Final Project: Online content-based instruction

Introduction and literature review

The challenge in this EDIT 490 class is going to be to develop a set of materials that form lesson plans, guided by the three disparate philosophical approaches of English as a second language (ESL); content-based instruction (CBI) and online instruction (OI). Given the number of teachers globally involved in each discipline, it is possible that material has been developed around this combination but, if it has, I have not been able to locate it. The literature review that follows covers several books in each area but before going on to describe that literature, a brief discussion on why this combination of English learning is needed has been included. It is undoubtedly going to be a significant growth area over the next few years prompted by the ubiquitous nature of internet communications and new applications that facilitate more effective distance and online learning through multiple-intelligence programs. Capturing and describing the characteristics of an effective ESL+CBI+OI offering, through five lesson plans, is the aim of this project.

ESL
Highlighting the need for more English teaching, Saville (2008) reports International Organization for Migrants statistics as showing that “one in thirty-five persons in the world is now a migrant” (p. 1). English is now recognized as the globe’s lingua franca (Niño-Murcia, 2003) and demand for the language can only increase. Though Bauman (1992) believes that this globalization for most means the whole world eating the same fast food and watching the same television shows, Phillipson (2000) sees globalization as “the global consumerist culture …a single market” (p. 90) where internationally recognized consumer goods are available to even the remotest communities able to afford them. Branded goods such as Microsoft, Gucci, Gillette, Sony and Mont Blanc have become commoditized so, to maintain and stimulate this growing international trade, learning business English is essential for an increasing number of time-pressed businesspeople. The theme of business English can therefore be justified but it should be recognized that learning business English is more than merely phonetics, a lexicon, syntax and semantics as it demands a cultural shift for most ESL learners.

CBI
Kinsella (1997) suggests that ways must be sought that help ESL learners to learn more efficiently so that they are able to move quickly from basic interpersonal communication skills (BICS) to cognitive academic language proficiency (CALP) (Cummins, 1992). But to achieve this learners first need to obtain process skills or what Short (1998) defines as ‘habits of the mind’ without which success in achieving superior English-speaking skills is unlikely. Towards that end recent innovations in ESL learning have combining English instruction with specialist academic content. For example, several schools including CSULA are attempting to improve test pass rates through the introduction of classes in English with Business Studies. This CBI teaching state Snow and Brinton (1997) can stimulate students towards deeper learning because of their interest in the topic area and because teachers are avoiding TENOR (teaching English for no apparent reason). Crandall and Tucker (1990), who define CBI “an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language” (p. 187) extol the value of CBI. And, Grabe and Stoller (1997) who claim that in CBI students are automatically exposed to a large amount of language learning which is more comprehensible, claim that it elevates their use of English because it is interesting and relevant to them. To develop their theories further Stoller and Grabe (1997) developed a stepped approach to learning based on the categories of theme; topics, texts, threads, tasks and transitions which has been implemented successfully in several CBI programs. That the combination of ESL and CBI can be successful has therefore been proven. Complications arise when the third element of online instruction is added to the previous combination as this presents unique challenges.

OI
Tapscott and Williams (2008) regale readers with the benefits of extending traditional lines of communication from one-to-one, to one-to-many and then many-to-many so that communities of interest can share their learning and experiences. Clark and Mayer (2008) are more measured in their assessment of internetworking tools for forming learning communities and show that the experience is only as good as the content. They remind teachers of four major considerations: the goal of the training; the prior knowledge of the learners; the environment in which the training is to be deployed and finally the instructional architectures to be used in e-learning lessons. They present structures for help in designing web pages and this approach forces, rather than inhibiting innovation, helps us to think more purposefully about what we are trying to achieve through online learning. For those who wish to make a career of it, this systematic approach shows how they can work with their student to build and retain knowledge. For creating greater efficiencies in English learning, the combination of ESL+CBI+OI could possibly present us with opportunities as OI engages students’ multiple intelligences and invites meta-cognitive activities so that the learning can be reinforced. OI exercises can be designed so that learner input such as listening and reading; and output such as speaking and writing are incorporated in individual as well as group work. And this can offer students new and exciting ways of learning the subject matter they find most interesting. Stewart and Ling (2005) however, remind us that the key to successful implementation lies in careful analysis of the situation, clarity in the stated objectives and a solid strategy.

References
Bauman, Z. (1992). Intimidations of postmodernity. London: Routledge.
Clark, R. C., & Mayer, R. E. (2008). e-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (2nd ed). San Francisco: Pfeiffer.
Crandall, J., & Tucker, R. (1990). Content-based instruction in second and foreign languages. In: A. Padilla, H. Fairchild & C. Valadez (Eds.), Foreign language education: Issues and strategies (pp. 187-200). Newbury Park, CA: Sage.
Cummins, J. (1992). Language proficiency, bilingualism, and academic achievement. In P. Richard-Amato & M. A. Snow (Eds.), The multicultural classroom: Readings for content-area teachers (pp. 16-26). White Plains, NY: Longman.
Grabe, W., & Stoller, F. L. (1997). Content-based instruction: Research foundations. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives in integrating language and content (pp. 5-21). White Plains, NY: Longman.
Kinsella, K. (1997). Moving from comprehensible input to “learning to learn” in content-based instruction. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 46-68). White Plains, NY: Longman.
Nino-Murcia, M. (2003). English is like the dollar: Hard currency ideology and the status of English in Peru. World Englishes, 22(2), 121-142.
Phillipson, R. (2000). English in the new world order: Variations on a theme of linguistic imperialism and “World” English. In T. Ricento (Ed.), Ideology, politics and language policies: Focus on English (pp. 87-106). Amsterdam and Philadelphia: John Benjamins.
Saville, N. (2008). Language assessment in the context of migration and citizenship: A framework for considering the issues. Manuscript submitted for publication. Cambridge, UK.
Short, D. J. (2002). Language learning in sheltered social studies classes. TESOL Journal. 11(1), 34-44.
Snow, M. A., & Brinton, D. M. (1997). The content-based classroom: Perspectives on integrating language and content. White Plains, NY: Longman.
Stewart, M., & Ling, J. (2005). Marketing in Practice. Cookham, England: CIM Publishing.
Stoller, F., & Grabe, W. (1997). A six-T’s approach to content-based instruction. In: M. A. Snow & D. M. Brinton (Eds.), The Content-Based Classroom: Perspectives on integrating language and content (pp. 78-94). White Plains, NY: Longman.
Tapscott, D., & Williams, A. D. (2008). Wikinomics: How mass collaboration changes everything (Expanded edition). New York, NY: Portfolio.