Content and Language Integrated Learning Model at
College Level
Xiaoyan
Hu, Qingyu Yang, JiangpingCai
and Wayne He
University of Rhode Island
论文摘要Paper Abstract:Content-based Instruction(CBI) is designed to provide second-language learners instruction in content and language. Second language acquisition research strongly supports such content-based instruction. CBI curriculum 1) is based on a subject-matter core, 2) uses authentic language and texts, and 3) is appropriate to the needs of specific groups of students. All three characteristics are essential forsuccess. However, there is growing interest in a model in Chinese language instruction that integrates language and content instruction at Advanced Level of Chinese Learning at university level.Content-based language instruction (CBI) holds that people learn language by using it. The URI Chinese Program offers several CBI courses, such as “Advanced Technical Chinese”, “Topics in Chinese Civilization” and Advanced Chinese for the Flagship Program. In this panel, it is our intention to supportcontent and language integrated learning (CLIL) by examining teacher and student interests and successful student adjustment to later academic career in URI Chinese Program. The challenges associated with questions below are formidable since they call for a theory or conceptualization of academic language skills that aptly describes what students in CBI classrooms need to know to master academic content. 1. What language skills need to be taught in content-based programs? 2. How do we identify and differentiate language skills associated with different academic domains? 3. How can these language skills be taught in conjunction with contentinstruction? 4. What do teachers need to know or learn to be more effective at integratinglanguage and content? 5. How can students’ acquisition of L1 and target L2 skills in CBI classrooms beassessed? Through answering these questions, we will discuss how URI Chinese teachers integrate language and content instruction systematically and effectively and build the Content and Language Integrated Learning Model. In this panel, the first paper by Wayne He will discuss the CBI curriculum, and talk about how URI Chinese Program accommodates CBI courses; the second paper by Xiaoyan Hu will present how to use stimulating tasks, such as hands-on activities and interactions to increase situational interest; the third paper by Qingyu Yang will reportthe affording students choices such as the texts, the tasks they perform with the texts, and their partners during instruction, to support motivational practice; and the fourth paper by JiangpingCaiwill illustrate how to use content goals for instruction such as gaining meaning, building knowledge, and understandingdeeply to expandsstudents’ interest and motivation. Findings in this panel will demonstrate how the Content and Language Integrated Learning Model work at URI. Through this model, students will learn advanced level Chinese in a natural way. This new model also forms a new direction in advanced Chinese instruction at college level.