Sessions / Show & Tell
A presenter will share a teaching or research technique that is of practical interest to bilingual educators. The first 25 minutes will be allotted for the presentation. The last five minutes will be spent on Q&A. The presenter will submit one form, which will include the following information: - presentation title - 300-word abstract - concise information about the presenter
This talk aims to share learners' perception of how translanguaging (Garcia and Li 2014, Backer 2017, Li 2018) improves English majors’ process of constructing knowledge of local issues, while strengthening students’ global communication ability. As many EMI courses target to speak English for instructors in class, the translanguaging focuses on incorporating native and foreign languages in class for both instructors and learners. Backer (2017) has discussed the advantages of translanguaging to help learners obtain deeper understanding of the subject matter, develop the weaker language, facilitate co-operation, and integrate fluent speakers with early learners. To show how to achieve the goal of constructing knowledge and strengthening communication ability through translanguaging, this current talk focuses the preliminary practices of teaching English Debate to English majors in a private university in Taipei in Spring 2020 and 2021. The course objective is to introduce students to the techniques of debate in English, and students follows the steps: issue identification, data collection and analyses, opinion formation, speech organization and practice and final presentation. Through translanguaging, students are initially allowed to discuss in Chinese and collect Chinese/English data. Later, English is partially incorporated when students form their opinions and organize their speech. Finally, practice and final presentation are conducted in English only. The students’ feedback suggests that translanguaging gradually helps them achieve goals in the steps and improve their fluency in their English presentation. For example, one of the students' feedback from the Spring 2020 class suggested that "the instructor allowed us to speak and read Chinese, and this helped me learn faster. I can speak English more confidently." Another student's feedback from the Spring 2021 class revealed that the practice in Chinese helped him/her efficiently learn relevant information by reading Chinese materials, and therefore he/she can organize his/her English debate with the constructed knowledge. In general, students' from the two classes show the consensus that translanguaging bolsters their confidence in completing each English debate.
Students in language immersion classrooms, where classes are taught in a language different from the students’ first language, face the complex challenge of grasping mathematical concepts and learning a language simultaneously. In this school, students learn mathematics in English and at the same time they have to take the National Diagnostic Tests in Japanese. Will they able to transfer the mathematical knowledge acquired in English when sitting for their Japanese mathematics test? The aim of this presentation is to explore the differences in mathematical concepts, terminologies and expressions between English and Japanese and the challenges they pose to Japanese students learning Mathematics in English. For instance, the definition of length and width in Japanese is conceptually different when compared to English. In “There are 5 dishes and 3 apples are on each dish. How many apples do you have altogether?”, the number sentence “5 x 3” will not be acceptable in a Japanese math test. When fractions are introduced in second grade, English teachers explain how to “read” a fraction, without being aware of the “opposite reading” in Japanese, causing a potential confusion to the students. For example, “one out of three” or “one-third”, will be read from the whole (bottom) to the part (top) in Japanese, san bun (3 parts) no ichi (one part). In conclusion, the presenter will also introduce the strategies employed by the school to overcome these challenges.
In the last two decades, bilingual programmes have received growing attention, even in officially quadrilingual Switzerland. In fact, bilingual public schools have been opened in bilingual border regions in particular, not least to establish peace between the language regions and to improve mutual cultural understanding. Since the autumn semester 2018, two universities of teacher education - the Bern University of Teacher Education (PHBern) and the French University of Teacher Education of the cantons of Bern, Jura and Neuchâtel (HEP-BEJUNE) - have opened a bilingual study programme. During the three-year training period for primary school teachers, which is based on the principle of reciprocal immersion. The students come from both German-speaking and French-speaking regions in Switzerland, or have grown up bilingually. The intensive exchange among the students enables them to deepen their language skills and acquire intercultural competences. In the process, they not only learn about the concept of translanguaging, but live it themselves right away. The bilingual degree programme strengthens mobility among the language regions and enables internships at German-speaking, French-speaking and bilingual schools in Switzerland. Students benefit from the privileged locations of the two universities of teacher education and from studying in the two most important national languages. In the history of Swiss teacher training, this is the first time that two universities of teacher education - one German-speaking and one French-speaking - have jointly offered a bilingual course for training primary school teachers. At the end of the training period, students can teach according to both curricula. Those who obtain the Bachelor of Arts in Primary Education in the "bilingual (German/French)" programme have a great many job opportunities, especially teaching in bilingual schools. In the presentation, bilingual students will discuss their experience in this innovative training programme for teachers, which is still unique in Switzerland.
What do plants need? #2544
To raise the awareness of the ecological environment, we conduct this a series of courses to start concerning on the surroundings in campus. To get students closer to the nature and build their responsibility, we planned to have students plant and take care of their own okras. This lesson was practiced just at the same time they finish seeding. Students are expected to apply the knowledge they learn from the course and take good care of their plants as well as developing patience, responsibility, and problem-solving skills.
• To Predict, to Observe, and to Explain. The teacher asks some questions to students to let them notice the science phenomena in daily life. Then, the teacher teaches in the P-O-E model, to guide the students to find out the answers for their predictions and try to make the explanation for the natural phenomena.
• To be a lifelong learner with competence. This lesson plan is designed according to the curriculum of 12-year basic education. The abilities to conduct the plan, communicating with others, and collaborating during group tasks are so important in the 21st century. As the result, this lesson plan contains the parts of the discussion, experiments, and hands-on activity. Students will learn both the knowledge of buoyancy and the skills they need for real life. We aim to motivate the students to become lifelong learners with competence.
• Science in your life, STEAM in our class! The teacher combines the contents knowledge with tasks. This can give students the opportunity to cultivate their competence in problem-solving. Besides, the STEAM teaching model contains the element of art, so it is a good way for students to show the content knowledge in multiple types.
The lesson id about volume. Students will be able to find out the volume of the milk carton with cubes and also understand the unit conversion between volume and capacity. There are some activities for students to find out the volume of their own water bottles and know how to measure the volume of irregular objects.
The Magic Wind #2555
Wind, which is always ignored, exists everywhere. From the picture book “Where Is the Wind”, students can discover that wind indeed exists everywhere. By discussing the application of the wind, students can learn the famous Dutch windmills and their songs. Through the rhythmic activity of silk scarf, singing of the song “The Wind Blows Over” and the performance of maracas, students can explore and experience the variety of appearances of wind. Winds of different intensities lead out the concept of dynamics in music, which then is transformed into the strong and weak notations (f/p) on the score. Taking the theme of life as the context, construct a process of experiencing the contrast between strengths and weaknesses and recognizing musical terms, so as to enhance students' hearing acuity and perception. At the end of this unit, students are divided into groups to perform the song with the strong and weak marks they’ve redesigned.
River Guru 護河小達人 #2546
Most big cities around the world have rivers winding through. Rivers enrich the livelihood of human beings. Our local Dahan river contributed to the richness and prosperity in Xinzhuang over three hundred years ago. Nowadays, its riversides have become one of the citizens’ best choices for leisure. However, from time to time, we can still see the news report of wastewater being discharged into the river. The river belongs to all citizens. We need to teach our children the value of Dahan river and to cherish the comfort it offers to us. We try to bring the awareness of what the result could be if the pollution problems continue or worsen to our children. Our goal is to help them cultivate the ideas of protecting our river and hometown. Therefore, we design the two-session lesson plan with the topic of river conservation to arouse the affections of our children and to achieve the goal of maintaining a sustainable environment.
This lesson plan explores the application of magnetic force. The students apply the scientific concept and follow the steps, ask–think–plan–create–improve, to build a STEAM project “Surprise Door and Magic Wand.” ‧ Think like a scientist: By asking “What? Why? How?”, the students spot the cause-effect relationship as well as the mechanism behind it. ‧ Act like a scientist: By following the steps, ask–think–plan–create–improve, the students apply the scientific concept to build a STEAM project that shows door opens and closes. ‧ Talk like a scientist: By conducting a show and tell, the students describe and explain the mechanism behind the project.
Fitness Monopoly #2552
Through playing Fitness Monopoly, students are able to learn a variety of fitness actions to strengthen their body. Moreover, students can design their own fitness plans in their daily lives after the class.
Perimeter and area are not just topics in math curriculum. They are concepts we use to solve real-life problems. However, there’s one challenge for the young learners, which is to know when to calculate for area and when to calculate for perimeter. To clarify the situations whether to use either area or perimeter, this lesson plan adopted multiple real-life scenarios and have students think and choose the correct tool to use. The activities applied in this lesson plan are related to students’ life experiences. The final project of this lesson plan asks students to draw their own portrait and calculate area of each part of the body. Providing information in multiple modalities helps improve comprehension and recall for all students. In this lesson plan, the teacher created recording sheets and digital hands-on tools for students to manipulate shapes, perimeter, and area. Designed activities tried to increase students’ engagement. PowerPoint files in the lesson plan enable multimodal learning through the projection of images, animation for the visual mode; and interactive slides provide thinking time and ask students to do something. Students practice concepts in multiple class activities. This lesson plan starts with a simplified monster story to bring out the concepts of perimeter and area. Activities involved are age appropriate, considering Grade Four students’ cognition development. Classroom English, instructional language, and picture clues make learning more accessible.
Cat’s Wonder World 畫我貓咪 #2549
By drawing cats, students can observe cats' picture and find out the same or similar colors. Students can learn how to mix colors with oil pastel and how to use different skills to paint a cat's body. Also, students can design a proper background related to their daily life behind the cat by observing its positions.
What shape is it? #2551
This lesson plan is designed to review students’ prior knowledge about shapes. Students can describe the name of plane figures, such as circle, square, triangle and rectangle. Students can also count the numbers of sides, vertices and anangles of plane shape.
Quilling art #2554
In this project, I cover four domains, namely, art practice and performance, appreciation, language and semiotics, which could be adapted to the 4Cs framework of CLIL. Besides, I also relate the learning objectives to 6 Levels of Bloom’s Taxonomy, marked the ability of level in the lesson plan below. In the beginning of the class, students will be inspired by the brief quilling art history, and become aware of its similarity of Art Nouveau. Later, they will start with rolling a strip of paper into a coil and pinching the coil into shapes that can be glued together. By repeating the basic quilling skills and making coils of different shapes, students are able to strengthen the paper quilling ability and eventually create a quilled design. I expect students to make good use of the elements of beauty to create their unique quilling art pieces. When art works are completed, through the class exhibition and the demonstration of the masterpieces of two modern quilling artists, student will be able to appreciate the art created not only by them, but by others. They will also recognize more applied art forms transferred from quilling art in our daily life, such as jewelry and furniture designs. This way, students will know more possibilities of quilling art.