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Appreciate your helpful lecture!
I use “key word” to arouse motivation and take student to my perspectives

Topic of my lecture:Chemical Reaction

I used different” dress code” to ask student whether they found my "change” after I stepped into the classroom.

IF they did not find my change then I will back to the basic concept to teach them the importance of observation, then processed my lecture later.

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To me, Instructional language is a term used to introduce a subject area.
The Interactional language is used to assist in explaining the content. I use it to explain the content, which is conducive to conveying concepts to students.

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According  to Prof. Angel ‘s "pearl tea recipe:

I would like to apply it to interpret “chemical reaction “

If I were the owner of pearl tea, how can I get the most profit from my pearl tea shop:

The more pearl tea I made, the more money I got.”How can I speed up the velocity of peral tea for sell“

We analyze and do it ourselves to find out how long of each step take for making pearl tea procedure  List each time needed for each step and find the most time-consuming step for making product.

Ask student to check the time and find out the determinding step can coutribute to more pearl tea.

Therefore, the step is the key step to making most amount pearl tea, meanwhile it was so called” the determining step of chemical reaction.”

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instructional VS. interactional language 

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instructional VS. interactional language 

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For my teaching, instructional language primarily focuses on explaining key mathematical concepts, including mathematical terminology in English, and illustrating critical problem-solving processes. Interactional language is used during classroom instruction to engage with students and foster discussions.

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Regarding the design of Cognition-Oriented Tasks:

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Regarding the design of Cognition-Oriented Tasks:

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1. study, perception, do it, inference

2.Practice from shallow to deep can deepen its impression and broaden it so that it can be better applied to different unit courses

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In the past, my teaching approach primarily used instructional language, while lacking the incorporation of interactive language to develop students' diverse abilities.

Instructional language refers to the language used by teachers to provide instructions, explanations, and guidance to students in the classroom. It is the language that facilitates the learning process and helps students understand and engage with the content being taught. Instructional language includes both verbal and non-verbal cues, such as gestures, visuals, and written instructions. Instructional language should be clear, concise, and tailored to the students' language proficiency level.  It plays a crucial role in making the content accessible to students and promoting their understanding and participation.

Interactional language is used by students to engage in discussions, conversations, and collaborative activities with their peers and teachers. Teachers can facilitate the use of interactional language in the classroom by providing opportunities for students to engage in pair work, group discussions, role-plays, and collaborative projects. By integrating interactional language into the classroom, students not only enhance their language proficiency but also develop interpersonal skills, cultural awareness, and the ability to collaborate and cooperate with others.

For example, by asking students "Why the shape of a wheel is circular?" before introducing the formal definition of a circle in the high school math topic "Equations of Circles". This approach encourages students to think critically and engage in interactive discussions, promoting a deeper understanding of the concept of circles.

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Disciplinary Literacies in mathematics refer to the specific language, skills, and practices that are characteristic of the discipline of mathematics. It goes beyond basic numeracy and computation skills and encompasses the ability to read, write, and communicate effectively using mathematical language, symbols, notations and relevant tools.  It also includes the ability to use mathematical models to solve typical real-world problems.

When teaching mathematics in English, the disciplinary literacy skills in mathematics may differ slightly due to the language of instruction.
1.Language Proficiency
2.Vocabulary and Terminology
3.Reading and Comprehension
4.Writing and Explanation
5.Communication and Collaboration
6.Cultural Context
Overall, when teaching mathematics in English, the focus is on developing students' language proficiency in English while simultaneously enhancing their mathematical understanding and communication skills.

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For me, the most two innovative and impactful principles regarding Cognition-Oriented Task Design are ODIR and multimodality.
I haven't put them into practice yet, but I think multimodality will make it easier for my students to learn regardless of their background.

The instructional language is used to convey specific knowledge or purpose, while the interactional language is used to interact in the classroom in general.
For mathematics, disciplinary literacies is the ability to solve real-life problems using mathematical concepts, select appropriate strategies, and communicate effectively with others.

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Disciplinary Literacies in my subject is precisely defined.
We want to teach students its meaning and understand it.
It is different from English teaching in that it does not require too much grammar.

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Instructional language is using for teach students to learn subject's content. Interactional language is make interaction to students or control the class.

Instructional language
•evaluate the x in following equation
2 to x power equal 4
• write down the "Law of Sine" and "Law of Cosine"

Interactional language
• Please sit down
• Please turn to page 10

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The most impactful principle regarding cognition-oriented tasks is help students understand key concepts of course content.

I usually use ready-made handouts to help students.
Use easy to hard questions to build knowledge.

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Regarding the design of Cognition-Oriented Tasks:

Task-based learning enable students to exposure to real language, and also have opportunity of using language for real purpose. Through constructivist teaching strategy of exploration as content scaffolding to build the learners’ cognition. Thus, the task sequences will be observation, question, test, analysis and reflect.

Regarding Instructional vs. Interactional language:

Both instructional and interactional language are language scaffolding. The purpose of instructional language is to explain the definition or concept of a terminology in simple language or sentence structure. As for interactive language, it is designed to facilitate interaction between the teacher and students or between students and students to engage them in the classroom.
Example:
Doppler effect means/refers to the change in frequency due to the moving source.
Does anyone want to share a similar experience in our daily lives?

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Regarding the design of cognition-Oriented tasks:
*For me, the most innovative and impactful principles are using the issue of authenticity and working in teams to develop course material.
*I haven't put them into practice in EMI, but I did teach a topic-IRR(internal rate of return) that was about geometric series. In fact, the topic is not what students care about.  Two years ago, there were a lot of news about making money and how to be rich, and this did make students interested in economics at that time.
I introduced the concept of IRR with some examples, and then I had my students operate an app to count IRR of different whole life insurances and gave some comments on their ads.
It was not an easy class, but working in teams did help me a lot. Through others perspectives, I could know what students might feel about this topic and we tried to introduce the concept in different ways and decided to put emphasis on making comments on the insurances ads.

Regarding Instructional vs Interactional language:
*I think  instructional language is to make disciplinary literacies of my subject more easier for students to learn. I may give students some examples, connect students ' prior knowledge or life experiences, and use simple sentences to teach a concept.
Interactional language is to engage students to interact with the teacher, their classmates and the content.
*For example, when teaching correlation, I would start from a scatter plot. I would show students what x-axis and y-axis mean and what we can know from the scatter plot. This part is instructional language.
Then, I would ask students some questions about the scatter plot by raising their hands. This part is interactional language.

Regarding Disciplinary Literacies:
Disciplinary literacies refer to the specifics of reading, writing, and communicating in a discipline. It focuses on the ways of thinking, the skills, and the tools that are used by experts in the disciplines.
For math, take proof for example. In fact, a proof is the process of deducing a theorem, just a strict explanation. For students, a proof is not easy to understand. Therefore, a teacher may give students some digital examples or connect their prior knowledge so that students could read a proof with ease. Reading a proof is disciplinary literacy, and a teacher's explanation is teaching language.

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1. Regarding the design of Cognition-Oriented Tasks:
The two most impactful principles are (1)breaking complex disciplinary concepts up (chucks); (2)repeating again and again by many exercises; (3)multimodality. For example, there are many long, unfamiliar terms in DNA unit, causing heavy cognitive loading easily. Teachers have to select main concepts and break them up to simpler ones. A DNA can be broken up to nucleotides, and a nucleotide can be broken up to a sugar, a phosphate, and a base. Students just focus on nucleotide, sugar, phosphate, base, these four terms and using them again and again by reading, discussing, writing and so on. By discussing these four terms with using DNA model (multimodality), teachers lead students to infer base sequencing is the most distinct part among different organisms.

2. Regarding Instructional vs. Interactional language:
I think the distinction is function. Teacher can use interactional language to manage a class while use instructional language to teach disciplinary concepts. Interactional language is closer to life, communication. Instructional language is more academic, strategy-used explanation. For example, asking students how have they been or talking to students about class rules is interactional language, which students maybe have learned in English class or other class.  Talking about how to use a microscope or cell structure is instructional language, which is more unfamiliar to students.

3.Regarding Disciplinary Literacies:
I think Disciplinary Literacies are concepts and skills which one subject have while other subjects don't. For example, in biology, how cells work, the rule of heredity, how to evolve do not be teached in other subject classes. When teaching in English, DL do not change. Instead, I think it should be more focused in bilingual classes because students need process both content and English. Focus on the DL can also reduce trivial concepts, which is helpful for teachers to design tasks and students to learn.

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Thank you for the professional knowledge imparted by Professor Angel Lin and Professor Lucilla Lopriore. I hope you have a wonderful time in Taiwan.

1.I would like to inquire about the current status of bilingual teaching in your country. Is it progressing well?

2.Do you often encounter doubts from parents and pressure regarding the pace of the course?

3.What are the common challenges faced by bilingual teachers in your country?

4.How do the treatment and benefits of bilingual teachers differ from those of ordinary teachers in your country?

5.Besides an undergraduate license or certification, are there any additional requirements for bilingual teachers?

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Regarding the design of Cognition-Oriented Tasks:
For me, it is most important to facilitate students' understanding and formation of fundamental scientific cognition and concepts. For example, during the process of scientific inquiry, students should be able to observe and identify differences in phenomena, and then make connections to understand the reasons behind those differences.

Regarding Instructional vs. Interactional language:
In my understanding, instructional language refers to the language used for teaching in the specific subject domain, while interactional language refers to the use of general English for communication and interaction.

Regarding Disciplinary Literacies:
My perspective is that disciplinary literacies involve the ability to identify differences in phenomena, think critically about potential factors causing those differences, formulate hypotheses, and design experiments to test them.

Please note that the translation provided is an interpretation of the text and may not be an exact representation.

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I highly agree with Prof. Lin's aspect of repetition with variation. But students sometimes are confused why they are repeating same process even if I clarify the difference. Is there anything I can do to address this problem?

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1. Scientific literacies: The ability to engage with science-related issues, and with the ideas of science, as a reflective citizen.

2. Language awareness: Teachers should be more specific and precise about the language used in class.

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1. For me, instructional language refers to Bloom's taxonomy using different levels of instruction words to instruct students. Interactional language refers to classroom English used to greet and manage the class.

2. Instructional language:
•Which type of collision does a ball hitting the ground belong to?
•Calculate how many times of collision for the energy of marble becomes less than 10%?
Interactional language:
Let's begin our class.
Who is absent today?
Why are you late?
Back to your places.

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1. The most innovative principle regarding cognition-oriented tasks is metacognition. It makes me rethink and redesign my course. Now I have tried enhancing and empowering the students through technologies.

2.I have tried using Phyphox, a mobile phone app to do experiment. Start from the introduction to collision and coefficient of restitution and energy loss are introduced to the students. Students can understand a complex question.

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Regarding the design of Cognition-Oriented Tasks:

1. Problem-based learning: Present students with real-world problems to solve, helping them develop critical thinking and apply knowledge practically.

2. Example task sequence: Design a renewable energy system, requiring research, analysis, experiments, and critical thinking to enhance cognition.

Regarding Instructional vs. Interactional language:

1. Instructional language: Clear explanations and instructions. Interactional language: Collaborative discussions and student expression.

2. Example teaching moment: Use instructional language to explain Newton's laws, then switch to interactional language for discussions and student engagement.

Regarding Disciplinary Literacies:

1. Disciplinary literacies: Subject-specific ways of reading, writing, thinking, and communicating.

2. Explanation: Physics disciplinary literacies include scientific notation, graph interpretation, argument construction, and effective communication of scientific ideas.

3. DL in English: English proficiency is important for reading, writing, and presenting in science. However, core disciplinary literacy concepts remain the same across languages, focusing on understanding and applying physics-specific ways of thinking and communicating.