, but bilingual,
36. 4:46and multilingual identities. And that way we  expand and extend their language competencies.
37. 4:54Now in the past two lectures with me, yeah you  have already learned about genre and Register
38. 5:02Theory, so this is just a very quick revision. So  register we have field, tenor, mode, three factors
39. 5:12shaping students’ choices of the appropriate,  suitable vocabulary and suitable sentence,
40. 5:19grammatical patterns for the, for the specific  content area, for the specific content meanings.
41. 5:30And genres, we go through a sequence of stages  to achieve our overall communicative purpose
42. 5:38whether you are to inform, to persuade, to  describe, to give instructions or advice.
43. 5:47So genre and Register Theories are very useful  to integrate content with language learning.
44. 5:56So again, we have gone through these  in the past two lectures. Just to say,
45. 6:00genre gives us the overall communicative purpose  and helps us to organize our different paragraphs,
46. 6:08different sentences into through a step of  stages, a sequence of stages into a coherent
47. 6:17text,就是這個文章的organization,就是這個text  organization,就是genre
48. 6:26stages. And then register helps us to select  the appropriate vocabulary, appropriate sentence
49. 6:34patterns to express our content meanings in the  specific discipline of specific content areas.
50. 6:43So the genre egg again, this is the  genre egg I’ve been talking about.
51. 6:53That is language is not the same, like we  use different genres, different registers
52. 7:02for different purposes in different content  domains, in different areas of content meanings.
53. 7:11So now in our globalized world, you can see  that the genre in our first language actually
54. 7:24can be transferred, our knowledge of the genre  knowledge can be transferred to our L2, so if you
55. 7:30are writing an argumentative essay, the stages you  go through to write a Chinese argumentative essay
56. 7:38is similar to the stages you go through to write  an English argumentative essay. So that's where
57. 7:45we can leverage on students’ genre knowledge in  the L1, familiar L1 to their less familiar L2.
58. 7:57So now this topic is really related to  the recent movement called translanguaging
59. 8:09and translanguaging pedagogy. And it's also to  say, we need to draw on students’ multilingual,
60. 8:16bilingual resources when they're doing  their learning in CLIL. The term was first
61. 8:23called by Cen Williams to refer to the work  of teachers in bilingual education in wales
62. 8:32uh in Wales in the UK. There  is a typo here, the Wales is
63. 8:39a W-a-l-e-s in the UK. The pedagogical practice of  Welsh and English bilingual education classrooms
64. 8:49where students, these students, they are  learning their Welsh heritage language
65. 8:57through a bilingual education program.  It's like the Taiwanese students
66. 9:01learning English through a bilingual education  program, which we CLIL. CLIL is an example of
67. 9:10bilingual education, it's a specific program  model and approach for bilingual education.
68. 9:17So students like they can read some Welsh  passages and then they write some English
69. 9:25passages or vice versa, so they can alternate  languages, they can read multiple texts,
70. 9:31bilingual texts, and write bilingual texts.  So terms translanguaging are ‘multiple
71. 9:40discursive practices in which bilingual that  bilinguals engage in, in order to make sense of
72. 9:47their bilingual worlds.’ So like your students,  our students in the Taiwan context, they are
73. 9:53immersed in Chinese, so you can't say okay switch  off your Chinese, just use English now. Sometimes
74. 10:01we need to do that, but sometimes especially in  CLIL, we want to activate their familiar knowledge
75. 10:07that is mediated in their familiar language  Chinese. So language relationships are dynamic.
76. 10:16The semiotic resources, semiotic is just a  term to say meaning making. We need to have
77. 10:23meaning making resources right. In their, in the  bilingual communicative toolkit, like a toolbox,
78. 10:31so it is an integrated toolbox. We don't have  two separate toolbox(es), one it's called Chinese
79. 10:39communicative repertoire, one is called English  communicative repertoire. It is an integrated,
80. 10:46we have a holistic linguistic toolbox in our mind,  in our brain, and we cannot compartmentalize them.
81. 10:56We can if we force our students to do that,  but that way we don't leverage on, we don't
82. 11:02capitalize on students’ familiar resources  as a bridge to learn unfamiliar resources.
83. 11:12So and also students come into the classroom with  a history, their personal history. We cannot just
84. 11:20ask them to forget their personal  history once they enter into your
85. 11:24classroom, your language classroom. So we  have to capitalize on their personal history,
86. 11:31their background knowledge, and their  background familiar language resources,
87. 11:38be it in Chinese or in English. We just capitalize  on them, and we just leverage on them, we draw on
88. 11:45all of all of their meaning making resources,  semiotic, or meaning making resources.
89. 11:53So there are two kinds of translanguaging  practices, one is called spontaneous, one is all
90. 12:00called planned translanguaging. So spontaneous  translanguaging takes place spontaneously, so
91. 12:09just now I have translanguaging a little bit when  I say genre, genre is in Chinese it's called 語體,
92. 12:18that is trying to draw on your familiar linguistic  knowledge because a genre in English might be,
93. 12:25oh! It's a new term, what is it? Okay. It is a  text type and then what is it? Then I can activate
94. 12:31your background knowledge, actually in Chinese you  already have this concept,就是這個文章的語體,就是你有議論文,描寫文
95. 12:42so you have description text type, you  have argumentative text type right.
96. 12:47So I translanguage to leverage on your  familiar knowledge in Chinese to explain
97. 12:55the unfamiliar term genre or text type  to you right, so that's an example. So
98. 13:02I can also design my power point in a way that  I built in translanguaging that is to leverage
99. 13:13on your L1 knowledge, like the bilingual notes  approach that I will show you later on today. And
100. 13:23I will also
101. 13:27like to briefly introduce to you this concept of  MEC- Multimodalities and entextualization Cycle.
102. 13:35This is a tool to plan a unit of work in CLIL.  In the next lecture and my final lecture,
103. 13:43I will use examples to illustrate how you  can use the cycle, this MEC cycle to plan,
104. 13:50to do your lesson planning in CLIL.  Briefly, in the first stage of this cycle,
105. 13:57you create lots of interesting experiences on the  topic. If you are teaching on a content topic,
106. 14:06you use videos, you use diagrams, you use role  play okay. So we call these multimodalities;
107. 14:13that is not just language, language is the  linguistic mode. You can have visual mode,
108. 14:18you can have gesture mode, you can have multimedia  mode, so in the first stage, we activate students
109. 14:27background knowledge and interest in the content  topic. In the next lecture, we will talk about
110. 14:35an example of a balanced diet, how to eat, how  to have a balanced diet, a healthy diet. So if
111. 14:43that's the content topic, then we use all kinds of  modalities, videos, visuals, diagrams, role plays
112. 14:53for the first lesson or the first stage in your  lesson, depending on how long your lesson is. And
113. 15:00in the second stage, once students got excited  about the topic, we engage them in reading
114. 15:07and talk taking notes from all kinds of texts.  First from the familiar text, like the Chinese
115. 15:16text on the topic, then less familiar text,  English text, the parallel, similar text on the
116. 15:24same topic, and they take notes. So that is like  the bilingual notes approach, which is to scuttle
117. 15:33students if you just give them monolingual  English text on the, on the food pyramid
118. 15:40for example, then it might be a little bit scared  and scary to them. So if you have a bilingual
119. 15:47text approach to scaffold their reading of English  and their note-making, and that helps them to find
120. 15:55reading not so difficult, not so challenging. Then  the first stage we engage students to transform
121. 16:03what they have learned from the reading and their  reading notes into a final product, which can
122. 16:10be an oral presentation, which can be a written  summary of what they have learned in a similar,
123. 16:18you know, on a similar topic that they have  just read about. So in the next lecture, I will
124. 16:29give you very good examples to illustrate how  to use the MEC to plan a unit of work in CLIL.
125. 16:38You can do lesson planning in CLIL. That  can take care of students’ interest level,
126. 16:44take care of students’ language learning and  content learning to integrate language learning
127. 16:50into meaningful interesting content learning.  So this is what I said today. I want to review.
128. 16:58That is today I talk about using multilingual  lens drawing on students’ multilingual resources
129. 17:07and also translanguaging, which just  means we let students spontaneously
130. 17:13use their familiar language as long as they're on  task, and also a planned translanguaging pedagogy,
131. 17:21like the bilingual notes approach and also like  this MEC approach which I will elaborate in the
132. 17:28final lecture, the next lecture. So there  are some examples and discussion activities
133. 17:34that your workshop mentor will do with you,  will guide you through. And you are welcome to
134. 17:40email me, my email is on my power point slide.  Thank you and goodbye for now, 再見, bye bye.