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Considering Content for Language-learning Classrooms Robert J. Dickey Keimyung, Korea past president, Korea TESOL
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I.  General Introduction to CBI ,[object Object],[object Object],[object Object]
1.  Terms of Art ,[object Object],[object Object],[object Object]
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2.  General Aims ,[object Object],[object Object],[object Object],[object Object],[object Object]
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3.  Dissecting “content” ,[object Object],[object Object],[object Object]
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“ latitude” in the (lack of) definition ,[object Object],[object Object]
Design Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
No agreement on Focus ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
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CBLT ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Issues ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],Balance of content & English
Content / Language Mix ,[object Object]
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Part II
Considering Content for Language-learning Classrooms Robert J. Dickey Keimyung, Korea past president, Korea TESOL
II.  Planning Content  +  Language ,[object Object],[object Object],[object Object],[object Object],[object Object]
1.  Identifying learning objectives ,[object Object],[object Object],[object Object],[object Object]
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Contents in the literature Law/Legal Writing (Hong Kong)  Sociology (Korea, Indonesia) cartoons (Korea)  Political Science, Sociology /Adjunct  (Japan) Psychology (Japan) (Korea) Pre-Science (Malaysia) Natural Science (Japan) Topics in the History of Science (Malaysia) Western Civilization (Japan) American History (Japan) Literature (Japan) Linguistics (Japan)  Art History /Adjunct (Japan)  History of Western Art (Japan) Film  (Hong Kong) cartoons (Korea)  Business/Accounting case-study  (Hong Kong) Tourism/Cultural Assets (Korea)  Theological Studies  (Japan) (Korea) Conversation (Japan)  General English (reading)  (Japan)  HS Literature  (Malaysia) HS Math (Malaysia) HS Science (Malaysia)
2.  L1 Use ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],3. Teaching Methods
4. Sample Class ,[object Object],[object Object],[object Object],[object Object],[object Object]
A Sample Class  .2 ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],5. Framework
A Lesson from N. Luzon
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Content-based Instruction (CBI) in TESOL

  • 1. Considering Content for Language-learning Classrooms Robert J. Dickey Keimyung, Korea past president, Korea TESOL
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  • 36. Considering Content for Language-learning Classrooms Robert J. Dickey Keimyung, Korea past president, Korea TESOL
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  • 42. Contents in the literature Law/Legal Writing (Hong Kong) Sociology (Korea, Indonesia) cartoons (Korea) Political Science, Sociology /Adjunct (Japan) Psychology (Japan) (Korea) Pre-Science (Malaysia) Natural Science (Japan) Topics in the History of Science (Malaysia) Western Civilization (Japan) American History (Japan) Literature (Japan) Linguistics (Japan) Art History /Adjunct (Japan) History of Western Art (Japan) Film (Hong Kong) cartoons (Korea) Business/Accounting case-study (Hong Kong) Tourism/Cultural Assets (Korea) Theological Studies (Japan) (Korea) Conversation (Japan) General English (reading) (Japan) HS Literature (Malaysia) HS Math (Malaysia) HS Science (Malaysia)
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  • 48. A Lesson from N. Luzon
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Editor's Notes

  1. “ weaker” and “stronger” may have positive/negative connotations… other ideas? Is Swimming or other major fields of study inappropriate?