NAME: IRFANDI

SN : 2201411132
103-104
ENGLISH LANGUAGE TEACHING ACROSS CURRICULUM
ACADEMIC YEAR 2013-2014
Lecturer: Sri W!"u#i
RE$UIRED TAS%SO& WEE%S 1-2
'(e)e *+((+, t!e )te-) .e(+, *+r "+ur ,ee/) 1-2 t)/):
10 Re1 c!-ter) 1 +* #+#"2+u) .++/ #1 H"#e) 3 4cri# .++/0
20 'r+5i1e "+ur #),er) +* t!e 1i)cu))i+# 6ue)ti+#)
30 '+)t "+ur #),er) +# &7 8r+u-
40 Re2e2.er t!t t!e 1ue 1te i) Stur1"9 22 Mrc! 20149 t 110:; 'M
Re1 c!-ter 1 : I#tr+1ucti+# t+ L#8u8e cr+)) Curricu(u2 <LAC= A--r+c!
<u#+#"2+u) .++/=
Discussion Questions:
1. What is LAC approach?
An LAC approach is one that integrates language learning and content learning.
2. Why is such an approach needed?
Because Language cannot be effectiely learnt !ithout a conte"t !hile learning in all
sub#ects is dependent upon language. $n ie! of the aboe% language and content are
closely interrelated. $n fact% content sub#ects proide a conte"t for language !hile
effectie language deelop&ent facilitates the learning of content sub#ects. $t is therefore
necessary to integrate language and content.
'. What are the benefits of LAC approach?
&+r t!e )c!++(: (o ensure that there is an organisational structure in the school !hich
helps to for&ulate and i&ple&ent language policy across the curriculu&. (his enables
teachers to contribute and get support in dealing !ith language in learning issues as !ell
as to !or) for a co&&on target.
&+r t!e tec!er: (o use the language to teach &ore effectiely and help students learn
&ore effectiely
&+r t!e )tu1e#t): (o &ini&i*e the proble&s of ad#usting to the ne! &ediu& of
instruction and to learn the sub#ect content better.
+. Who are teachers in an LAC approach? Why?
Both ,nglish teachers and Content sub#ect teachers
E#8(i)! tec!er) introduce and teach the s)ills% reinforcing the& fro& ti&e to ti&e in ,nglish lessons.
C+#te#t )u.>ect tec!er) re-teach those s)ills or introduce related s)ills.concepts in their lesson% integrating language and content.
,"a&ple: (he idea of suffi"es has been introduced in ,nglish lessons. (he /istory
teacher can introduce the ne! suffi" 0-is&1 and gie e"a&ples such as 0co&&unis&1 or
0colonialis&1% or consolidate fa&iliar suffi"es% li)e 0ion1 in 0rebellion1.
23ee &aterials 4(eaching $deas for ,nglish (eachers5 and 4(eaching $deas for Content
3ub#ect (eachers5 prepared by the C6/7 8ro#ect (ea&9.
$t is i&portant for ,nglish teachers and content sub#ect teachers to each )no! !hat the
other is doing. :or instance% the ,nglish teacher can teach students ho! to do a
ocabulary log. (he content sub#ect teachers then as) students to )eep a ocabulary log
for their o!n sub#ect. (he ,nglish teacher can collect the ocabulary logs and chec) fro&
ti&e to ti&e to &a)e sure that students are on the right trac). As eery sub#ect has to
contribute to the language deelop&ent of students% a balance bet!een an e&phasis on
,nglish and an e&phasis on content is reco&&ended. 3ince &ore ti&e and effort has to
be spent on the deelop&ent of students1 language proficiency% the sub#ect content &ay
hae to be reduced% especially at the initial stages.
Re1 c!-ter 1 : Creti#8 # ELL-&rie#1(" Ler#i#8 E#5ir+#2e#t <H"#e) 3 4cri#=
Discussion Questions:
1. Who are ,nglish Language Learners 2,LLs9?
(he ter& 4,nglish language learner5 refers to students !ho hae learned a language
or languages other than ,nglish during their preschool years and are no! learning
,nglish as an additional language.
2. What1s the difference bet!een Language Ac;uisition and Language Learning?
Learning language is distich fro& ac;uiring it.
L#8u8e Ac6ui)iti+# is language s)ill !hich is ac;uired fro& !hen !e are born
and is an unconscious process.
L#8u8e (er#i#8 is a deelop&ental process% each stage of !hich represents
gro!th and e"pansion of the ability to )no!% use% and critically thin) in the ne!
language 2a conscious process and deelop&ental process.9
'. <ention stages of 3econd Language Ac;uisition and e"plain each=
St8e 1: Strti#8
$n this preproduction stage% students are #ust beginning to ac;uire a receptie
ocabulary. (hey can listen attentiely to e"planations supported by isuals% point to
correct ans!ers% act
out infor&ation% dra! and label pictures% and understand and duplicate gestures and
&oe&ents to sho! co&prehension.
St8e 2: E2er8i#8
3tudents enter this early production stage !hen they hae been learning ,nglish for
about si" &onths to a year and are beginning to produce language. During this stage%
students can usually spea) in one- or t!o-!ord phrases% learn ne! acade&ic
ocabulary !ith isual support% ans!er yes.no or either.or ;uestions% proide na&es
of ite&s% categori*e infor&ation%&a)e lists% and !rite ery si&ple sentences to go
!ith pictures.
St8e 3: De5e(+-i#8
At this stage% ,LLs !ill begin to co&&unicate using short phrases% understand
&odified content &aterial% &atch content area ocabulary to definitions% and
co&prehend their teacher1s clearly articulated e"planations and directions.
St8e 4: E?-#1i#8
,nglish language learners at this stage are beco&ing &ore fluent. (hey can highlight
i&portant infor&ation in a te"t% use graphic organi*ers independently% and s)i&
&aterial for specific infor&ation> they are also able to analy*e% create% debate% predict%
and hypothesi*e in ,nglish. /o!eer% the !riting of ,LLs in 3tage + !ill still hae
&any errors as the students continue trying to &aster the co&ple"ity of ,nglish
gra&&ar and sentence structure. (he teacher1s focus at this stage should be on
student co&prehension and !riting.
St8e :: 7ri18i#8
At this stage% ,LLs can perfor& in all areas close to the leel of their natie ,nglish-
spea)ing class&ates. /o!eer% they !ill continue to need teacher support !ith oral
and !ritten use
of &ore co&ple" ocabulary and sentence structure% and &ay also need support
deeloping learning strategies and study s)ills.
+. What1s the difference bet!een 3ocial Language and Acade&ic Language? ?ie an
e"a&ple=
3ocial Language: is used in daily conersations.actiities.
Acade&ic Language: is used in order to delier the teaching &aterials and process of
learning in class.
@. <ention the Characteristics of an effectie learning eniron&ent in ,L( across
Curriculu&=
Learning actiities &ust be based on deliberate and e"plicit instruction that allo!s
&ultiple opportunities for
A 3tudent understanding of the lesson1s )ey content goals and actiities>
A (eacher &odeling of actiities before students engage in the&>
A :re;uent opportunities for students to practice actiities co&fortably> and
A <ultiple and repeated connections to student1s personal%cultural% linguistic% social%
and acade&ic e"periences.