Extra-curricular materials
Transkript
Extra-curricular materials
Extracurricular Materials for CBI Gülden TÜM Çukurova University Adana, TURKEY guldentum@cu.edu.tr 17-18 March, 2012 Portland State University Definition of Extra-curricular materials • Extra-curricular materials are texts performed to use outside the realm of the curriculum in education and exist at all levels of education. In this respect, it might be considered to complement the curriculum. 2/26 Definition of Content Based Instruction (CBI) CBI is an umbrella term referring instructional approaches that make a dual, though not necessarily equal, commitment to language and content-learning objectives (Stoller 2008). Stoller describes challenges: • the selection of sequencing of language items, • the alignments of content with language structures and functions that emerge from the subject matter (p.65) 3/26 Although CBI is not new, there has been an increased interest in it, where teachers discover that students are excited to learn language and content at the same time. Briefly, CBI is an effective way of combining language and content learning. 4/26 Theoretical framework • Theoretical framework is based on theories of components of reading, on the impact of family background including language and reading as a general skill over and above specific reading texts (Wolff, 2010). 5/26 Outcomes • Self-directed/autonomous learner • Motivated learner • Critical learner • culturally-literate learner 6/26 How the reader works selection topics collection users cultural daily life 7/26 Teaching Turkish through CBI poses the question of the dearth of textbooks that focus on content-based themes rather than language patterns. While various disciplines have their textbooks for native speakers of Turkish, students for whom Turkish is a foreign language require pathways into content-courses. 8/26 • Even though extra-curricular materials play a significant role for students to learn a foreign language, unfortunately, in teaching Turkish this is the field neglected not only by the institutions and administrators but also by teachers. Therefore, this field should be investigated and contributed more. • This talk will introduce a sketch of the Turkish reader designed as a pathway into Turkish. 9/26 Types of readers • Texts written by the author • Texts translated into Turkish form different reading books • Texts written by foreign students • Authentic texts 10/26 Why different varieties of texts? 11/26 • Many authentic texts are open to easy criticism for bleeding cuts, free style, clumsy reductions, unfair, and unhelpful. Therefore, learners might have trouble to grasp meaning throughout authentic materials. • Graded readers are also open to criticism for their restricted language that is not authentic and so it is a poormodel for learners. 12/26 In order to eliminate the criticism • The Turkish reader includes both graded and authentic materials. 13/26 The readers include texts written for learners of Turkish using limited lexis and syntax, determined by frequency and usefulness of the most frequently used words in simplicity. Texts increase the permitted lexis and syntax in stages from beginning to advanced, with each stage presenting a more demanding reading task, also authentic texts. 14/26 • The Turkish reader is prepared in order to raise an awareness on the importance of extracurricular materials, their implications in the curriculum, and to embolden learners in a natural way during their learning process. 15/26 • All the themes are chosen considering basic needs of learners (A1-A2-B1): 1. daily life 2. cultural points in the target language. 16/26 Daily life • • • • • • • • • • My family and I My surrounding My country At the movie, hair-dresser, railway station etc. Birthday party Seasons I like Shopping on the weekend Hobbies What I eat everyday How I met my wife etc. (60 texts) 17/26 Cultural items in the target language • • • • • • • • • • Religious Festivals The evil eye Mevlana, Nasreddin Hodja, Yunus Emre etc. Henna night Giving gift Turkish Bath, handcraft Announcements Lullaby Hospitability Turkish proverbs, sayings, jokes, handy 18/26 phrases etc. (about 20 texts) • All reading texts include three language skills (A1-A2-B1): • Reading • Speaking • Writing 19/26 • All these language skills are introduced in: • • • • • • • Vocabulary exercises, Comprehension questions, Multiple choices, Matching phrases, Fill in the blanks (words/suffixes/markers), T/F sentences, etc. (considering different learning strategies of learners) 20/26 • No doubt, all the texts provide students a rich base of content for learning. • A base content is provided by the reader, with the option for foreign learners of Turkish to extend beyond what they practice in class, to work at their own level, and to extend their learning to the level of their own capability by realizing the linguistic patterns and cultural hints hidden. 21/26 • • Consequently, as Day (2011) emphasizes, the readers are significant, and they are incorporated into the classroom as graded readers, class readers, libraries and reading circles. In light of this, extracurricular materials should be considered as the core of learning a foreign language and implemented in the curriculum. 22/26 Two samples from the Turkish Reader as follows: 23/26 BEN VE AİLEM Benim adım Jindra. Belçikalıyım. 1987 yılında Brüksel’de doğdum. Ben 21 yaşındayım. Uzun boylu ve mavi gözlüyüm. Şimdi İstanbul’da bir üniversitede öğrenciyim. Benim ailem Belçika’da yaşıyor. Babam bir bankada müdür. Onun adı Marc. Babam 47 yaşında. Babam uzun boylu ve zayıf. Onun gözleri mavi. Annem bir okulda öğretmen. Annemin adı Marta. Annem 44 yaşında. Annem kumral ve annemin gözleri kahverengi. Onun saçları da kahverengi. Annem de uzun boylu. Kız kardeşim Maria ise ilkokulda öğrenci. O henüz 8 yaşında. O çok güzel bir kız. Onun saçları uzun ve gözleri yeşil. Benim bir köpeğim var. Onun adı Lukas. Lukas çok güzel bir köpek. 9 yaşında ve çok hareketli. Kız kardeşimin de kedisi var. O beyaz bir kedi. Onun adı Pretty. Henüz çok küçük. Pretty 1 yaşında. Evde herkes onu çok seviyor. Yeni kelimeler: müdür: director, manager okul: school Tabloyu doldurunuz. öğretmen doğmak : teacher : to be born a) bulunuz. müdür b) mühendis Aşağıdaki cümlelerin doğru seçeneğii 1. Annem a) öğrenci b) öğretmen 2. Babam Kim? Jindra Marc Marta Nasıl? uzun boylu Kaç yaşında? 21 Göz ve saç rengi ne? Mavi 24/26 HEDİYE (Armağan) Marc ve Marcella 28 Haziran 1973 te evlendi. Her 28 Haziran da Marc eşine sürpriz yapmayı sever. Bu evlilik yıl dönümünde de Marcella için bir sürpriz yapmayı planladı. Tabii Marcella da eşi için bir sürpriz düşünüyordu. Marcella eşine evlilik yıldönümünde onun en çok sevdiği cep saatine bir zincir alıp hediye olarak vermek istedi. Ancak bunun için yeterli parası olmadığından kuaföre gidip saçlarını kestirip satmak ve aldığı parayla da gümüş bir zincir almak istedi. Aceleyle evden çıktıktan sonra ilk önce bir kuaföre gitti. …………………………………….. Yeni kelimeler: evlilik: marriage yıl dönümü: annivarsery zincir: chain eş: spouse (husband/wife) Metni iki kez okuyun. Aşağıdaki sorulara cevap verin. 1. Kimin evlilik yıldönümüydü? 2. Kadın neden/niçin saçlarını kestirdi? 3. Adam neden/niçin antikacıya gitti? Aşağıdaki boşluklara kelimeleri yerleştiriniz. yeterli cep saati bir süre saç tokası yıl dönümü bekleme salonu Marcella saçını kestirdi. Bu yüzden …………………… onun için önemli değildi. ……………………………………… çok kalabalıktı. Antikacı …………………………… için 1250 Lira verdi. 25/26 References Allan, R. (2009). Can a Graded Reader Corpus Provide ‘Authentic’ Input?. ELT Journal: English Language Teachers Journal, 63(1), 23-32. Day, R, Bassett, J, Bowler, B., Parminter,S.,Bullard,N.,Furr,M.,Prentice,N., Mahmood,M.Stewart, D.,Robb, T. (Ed. Woo) (2011). Bringing Extensive Reading into the Classroom. New York: Oxford University Press. Hill, D. R. (2008). Graded readers in English. ELT Journal: English Language Teachers Journal, 62(2), 184-204. Poole, D. (2008). Interactional Differentiation in the Mixed-Ability Group: A Situated View of Two Struggling Readers. Reading Research Quarterly, 43(3), 228-250. Stoller, F. L. (2008). Content-based instruction. In N. Van Deusen-Scholl & N. H. Hornberger (Eds.),Encyclopedia of Language and Education (2nd ed., Vol. 4: Second and Foreign Language Education;pp. 59–70. New York: Springer Science/Business Media.105 Wolff, U. (2010). Subgrouping of readers based on performance measures: a latent profile analysis. Reading And Writing, 23(2), 209-238. Wan-a-rom, U. (2010). Self-assessment of word knowledge with graded readers: A preliminary study. Reading In A Foreign Language, 22(2), 323-338. 26/26