Integrating Content-Based and Experiential Language Learning in Teaching Activities Introduction Jean Kirschenmann The following set of lessons grew out of a project one might develop a degree of con- multi-faceted project that began in the versational fluency in their language. CBI summer of 2007. One goal of this project courses for young learners are frequently was to have students in the TESL program developed around weekly or monthly practice planning content-based language themes such as marine animals or commu- lessons. Since many graduates of the TESL nity helpers. When CBI courses and mate- programs teach in settings where a gram- rials were first being developed for older mar-based curriculum is still widely used, it learners, they were frequently organiZed is important that they have the opportunity around one- or two-week units on topics to develop lessons and materials that better such as nutrition or technology. Recently, reflect the second language acquisition prin- many college and university ESL programs ciples that they read about in their TESL have adopted a model called sustained content- courses, particularly the principle of teaching based instruction in which courses are seme- language through use rather than simply ster-long studies of history or geography, learning about it. At about the same time, for example (Pally, 2000). The goal of such course materials were needed for a new low FRXUVHV LV WR KHOS EXLOG VWXGHQWV· (QJOLVK intermediate level content-based course language skills, particularly the literacy skills scheduled to premiere in the English Foun- that are necessary for success at the univer- dations Program (EFP) in Spring 2008. The sity level and, at the same time, learn about concern for having TESL students practice subjects that will help them succeed in their planning sound language lessons and the academic lives. For example, one popular practical need for new materials came to- series of sustained content-based ESL text- gether in this project and involved students books1 uses American history, sociology, in AL 4710 Materials, Methods, and Testing and psychology as the subject matter of its of Spoken English, AL 6710 Methods of lower intermediate, upper intermediate, and Teaching Oral/Aural English, and AL 6720 advanced books, respectively. In 2005, the Teaching English Reading and Writing. Hav- EFP curriculum committee decided to ing the opportunity to design lessons for a gradually re-design EFP curriculum along a real group of teachers and learners gave the sustained content-based model. project a clear purpose beyond simply fulfil- After examining many commercial ling a course requirement. texts and weighing other program con- Since content-based instruction is the cerns, , the committee made the difficult curricular design of the teaching activities decision to develop its own sustained con- included here, some explanation about this tent-based course and materials for the low- instruction method is in order. Over the last er intermediate level rather than purchasing 15-20 years, a variety of content-based in- a commercial product. The primary reason struction (CBI) models have sought to bring for this decision was that the commercial into the language classroom a phenomenon material that best fit the linguistic and aca- that frequently occurs in the real world ² ac- demic needs of the target students was built quiring a language in the process of learning on the subject of American history. It something else . For example, by watching would have been ideal for a community col- Korean dramas on TV, one might acquire lege or high school environment in which some Korean. By working with foreign col- most students are immigrants or U.S. citi- leagues on a multi-national engineering Zens, but it was not suitable for internation- 45 al students at HPU, most of whom will be of English in real world activities. The EFP living and working in other countries. TESL curriculum committee sought to incorpo- program professors volunteered to tailor re- rate similar experience into the design of its quirements in the methods courses listed new content-based courses. above to involve students in drafting teach- After considerable discussion, the ing units, stand-alone lessons, and student committee selected the theme of the arts, materials that could be pilot tested in the specifically art, architecture, and music as new content-based EFP course.2 In the en- they are experienced in Downtown Hono- suing committee discussions, additional lulu where HPU is located. The five lessons goals for the new course emerged beyond included here are designed for about 85 mi- just the goal of content-based instruction. nutes of instruction each and are geared Among these was a desire to incorporate toward intermediate-level students. The elements of experiential learning, which places covered in the five lessons include grew out of observations about the populari- Aloha Tower, Iolani Palace, the State Capi- ty and success of out-of-class experiences in tol, and changes from old to modern Ha- +38·VLQWHQVLYH3URILFLHQF\LQ(QJOLVK3Uo- ZDL¶L gram (PEP). Most readers of this collection will Experiential learning has been imple- probably not be teaching English in Hono- mented widely in education, and it all started lulu. It is our hope, however, that these les- nearly one hundred years ago, when John sons will inspire and guide them s in build- Dewey challenged Americans to transform ing their own content-based, experiential their schools. Among other ideas, he argued language lessons, wherever they may be persuasively that personal experience plays a teaching. central role in effective education, saying WKDW HGXFDWLRQ ´LQ Rrder to accomplish its ends both for the individual learner and for Notes VRFLHW\ PXVW EH EDVHG XSRQ H[SHULHQFHµ 1 The Academic Encounters series by Cambridge (Dewey 1938/1997 p. 89). Today, we see University Press 'HZH\·V LQIOXHQFH LQ PDQ\ VHWWLQJV IURP 2 &DWKHULQH6DMQD·V6XPmer 2007 course on traditional classrooms to charter schools and materials development AL 3802/6750 was even in English language classes at HPU. the first to participate in this project. A From its beginning in 1999, the PEP pro- sample of the materials developed in that gram featured a weekly excursion in which course can be found in HPU TESL Working students actively apply their classroom study PaperSeries, 5 (2). References Dewey, J. (1938/1997). Experience and educa- Pally, M. (2000). Sustained content teaching in tion. New York: Simon and Schuster. Academic ESL. Boston: Houghton Mifflin. 46 ´What is it made of?µ Chiharu Iwamoto (GLWRU·V1RWH This lesson has an excellent example of an information gap activity. While the lesson focuses on historic Kawaiahao Church in downtown Honolulu, it might be best to adapt it using a locally significant building in the country or city where you are teaching. Materials - photos (Appendix A) Teaching the lesson Activity 1: Opening (5 minutes) 1. T shows several pictures of Kawaiahao church. (See photos, Appendix A) 2. T asks if Ss remember anything specific about Kawaiahao Church from the tour. (Previously, the students went to the tour of downtown Honolulu, which is located to their school on previous lesson. In this tour, students visited several historical buildings in downtown Honolulu in order to see its architectures.) Activity 2: Preparing for discussion (10 minutes) 1. T shows picture B on transparency. 2. T asks ´:KDWLV.DZDLDKDRFKXUFKPDGHRI" 3. T gives Ss some clues by asking questions such as: ´Look at the wall. Where do you think this material comes from?µ Activity 3: Information gap (15 minutes) 1. T puts Ss in pairs. 2. T gives each student Discussing Architecture A or B (Appendix B). 3. T has Ss look at the dialogue on the top of the handout. 4. T models the sentences to show how to ask questions to a partner. 5. T gives pairs time to complete the activity and fill in the information. Activity 4: Tour guide practice (25 minutes) 1. Ss in pairs finish Activity 3, then use the information from Activity 3 to practice being tour guides. 2. T models how to describe the buildings rather than using Q&A. The tour guide speech should begin with Kawaiahao &KXUFKZDVEXLOWLQ« Activity 5: Free creative speaking activity (25 minutes) 1. T shows Ss several pictures of historical buildings in the world. 2. T explains to Ss that necessary information are written on the pictures, such as name of the buildings, materials, construction year, the usage. 3. Ss talk about them. 4. Ss take something special or useful out of their backpack or school bag. 5. As Ss do this, T writes the following questions on the board: a. What is it? b. When and where did you get it? c. What is it made of? d. Why is it important to you? 47 6. T tells students to practice Q&A again with their partners. 7. If time permits, Ss FDQGRWKH´WRXUJXLGHµYHUVLRQRIWKLVDFWLYLW\WRRThe y should be- gin with: This is my dictionary. My high school English teacher gave it to me. ,W« Activity 6: Closing and homework (5 minutes) 1. T asks Ss to think about their favorite building in their hometown or in the world. 2. T gives homework. Ss look up information on their favorite building on the Internet (at least 3 sources). 3. Ss should be prepared to tell others about their famous buildings in the next class. 48 Appendix A Photos Picture A Picture B 49 Appendix B Discussing Architecture A Use the following dialogue when you talk with your partner. Take turns. 1. What is Iolani palace made of? It is made of . 2. When was built? It was built in . 3. When was repaired? It was repaired in . 4. How was used? It was used for .