ERIC ED391362: Secondary Sourcebook for Integrating ESL and Content Instruction Using the Foresee Approach.

318 Pages·1994·5.6 MB·English

by  ERIC

DOCUMENT RESUME
FL 023 510
ED 391 362
Kidd, Richard; Marquardson, Brenda
AUTHOR
Secondary Sourcebook for Integrating ESL and Content
TITLE
Instruction Using the Foresee Approach.
Manitoba Dept. of Education and Training,
INSTITUTION
Winnipeg.
ISBN-0-7711-1222-X
REPORT NO
PUB DATE
94
NOTE
321p.
Teaching Guides (For
Classroom Use
Guides
PUB TYPE
Teacher) (052)
MFOI/PC13 Plus Postage.
EDRS PRICE
Class Activities; Classroom Techniques; *Curriculum
DESCRIPTORS
Development; Curriculum Guides; Educational
Strategies; *English (Second Language); Foreign
Countries; *Instructional Materials;
*Interdisciplinary Approach; Lesson Plans; Media
Selection; Models; Secondary Education; Second
Language Instruction; *Second Languages; Teaching
Guides
*Content Area Teaching; *Foresee Approach
IDENTIFIERS
ABSTRACT
This manual presents the Foresee Approach for
teaching English-as-a-Second-Language (ESL) at the secondary school
level in Manitoba, Canada. The name refers to four C's:
Communication; Cognitive-academic language development; and Content
instruction in the Classroom. An introductory chapter offers
background information on purpose and rationale of the guide,
discusses the foundations of the approach in language acquisition,
psychological, and educational theory, and explains the theoretical
model for the Foresee Approach and some elements of its
implementation. The second chapter addresses the selection of
instructional materials, and the third discusses the development of
lessons and units, with some attention given to classroom
presentation techniques. Chapter 4 contains a sample 16-lesson unit
on weather. The fifth chapter suggests general procedures and
specific activities for implementing the approach in the secondary
school regular classroom. (MSE)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
LE
1994
Secondary Sourcebook
For Integrating ESL and Content Instruction
Using the Foresee Approach
U S DEPARTMENT OF EDUCATION
Office of Educational Resoarca and improvement
"PFRMISSION TO REPRODUCE THIS
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
MATERIAL HAS BEEN GRANTED BY
us document has been reproduced as
calved from the person or cgganization
-1Z c-r-C..k0 V\
originating it
0 Minor changes have been made to
improve reproduction quality
Points of view or opinions stated in this
document do not necessarily represent
TO THE EDUCATIONAL RESOURCES
official OERI position or policy
INFORMATION CENTER (ERIC)."
Curriculum Support Document
BEST COPY AVAILABLE
qic
Manitoba
Education
and Training
()
1994
Secondary Sourcebook
For Integrating ESL and Content Instruction
Using the Foresee Approach
Curriculum Support Document
Manitoba
Education
and Training
ISBN 0-7711-1222-X
,1
SECONDARY SOURCEBOOK
For Integrating ESL and Content Instruction
Using the Foresee Approach
by
Richard Kidd
Faculty of Education
University of Manitoba
and
Brenda Marquardson
Tyndall Park Community School
Winnipeg School Division No. 1
Manitoba Education and Training
Winnipeg, Manitoba
1994
Foreword
This Secondaiy Sourcebook is a sequel to our Sourcebook for Integrating ESL and
Content Instruction Using the Foresee Approach, originally published in 1993 and subsequently
The goal in that first manual was to make our Foresee
issued in a revised edition (1994).
Approach accessible to all teachers of ESL students in Manitoba, at both the elementary and
secondary levels and in both ESL and regular subject-area ciassrooms. The sample lessons and
units we chose to include there were decidedly oriented towards the instruction of elementary
Despite this focus, however, we were optimistic that these examples
ESL pullout classes.
would illustrate the essential principles and procedures of Foresee clearly enough that teachers
at the secondary level could easily extrapolate from them in adapting our approach to their own
Unfortunately, this proved not to be the case.
Secondary ESL teachers
teaching situations.
were understandably reluctant to spend their valuable time studying units about forest animals
or the Little Red Hen, and it quickly became evident that there would be little hope of
expanding the use of Foresee to a wider audience unless we supplemented our initial examples
of Foresee application with illustrative material more suited to the abilities and interests of
The result of that realization is this Secondary Sourcebook, which focuses
older children.
specifically upon the use of Foresee at the secondary level, i.e., grades 7 to senior 4 (grade 12).
Fortunately, it was not necessary to rewrite the whole of our previous manual.
The
basic principles and procedures of our approach are the same at any level, and there was no
point in writing brand new chapters describing the Foresee theoretical model and the Foresee
These were explained quite satisfactorily, in general terms, in the first
application process.
three chapters of the original Sourcebook, so we have included these chapters
with minor
(As in our first inual,
as the introductory chapters of this secondary version.
revisions
we emphasize that a thorough understanding of these chapters is a necessary prerequisite to
putting our approach into practice.) These "generic" chapters, as we might call them, are then
followed by two new chapters illustrating the application of Foresee at the secondary level.
Chapter 4, by far the longer of the two, is a sample unit on the topic of weather
consisting of sixteen sequenced lesson plans.
Its purpose is to show how Foresee .lessons and
units can be constructed for use in "all-ESL" classrooms (i.e., ESL preparatory or pullout
ciasses) at the secondary level. Despite this focus, which will inevitably lead many readers to
assume that the chapter is of interest only to ESL specialist teachers, we emphasize that the
sample lessons it contains are relevant information for anyone wishing to learn our approach.
All of the general principles and procedures of Foresee which were introduced in general terms
in Chapters 1-3 are "brought to life" in this series of sample lessons, and although it is unlikely
that many teachers
will wish to read this extremely long chapter
ESL or mainstream
from start to finish, a careful scrutiny of selected lessons will prove invaluable as a guide to
the practical application of our approach.
The subsequent chapter, Chapter 5, has a different aim and a different format.
Its
purpose is to suggest some ways in which the principles and procedures of Foresee can be
In place of sample lessons, this
integrated into regular subject-area classroom instruction.
chapter presents a series of ideas for modifying mainstream content lessons along Foresee lines,
with th r. goal of making the material easier for ESL students to comprehend and remember.
Although it is addressed to regular classroom teachers, it should also prove valuable to ESL
teachers wishing to assist their mainstream colleagues in incorporating Foresee methods into
their instructional repertoires.
We hope, then, that this Secondary Sourcebook fills a rather obvious gap, and we
encourage secondary-level teachers to experiment with the Foresee Approach as a means of
meeting the needs of their ESL students and, indeed, any other students having difficulty with
academic English.
Richard Kidd
Brenda Marquardson
vi
Credits
We would like to thank the following publishers for their cooperation in allowing us to make
use of the reading passages and visuals listed below.
Santillana Publishing Company.
1)
Bridge to communication, Middle Level C, Teacher's Guide.
Reading passage on the water cycle, 216
adapted for use as part of our
water cycle passage on 122.
Reading passage on clouds, 220
adapted for use as part of our clouds
passage on 153.
adapted for use as our temperature
Temperature experiment, 214
experiment on 111.
Bridge to communication, Middle Level C, Student Language Book.
Focus Sheet 9.2a
water cycle diagram excerpted for use on 121.
-
Focus Sheet 9.4
wind diagram excerpted for use on 203.
-
Stoddart Publishing Company.
2)
Farndon, J. (1992). Eyewitness explorers weather.
"Make a barometer" experiment, 31
adapted for use as our barometer
experiment on 214.
"Test for acid rain" experimem, 53
adapted for use as our acid rain
experiment on 220.
The Learning Works, Inc.
3)
Weather, electricity, environmental investigations. (1982).
adapted for use as our hygrometer
Hygrometer experiment, 26-27
experiment on 175.
Relative humidity chart used on 176-177.
D.C. Heath Canada Ltd.
4)
Bilyk, T. (1993). Let's find out: Exploring science in the world around you.
Reading passage on forms of precipitation, 228-231
adapted for use as
our precipitation passage on 182.
Reading passage on clouds, 227
adapted for use as part of our clouds
passage on 153.
Oxford University Press.
5)
Brauer, J. Z. (1985). Ernie and Bert's red hook. Open Sesame ESL Series.
Reading passage on the water cycle, 51
adapted for use as part of our
water cycle passage on 122.
vii
LI
Winnipeg Free Press and Weather Technical Services, Winnipeg, MB.
6)
used as our weather visuals on 91.
"The Weather," Dec. 19-24, 1993
-
used as our weather visuals
"Today's Weather," Dec. 21 and 22, 1993
-
on 255 and 258 respectively.
We would also like to thank:
Anna Uhl Chamot and J. Michael O'Malley for:
1)
Three colour-coded learning strategies sheets
List of learning strategies from:
M. O'Malley. "The Cognitive Academic
Chamot, A. U., and
J.
Language Learning Approach: A Bridge to the Mainstream." TESOL
Quarterly 21.2 (1987): 227-249.
Gail Kirsch, whose desktop publishing skills were of great value in helping to
2)
prepare many of the diagrams in this manual.
viii
Contents
Chapter 1
Background Information
1
Purpose. Rationale, and Preview
Introduction:
1.
Purpose
1.1
Rationale
1.1
Preview
1.3
Language Acquisition. Psychology,
Foundations:
2.
and Education
6
Overview
2.1
6
/./
Language Acquisition Foundations
7
Krashen
2.2.1
7
Cummins
2.2.2
8
Strategies
2.2.3
11
Psychological Foundations
11
Cognitive Psychology
1/
2.3.1
Humanistic Psychology
1.3.1
13
Vygotsky
2.3.3
14
Educational Foundations
1.4
15
Language across the Curriculum
2.4.1
15
The Whole Language Approach
1.4.1
17
Cooperative Learning
2.4.3
18
The Foresee Theoretical Model
20
3.
CAI.1 A. the Basis of the Foresee Approach
20
3.1
Introduction to the Model
20
The Three Components of the Foresee
3.3
Theoretical Model
The Content Component
3.3.1
/4
The I.anguage ('omponent
3.3.2
15
Linguistic Knowledge
(1)
itok
-)5
(a) Vocabulary
(b) Structures
.16
(c) Discourse Features
26
18
Functions
(2)
Skills
(3)
31