EDF 5639

Integrating Language and Content

in Content-based Programs

Semester 1, 2024
Week 4

Dr Raqib Chowdhury
18 March 2024
 Week and Date Topic
1 (26 February) Language integration
2 (4 March) Classroom talk
3 (11 March) Different kinds of language
4 (18 March) Language and cognition

TUTORIAL 5 (25 March) Form-focused instruction

6 (8 April) Study week (AT1 due Friday 12 April)
SCHEDULE 7 (15 April) Curriculum planning
8 (22 April) Genre-based pedagogy
9 (29 April) Integration and assessment
10 (6 May) Collaboration
11 (13 May) Application
12 (20 May) Study week (AT2 due Friday 24 May)
Ramadan Mubarak!
CRT
Culturally Responsive Teaching
An approach that acknowledges and incorporates the cultural
backgrounds, values, and experiences of students into the teaching
and learning process.

• Helps challenge and dismantle biases and stereotypes that

contribute to educational inequities and discrimination
• Improves academic achievement, motivation and engagement
• Promotes equity and inclusion
• Helps close achievement gap for CALD students
• Fosters positive relationships between teachers and students

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice.

Teachers College Press.
CALD Students
Visible and invisible manifestations?
https://www.aitsl.edu.au/teach/intercultural-
development/building-a-culturally-responsive-australian-
teaching-workforce
The AITSL Intercultural Framework
In 2023 AITSL launched a toolkit for teachers to improve intercultural understanding, specifically for
Aboriginal and Torres Strait Islander culture and histories.
Tutorial Week 4:
• Week 3 recap: BICS/CALP; Language of Ideas/Language of Display

Today we • Cognition: Bloom’s Taxonomy, CDF, Scaffolding

look at • Discussion on AT1 – task description, assessment criteria,
format
• Critiquing the Sample Lesson Sequence
Recap of Week 3
BICS
CALP
Language of ideas
Language of Display
Week 3: Questions from You

Group 1
How to face a class where students have different levels of CALP?
Group 2
What strategies can teachers use to monitor and assess students’ CALP growth?
Group 3
What strategies can teachers implement to effectively differentiate instruction and
support students with varying levels of BICS and CALP to promote mastery of both
the language of ideas and display within diverse learning contexts?
Limitations of the BICS – CALP dichotomy
Basic interpersonal communication skills (BICS)
Cognitive/academic language proficiency (CALP)
• False assumption that students with sufficient levels of everyday English may still not be
able to thrive in academic settings in English because they lack CALP
• Limitations and misuse of language proficiency tests, articulate language demands that
language minority students are likely to face in mainstream classrooms
• Privileging certain class-based varieties of language, confusing oral language and written
literacy, conflating language proficiency and academic achievement, and ignoring the
sociolinguistic context of language use (see Bartolomé, 1998; MacSwan & Rolstad, 2003;
Rivera, 1984).
• False assumption that students’ acquisition of particular linguistic features of “academic”
language is necessarily a prerequisite to participation in academic settings where such
language is used.
Pranta on ‘capitalism’
Week 4 Resources
Language and cognition
• Readings:
• Dalton-Puffer (2016). Cognitive discourse functions (CDF)
• Silva et al. (2012). Toward Integration (the 5R Instructional Model)
• Hammond & Gibbons (2005). Putting scaffolding to work (Optional reading)
• Online Lecture (video and pdf)

• Activities – on Google Doc

Cognition
Bloom’s Taxonomy (1990) – Learning Domains
CDF: Cognitive discourse functions (from Dalton-Puffer)
Cognitive discourse functions (CDFs) (or academic language functions) constitute a
conceptual and pedagogical territory where transdisciplinarity between content pedagogy
and language pedagogy can be achieved.
CDFs thus are verbal routines that have arisen in answer to recurring demands while dealing
with curricular content, knowledge items and abstract thought.
Scaffolding
(≠ helping)
So, what is a Scaffold?
Optimised Teaching and Learning: Which classroom would you like to be in?
Cognition
Bloom’s Taxonomy (1990) – Learning Domains
TIP:
Please colour-code CDFs in your Lesson
Sequence (table) to show progression from
lower cognitive demand
to
higher cognitive demand
of the activities
*Do this in the Activities column
Let’s look at AT1
Annotated Lesson Sequence
AT1: Annotated Lesson Sequence
• Word Count: 1600 words (equivalent)
• Weighting: 40%
• Due Date: 12 April 2024 (end of Week 6)

Task description:
In this assessment, you will design and annotate a sequence of tasks to form the
first segment of a unit topic (2 hours of learning). You will annotate the lesson
sequence with your thoughts and comments justifying your choices, as informed
by the content of EDF5639.

Remember – this is NOT a Lesson Plan!

Assessment Criteria (Rubric)* (further annotated)
Explanation of the context of the lesson sequence Development of a lesson sequence with a clear Rationale/critical reflection on lesson
(including the learning goals) (10 marks) 200 words focus on both content and language (10 marks) sequence using content from the unit
• Have you clearly completed each section on the first 600 words (10 marks) 800 words
page of the template? (1 mark) Have you: Have you rationalised and critically reflected on
• Have you been specific about previous knowledge/ your lesson sequence according to:
skills (as relevant to the lesson sequence)? (4 marks) • Used the lesson sequence template provided?
• Are your content and communicative (language) goals (1 mark) • Your chosen context (2 marks)
specific and realistic for the chosen student group? (4 • Taken both content and language(s) into account? • Anticipated challenges and ways to manage
marks) (2 marks) them? (3 marks)
• Is there a realistic link to a curriculum document, or • Taken into account that the lesson sequence is a
another type of assessment? (1 mark) maximum of two hours (i.e. the amount of work • At least 3 of the first 5 weeks of EDF5639? (4
marks) 3 SEPARATE SECTIONS
covered is appropriate?) (1 mark)
• Have you included a minimum of three
• Paid attention to the cognitive demands of the
Materials and resources, identified, clearly references (in addition to unit readings)? (1
activities (i.e. gradually increasing the difficulty of mark)
presented and/or made accessible (5 marks) tasks and providing scaffolding as appropriate)?
(3 marks) Presentation, including English
• Are materials and resources relevant to the lesson sequence
well-presented and/or made accessible (i.e. in the appendix • Used ideas from the first 5 weeks of EDF5639 (i.e. expression and formatting (5 marks)
or via a hyperlink)? linguistic repertoire, dialogic teaching,
• If appropriate, have any modifications to resources (for
• Is your writing and formatting clear?
communicative and academic language, language
teaching/learning purposes) been clearly shown? Please note • Have you referenced correctly using APA 7
and cognition and form-focused instruction)?
that these materials need to be embedded in the lesson sequence style?
(in the form of a screenshot or image). COLOUR-CODED (3 marks)

* This is available on Moodle (Check “Assessment 1 Resources”)

Template for Annotated Lesson Sequence – the Introduction
Topic/Theme:

• Context of lesson: Country, program type, age and background of students, language proficiency, kind of
classroom (e.g., predominantly language-driven/ content-driven)

• Class size:

• Duration of each class (2 hours maximum for lesson sequence):

• Previous knowledge/skills – content:

• Previous knowledge/skills – language:

• Content goals for lesson sequence:

• Communicative/language goals for lesson sequence:

• Links to curriculum (other assessment) outcome:

• Materials, resources:
Template for Lesson Sequence*
Session Content Focus Communicative Activities (including model of Materials/ Resources Comments*
(Language) Focus interaction)
(including anticipated
problems and solutions)

Rationale/ Critical Reflection on lesson sequence (including in-text references)

References (end-text)

* this is available on Moodle (Check “Assessment 1 Resources”)

Careful with Samples!
These are provided for critique
to enhance better understanding

Don’t follow them blindly!

So,
Let’s critique last week’s
sample!
A Sample
Lesson
Sequence
Sample: Connection between the parts of the template.

(Critical reflection section)

….The task sequences are carefully planned to ensure students move step-by-step towards
deeper understandings of challenging concepts (Hammond & Gibbons, 2005). The first
session begins with a lead-in activity which scaffolds students’ learning by recalling student’s
prior knowledge of human’s breathing to act as a firm foundation for the new knowledge. Prior
knowledge is regarded as the bridge to understanding and it is important for students to make
connections to prior knowledge while grasping new concepts to enable optimal learning
(Wittwer & Renkl, 2008). Teacher also asks students to observe and describe what they see in
the picture, which involves cognitively undemanding and context-embedded communication
(Cummins’ Q1). The cognitive demand becomes higher when the teacher introduces the new
concepts/ knowledge and invites students to make contributions by relating to their prior
experience (Cummin’s Q3). …
More Questions?
Check out in the ‘Assessment 1
Resources’ folder on Moodle

18 questions sourced from students doing

this unit in previous semesters.

Please check this document before asking

or posting questions related to AT1
Next Week
Our last Tute before you submit AT1

Please bring in drafts for the first two

sections of your AT1 response for peer
feedback.
Drafting will also help you ask me useful
questions!
Contact
Dr Raqib Chowdhury
Senior Lecturer
Chief Examiner and Unit Coordinator

+61 3 990 55396

[email protected]
Thank you and see
you all next week!