Benefits: In theory, students can interact with grade-level appropriate content without needing to first establish a high level of language proficiency. In addition, language development can occur through more meaningful, meaning-based activities. CLIL may enable more student-centered classroom structures. Teachers can leverage student interest in a given subject to advance their language proficiency. Lastly, CLIL in theory allows for more efficient and inclusive classroom learning. It prevents students from being fully pulled out of a content lesson to learn language instead.

• Def: Engage students in real-world activities to use language for completing tasks

  • Focus on meaningful communication

  • Encourages learner autonomy and fosters critical thinking

• Examples: could include role-playing going to a bank, the airport, bartering, etc.

Benefits: In theory, students can interact with grade-level appropriate content without needing to first establish a high level of language proficiency. In addition, language development can occur through more meaningful, meaning-based activities. CLIL may enable more student-centered classroom structures. Teachers can leverage student interest in a given subject to advance their language proficiency. Lastly, CLIL in theory allows for more efficient and inclusive classroom learning. It prevents students from being fully pulled out of a content lesson to learn language instead.

• Engages students in authentic, real-world scenarios; moves away from test-taking pedagogy

• Increases student engagement and autonomy

• Promotes team work and problem solving skills

• Allows for substantial scaffolding if needed to meet students at their ZPD

• Student-centered learning

Limitations:

• Time-consuming

• Difficult to execute if students are coming in at different language levels

• Grammar is less emphasized

• Can be resource-intensive for teachers to prepare

• Can be hard for teacher to assess

Communicative Language Teaching (CLT) Method:

### Benefits:

1. Focus on Real-Life Communication:

- CLT emphasizes practical communication skills, helping students use the language in real-life situations. This makes learning more relevant and engaging.

2. Encourages Interaction:

- The method promotes student interaction through activities like role-plays, discussions, and group work, which helps improve fluency and confidence.

3. Student-Centered Approach:

- CLT places students at the center of the learning process, allowing them to take more control of their learning and encouraging autonomy.

4. Contextual Learning:

- Language is taught in context, which aids in better understanding and retention. Students learn not just the language but also how to use it appropriately in various contexts.

5. Develops All Language Skills:

- CLT integrates listening, speaking, reading, and writing, providing a more comprehensive approach to language learning.

### Limitations:

1. Requires Proficient Teachers:

- Teachers need to be proficient in the target language and skilled in creating and managing communicative activities, which can be challenging for some.

2. Less Focus on Grammar:

- The emphasis on communication can sometimes lead to a lack of focus on grammar, which might result in students making more errors.

3. Difficult to Assess:

- Assessing communicative competence can be subjective and challenging, as traditional tests often don't capture students' communicative abilities effectively.

4. Resource-Intensive:

- CLT requires a variety of materials and resources to create engaging and meaningful activities, which might not always be available, especially in resource-limited settings.

5. Cultural Appropriateness:

- Some cultures may prefer more traditional, teacher-centered approaches, making CLT less effective or harder to implement in such settings.

For elementary school students, especially in an EFL context in Asia, the effectiveness of CLT can vary depending on factors like class size, the teacher's language proficiency, and cultural attitudes towards education.

2 ideas to try: TPR and I do we do you do

1 question: how can I incorporate some

TPR for older kids without making them feel silly?

Scaffolding

CLT

CLT

Role Playing (supermarket, drs office, etc.)

I would still like to learn more on differentiation and scaffolding. For my JR High students that have a low English level. ^^~

CLT

TBLT

-backwards planning

-higher order thinking skills

I would like to gain a better sense of how teachers differentiate tasks in tw.

2) Lesson scaffolding & Bloom’s Taxology

3) How much simplicity in an elementary level English lesson is too simple?

2) 1. CLIL 2. Task Based Learning

1) how should we better incorporate English into non-English classes we teach

TPR total physical response

TBLT task bask language teaching

I want to try integrating games into the classroom using CLIL and TPR.

2 ideas I would like to try: I would like to incorporate TPR and CLT because I think these strategies would lend well to teaching PE, which is the main subject I am teaching.

1 question I have: How can I incorporate more tasks/projects into a PE curriculum?

-Task-Based Language Teaching (TBLT)

-Total Physical Response (TPR)

-Communicative Language Teaching (CLT)

2 things I want to try:

-task-based lessons

-TPR strategies (even with older elementary students)

1 question I still have:

how can I develop assessments for task-based/less "traditional" activities without extensive/intensive lesson planning for each day?

Using board games for gamifying + DBQ-lites for reading and technical comprehension

I am still curious about more applications of TPR for higher grades that is effective for their learning level and engaging for their age.

2. Asking about assessments and purposes behind them, I do/we do/ you do/ you do alone

1. What are the most common teaching styles in Taiwan?

2: Roleplaying, Scaffolding

1: How do we balance incorporating culturally relevant concepts while managing difficulty level?

I would like to try making activities to have more movement in the classroom through total physical response and involving my students in tasks they are curious to learn.

I'm still curious about finding a balance between teaching for communication and also for the test.

(1) TPR

(2) CLT

(3) TBLT

2 Ideas to Try

(1) CLIL

(2) Different Co-teaching Models

1 Remaining Question

(1) How do I incorporate what I learned into a classroom where activities are already planned, and I am designed to assist the LET in an assistive role?

Smart goals

Bloom's taxonomy

Differentiated Instruction

2 ideas:

Student centered activities using task-based language teaching

co-teaching with LET, specifically team teaching.

1 question:

What co-teaching mode is the most popular in Taipei public schools? Does it vary between schools and LETs?

1. Since I will be teaching younger students, I plan to do a lot of singing and dancing TPR based teaching

2. I also plan on doing lots of tasked based activities so my students can work together in groups

1. For older students, how does incorporating TPR methods look like since their curriculum is more structured?

-Content language integrated Learning

-Task Based Teaching

-Document Based Learning

2 ideas I’d like to try:

-Scaffolding better

-Gamifying learning

1 question I have:

-How can I scaffold better?

1. Communicative Language Teaching

2. Task Based Learning

3. CLIL

Ideas:

1. I want to pairing students up to try speaking dialogues.

2. I want to experiment with different phonics activities.

Question: What level of rigor is appropriate for elementary school phonics exit tickets?

2 Ideas I Want to Try in My Teaching: Incorporate songs to make new words easier to memorize and work with LETs to build upon background knowledge.

1 Question: How do I effectively budget my time into a 40-minute-long ES lesson?

2 - Communicative Language Technique for designing student-focused lessons emphasizing production; CLIL can be taught in both English and Mandarin, but focus is on content, not L2 acquisition

1 - How to scale difficulty for elementary level students?

2 ideas: TBL and stations

1 question: how to ensure junior high schoolers’ sustained engagement

Amelie

2 - TBL and games

1 - How do we differentiate based on English level when playing a game with set rules?

Two ideas: task-based learning and total physical response

One question: how can we get students buy in to things like the total physical response method if they aren’t as comfortable with it?

backwards planning

activities that encourage students to communicate with each other

I would like to learn more about creating assessments for the beginning of the year

3 key words I learned

• total physical response

• Communicative language integrative learning

• Task based language teaching

2 ideas I’d like to try

• learn more about the total physical response and incorporating it into my teaching, as well as accommodating for different student ages/languages

• Incorporating art into learning.

1 question you have

• How can we design back up plans? (If there isn’t access to materials etc)

Differentiating learning by more than level; try out different co teaching models.

I would like to see more examples of what Taiwanese classes are actually like at different levels. Maybe some examples of real lesson plans or real issues teachers have faced.

• Communicative Language Teaching (CLT)

• Total Physical Response (TPR)

• Task-Based Language Teaching (TBLT)

2 ideas

• Different co-teaching models

• Taiwanese styles of learning objectives

1 question

• How similar is the content in introductory language classes in Taiwan compared to in the U.S.?

2 - scaffolding during lesson & integration of movement into lessons

1 - Will the English Curriculum Guideline be adopted at every Taipei school? Will I be referencing the resource on a regular basis or a one time thing?

2: Task-based learning, dynamic activities

1: How much time is typically allocated for each part of the lesson in Taiwan?

1. CLT

2. CLIL

3. TPR

2 ideas you want to try:

1. I want to try differentiating a TBLT activity by having small groups: one that works more directly with me and/or my LET, one that works in pairs, and one that works independently.

2. I want to try promoting the use of rubrics as a form of assessment.

1 question:

1. When lesson planning with a textbook, how closely are you expected to follow the textbook content?

• CLIL

• TBR

• Explicit Teaching Model

2 ideas you would like to try

• adjusting and balancing differences between language focus and content focus in language vs. CLIL classroom

• discussing diversity in teaching methods with LETs

1 question you still have

• What ways can we continue to explore TBLT in tandom with “teaching to the test” in JHS?

• Total Physical Response (TPR)

• Task-Based Language Teaching (TBLT)

• Bloom's Taxonomy

2 Ideas I'd Like to Try:

• Station Teaching

• Role-Playing

1 Question:

• How can I assess boredom/lack of novelty of students while adapting that in lesson planning?

• Total Physical Respond

• Content and Language Integrated Learning

• Communicative Language Teaching

2 ideas I'd like to try in my teaching

• I would like to try Task-based Language Teaching and the smart goals approach to creating curriculum and lessons

1 question

• How can you determine which type of teaching style you should use with certain types of students and certain types of content?

I want to incorporate more CLT and TBLT learning in the classroom. Also, I want to do more activities catered for mix levels.

How can I make the lesson interesting for the higher level students when it is a textbook lesson?

Also, bring your observation form with you on Thursday!

yichungh@gmail.com

LINE ID: yichung81

sabrinabella.wu@mail.utoronto.ca

LINE: sabrinabellawu