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Tag Archives: Academic content


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How to enhance reading comprehension of non-fiction academic texts

Reading notebookEsther Geva and Gloria Ramírez will be presenting webinars on 11th and 12th May where they will be discussing how to enhance reading comprehension of non-fiction academic texts.  You can find out more and sign up here.

In today’s Information Age, we are flooded with unprecedented amounts of written information, which needs to be processed quickly and effectively. In secondary school, English as a second language (EL2) teachers have the responsibility of preparing their pupils for post-secondary levels of schooling and for the workplace in today’s information economy. Language teachers face the challenge of helping their EL2 students develop sophisticated reading skills.

A solid EL2 reading instruction program is grounded in empirical evidence that can help us answer questions of what, why, and how for successful teachers of EL2 in contexts where English is the dominant language of the society, as well as in those where it is a foreign language. For these reasons, we will consistently make links between research and teaching throughout this webinar.

We will present detailed summaries of important classroom-based research on different aspects of EL2 reading. We will also provide Classroom Snapshots and Activities. Classroom Snapshots demonstrate the different concepts and how they work with different EL2 learners and different EL2 teaching situations  for teaching EL2 reading. The activities will offer you opportunities to interact with the presenters to gain a better understanding of issues and topics that are addressed in this Webinar.

We will begin by inviting you to reflect on your current beliefs about reading comprehension in both first language (L1) and second Language (L2). Then we will provide a general discussion of the complexity of reading comprehension, and highlight the main factors that are involved in EL2 reading comprehension. This will be followed by a discussion of the different skills needed to extract meaning from text, with a special focus on how to enhance reading comprehension of non-fiction, academic texts. You may find that some of your beliefs are just that- beliefs.

The last part of this Webinar is devoted to individual differences. We examine the challenges that different EL2 readers may experience depending on their age, the characteristics of their L1, their prior experience with reading in their L1 and L2, and the type of text they are reading. For example, we will examine issues related to EL2 reading of adolescent immigrants who have solid reading skills in their L1 and adolescent immigrants who had little formal instruction. The Webinar will end with a brief discussion of the possibility that some EL2 learners are also challenged by a learning disability and require additional program adaptations.


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The rewards and challenges of Content-Based Language Teaching

content based language teaching and instructionAhead of her webinar on Content-based Language Teaching, Patsy Lightbown, Distinguished Professor Emeritus (Applied Linguistics), author of Focus on Content-Based Language Teaching, and co-author of How Languages are Learned, shares her thoughts on its the role in the ESL and EFL classroom.

“Content-based language teaching” (CBLT) refers to a variety of contexts where students learn both academic content and a second or foreign language. CBLT characterizes the classroom experience of immigrant and minority-language children who, of necessity, learn a new language and age-appropriate academic content at the same time. It also applies to foreign-language programs such as “immersion” and Content and Language Integrated Learning (CLIL), where the inclusion of academic content increases the amount of time that students spend in learning and using a foreign language. CBLT can provide greater motivation for student engagement because lessons focus on topics that are more interesting and important than those that are typical of traditional foreign language lessons.

CBLT may be seen as an efficient way to deliver second- or foreign-language instruction. In CBLT, students do not learn a language in order to use it later to talk about new and interesting things. Rather, students are placed in the situation of learning and talking about new and interesting things while they are learning the new language. Different academic content offers different opportunities and challenges for language learning. For example, science lessons are often rich with demonstrations and hands-on activities that make it possible for students to understand, even when their language skills are limited. Lessons in the social sciences may be enhanced through the use of questionnaires and surveys, creating valuable opportunities for interaction.  Practice in mathematics can involve students in activities where multiple repetitions are natural and effective for developing fluency and confidence. Readings in history and English language arts challenge students to enrich their vocabulary and to learn more complex syntactic patterns, metaphoric expressions, and a variety of language registers.

CBLT has been used successfully in many classrooms. We must acknowledge, however, that it requires considerable effort on the part of both teachers and students.  Contrary to some claims, we cannot expect that students will acquire the new language “automatically” or that all teachers will know how to provide instruction that gives adequate attention to both the academic content and the foreign or second language itself. One important finding from the many research studies that have looked at CBLT is that students may not acquire the ability to use the new language fluently and accurately, even when they are able to learn the academic content that is delivered in that language. Similarly, some students may give the impression of easy, fluent conversational ability while failing to master the academic content that is appropriate to their age and grade level. To be successful, CBLT instruction must make complex academic content comprehensible and draw students’ attention to aspects of the language that they may not learn without intentional effort.

Finding the balance between instruction focused on meaning and instruction focused on language itself is a challenge for all second- and foreign-language teachers. It is an especially great challenge for CBLT teachers who bear the responsibility for ensuring that students learn both academic content and a new language.

Join the webinar Content-based Language Teaching on 28th – 29th October to find out more.