Language Across the Curriculum & CLIL

in English as an Additional Language

(EAL) Contexts
Angel M.Y. Lin

Language Across
the Curriculum & CLIL
in English as an Additional
Language (EAL) Contexts
Theory and Practice

123
Angel M.Y. Lin
Faculty of Education
The University of Hong Kong
Hong Kong
Hong Kong

ISBN 978-981-10-1800-8 ISBN 978-981-10-1802-2 (eBook)

DOI 10.1007/978-981-10-1802-2

Library of Congress Control Number: 2016946951

© Springer Science+Business Media Singapore 2016

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In memory of Mr. Alistair Lawrence
of the Sarasas Ektra Bilingual School,
Thailand. He was a dedicated teacher
and school administrator, much loved
by his colleagues and friends,
and an inspiration to us all.
Acknowledgements

Many people have helped in the process of completing this book. Jing (Luna) Cai
helped draft the chapter-end discussion questions from a critical reader’s point of
view. She also helped in compiling the glossary and the list of online resources.
Haiwen (Karen) Lai helped in preparing many of the illustrations, tables and fig-
ures; she also tirelessly assisted with various editorial tasks. Keith Tong, Adrian
Jones and Anson Sinn read the first draft of the manuscript and offered much useful
feedback. Two anonymous reviewers gave many critical, constructive comments
and their suggestions for revision have helped to improve the book. To all of them I
owe my heartfelt thanks.
The book has drawn on theories and concepts first developed by Michael
Halliday, Ruqaiya Hasan, Jim Martin, David Rose, Joan Rothery, Beverley
Derewianka, Clare Painter, Jim Cummins, Pauline Gibbons, Susan Hood, Karl
Maton, Jay Lemke, Hilary Janks, Ahmar Mahboob, Jasone Cenoz, Myriam Met,
Merrill Swain, Sharon Lapkin, Heidi Byrnes and Christiane Dalton-Puffer, among
many others. Their intellectual input is gratefully acknowledged.
My colleagues in science, mathematics, humanities and social studies
education—Kennedy Chan, Dennis Fung, Valerie Yip, Alice Wong, Maurice
Cheng, Ida Mok, Arthur Lee and Tammy Kwan—provided generous help and
advice whenever I consulted them on content teaching and learning issues. Dennis
Fung and Kennedy Chan, in particular, spent much time helping me design some
of the assessment tasks discussed in Chap. 6. My LAC and CLIL Research Team
colleagues—Yuen Yi Lo, Tracy Cheung, Simon Chan and Nicole Tavares—gave
me constant support. Many of my Master of Education students gave me critical,
useful feedback when I tried out the ideas and tasks from the book with them. My
former and current research students—Jing (Luna) Cai, Yiqi (April) Liu, Miao
(Ivy) Yang, Nicole Pan, Gladys Luk, Peichang (Emily) He, Yang (Carol) Song,
Yanming (Amy) Wu, Haiyan (Kelly) Lai, Haiwen (Karen) Lai, Jason Ho and
Farrah Ching—gave me constant reminders and stimuli as they asked critical

vii
viii Acknowledgements

questions about genre and register theory, critical theory and academic literacies.
The teachers who I have worked with and learned from have given me so much
inspiration and grounded me in the practicalities of the classroom—Ms. Cheung
Tung-ping, Mr. Kevin Kan, Ms. Winnie Sitt, Mr. Choo-Kan Kwok-wing,
Mr. Cheung Kwok-wa and Mr. Martyn Krügel. To them I owe my greatest
gratitude.
Contents

1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Aims and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.3 A Note on Terminologies: Different Research Traditions . . . . . . . . 4
1.4 How to Use the Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2 How Language Varies: Everyday Registers and Academic
Registers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 11
2.1 BICS and CALP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 11
2.2 Genre and Register Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 15
2.3 Mahboob’s Three-Dimensional Framework of Language
Variation: Everyday and Specialized Fields; Global
and Local Tenors; and Spoken and Written Modes . . . . . . . . .... 20
2.4 Revisiting the Concept of CALP: What Is Common
to L1 and L2 CALPs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 23
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 27
3 Analysing Academic Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 29
3.1 A Functional View of Language. . . . . . . . . . . . . . . . . . . . . . . .... 29
3.2 The ‘Genre Egg’: A Metalanguage for Dissecting
the Language Learning Task. . . . . . . . . . . . . . . . . . . . . . . . . . .... 31
3.3 Analysing Academic Texts in Content Subject Domains . . . . .... 39
3.3.1 Analysing Academic Vocabulary . . . . . . . . . . . . . . . . .... 40
3.3.2 Analysing Sentence Patterns that Realize Language
Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 41
3.3.3 Analysing Academic Genres in a Curriculum Context .... 44
3.4 Technicality and Abstraction . . . . . . . . . . . . . . . . . . . . . . . . . .... 47
3.4.1 Nominalization and Grammatical Metaphor:
The Linguistic Engine for Constructing Technicality
and Abstraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 49

ix
x Contents

3.5 Thematic Progression and Logical Flow . . . . . . . . . . . . . . . . . . . . . 53

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
4 Disconnects in Bilingual Education Settings and Research
Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
4.1 Disconnect One: Intracurricular Disconnects. . . . . . . . . . . . . . . . . . 59
4.2 Disconnect Two: Intercurricular Disconnects . . . . . . . . . . . . . . . . . 63
4.3 Disconnect Three: Pedagogical Disconnects . . . . . . . . . . . . . . . . . . 66
4.4 Disconnect Four: Disconnects Among Different
Research Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 73
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 75
5 Curriculum Mapping and Bridging Pedagogies . . . . . . . . . . . . . .... 77
5.1 Identifying the Language Demands of Academic Subjects . . . .... 77
5.1.1 Identifying and Mapping the Language Demands
of an Academic Unit of Work. . . . . . . . . . . . . . . . . . . .... 78
5.2 The Teaching/Learning Cycle . . . . . . . . . . . . . . . . . . . . . . . . . .... 87
5.3 Conceptualizing the Task in CLIL . . . . . . . . . . . . . . . . . . . . . .... 94
5.4 Designing Bridging Materials in CLIL: L1, Local
Languages and Multimodalities as Resources . . . . . . . . . . . . . .... 98
5.4.1 An Example of Using L1 or Local Language
as a Bridging Resource: The Bilingual Notes
Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
5.4.2 The Multimodalities–Entextualization Cycle (MEC) . . . . . . 101
5.5 Scaffolding via Classroom Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
5.5.1 The Prepare Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
5.5.2 The Elaborate Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
6 Assessment Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
6.1 Balancing Content and Language in CLIL Assessment . . . . . . . . . 111
6.1.1 Grid 1: Recall-Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . 115
6.1.2 Grid 2: Application-Vocabulary . . . . . . . . . . . . . . . . . . . . . 116
6.1.3 Grid 3: Analysis-Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . 117
6.1.4 Grid 4: Recall-Sentence. . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
6.1.5 Grid 5: Application-Sentence . . . . . . . . . . . . . . . . . . . . . . . 118
6.1.6 Grid 6: Analysis-Sentence . . . . . . . . . . . . . . . . . . . . . . . . . . 119
6.1.7 Grid 7: Recall-Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
6.1.8 Grid 8: Application-Text . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
6.1.9 Grid 9: Analysis-Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
6.2 Designing Formative Assessment Tasks with Scaffolding . . . . . . . . 123
6.3 Building Student Confidence and Capacities
in Tackling High-Stakes Assessments . . . . . . . . . . . . . . . . . . . .... 127
6.4 Designing Scaffolding for Tackling Assessment Genres
Across the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 134
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 141
Contents xi

7 Programming for Integration of Content and Language

Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 143
7.1 Theoretical Issue: Isn’t Content and Language Always
Already Integrated?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 144
7.2 Different Programming Approaches to Integrating Content
Learning with Language Learning . . . . . . . . . . . . . . . . . . . . . .... 145
7.3 Developing a Framework for Classifying Programmes
and Designing Curriculums with Different Degrees
of Integration of Content Learning and Language Learning . . .... 147
7.3.1 Mapping Out Programme Design Options
for Integrating Content Learning with Language
Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 147
7.3.2 Charting Out Curriculum Design Principles
for Integrating Content Learning with Language
Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 151
7.3.3 Developing Pedagogies for Integrating Content
and Language Learning: Systematic Integration
and Spontaneous Integration . . . . . . . . . . . . . . . . . . . . .... 153
7.4 A Whole-Institute Approach to Programme
and Curriculum Development . . . . . . . . . . . . . . . . . . . . . . . . . .... 154
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 157
8 Critical Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 159
8.1 Genre-Based Pedagogies: Promoting Writing Template
Culture and Constraining Students’ Voices and Creativity? . . .... 159
8.2 The ‘Access Paradox’ in the Context of Global
Dominance of English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 160
8.3 Critical Pragmatic Approaches to Academic Literacies
and Hilary Janks’ Discussion of the ‘Access Paradox’ . . . . . . .... 161
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 171
9 Directions for Future Research and the Way Forward . . ......... 173
9.1 Research on Assessing Content and Language:
Conceptualizing the Relationship Between Language
and Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 173
9.2 Thematic Patterns and Cognitive Discourse Functions . ......... 179
9.3 Languaging, Translanguaging, and Trans-semiotizing
in Scaffolding CLIL . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 182
9.4 CLIL Pedagogical Content Knowledge (PCK)
and Teacher Identity Change . . . . . . . . . . . . . . . . . . . . ......... 186
9.5 Looking Ahead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 188
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 189
xii Contents

Appendix A: A Sample Unit of Work for a Secondary

One (Grade Seven) Integrated Science Class . . . . . . . . . . . 193
Appendix B: Online Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243