MAHIDOL UNIVERSITY INTERNATIONAL DEMONSTRATION SCHOOL (MUIDS)

Using Task-based Strategies in Integrating Language Learning Skills into Content Subjects
Abel Cadias
MA-ESL, PhD in Educational Management (in progress)
November 20, 2017

Integrating Language Learning in Content Subjects

CHECKLIST

VOCABULARY STRUCTURE SHELTERED INSTRUCTION STRATEGIES

(Have you presented these (Have you taught the (Have you used these strategies?)
vocab items?) language?)

MATH 1. Specific to math: (divisor and 1. Word order 1. Word walls

quotient)
2. Common English words also
used in math: (table, tree, cone,
face, positive, and negative)
3. Math synonyms: (add, plus,
sum, and combine)
4. Functional vocabulary to
interpret math problems and
communicate ideas such as
solve, graph, and compare
(exam directions)
18 > 7 2. Sentence strips (math phrases commonly written
(eighteen is greater than with math symbols and their spelled-out versions)
seven) 3. Charts
(3𝑥)2 4. Sentence stems
(the square of three times 5. Use of non-math phrases that support group work (Can you
x) please repeat that? Can you show me what you mean?)
2. Comparatives (greater 6. Use own video recorded lectures (demonstrations) and/or
than) other available lecture videos online to support ‘flipped
Prepositions (two into classroom’ strategy that focuses on the mastery of vocabulary
four) connections (if . . . and/or solving problems.
then)

SCIENCE 1. Words taught up front and why
(colors, textures, and states of
matter for describing what they
might see in an inquiry
investigation)
1. Specific to inquiry or for
conducting experiments:
predicting/hypothesizing
describing
comparing
analyzing
sharing findings (explaining,
summarizing, questioning)
1. Use posters, diagrams, other visuals, and hands-on experiments
2. Teach cooperative learning norms, such as appropriate ways to
ask questions and make suggestions (Can you please repeat
that? Can you show me what you mean? What if we also tried . .
. ? I’m not sure about. . . . What do you think? I don’t understand
. . .)
3. Teach turn-taking and other participation expectations
4. Use graphic organizers with sentence stems (lab experiments)

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MAHIDOL UNIVERSITY INTERNATIONAL DEMONSTRATION SCHOOL (MUIDS)
Using Task-based Strategies in Integrating Language Learning Skills into Content Subjects
Abel Cadias
MA-ESL, PhD in Educational Management (in progress)
November 20, 2017
SOCIAL 1. Use maps, timelines, charts to
STUDIES academic words
2. For abstract concepts, take
long-term approach to develop
students’ understanding
3. Translate in students’ first
language some key words and
abstract concepts (spoken or
written)
arguing (supporting ideas with 5. Teach the discourse of science and how to read the types of
data, responding to others’ information
ideas) 6. Use related video clips to encourage students to improve their
etc. listening and note-taking skills, discuss the scientific
2. Specific skills (spoken or importance of the topic using graphic organizers, and to write
written): factual summaries of and create a scientific investigation about
illustrating what was presented.
condensing or summarizing
key concepts
interpreting information from
diagrams
identifying key ideas and
supporting details
etc.
1. Specific skills (spoken or 1. Connect the content to students’ background knowledge and
written): experiences
classifying 2. Use K-W-L chart (teacher selects three or four items relevant to
describing the lesson, such as maps, photographs, video clips, picture books,
sequencing or realia, and use them to talk with students about what they
showing cause and effect know and what questions they have)
narrating 3. Use context-embedded tools (videos, documentaries,
etc. reenactments, images, diagrams, maps, and realia)
4. Use films or video clips (stop and talk with students
throughout, taking time to further scaffold the information
presented through visuals, gestures, translation of key words
and to check students’ comprehension) to support students’
discussion on an issue and ways in solving them with the help
of graphic organizers.
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MAHIDOL UNIVERSITY INTERNATIONAL DEMONSTRATION SCHOOL (MUIDS)
Using Task-based Strategies in Integrating Language Learning Skills into Content Subjects
Abel Cadias
MA-ESL, PhD in Educational Management (in progress)
November 20, 2017

THREE PRINCIPLES IN USING TASK-BASED STRATEGIES

1. Materials should be authentic

2. Tasks (student activities) should include: group work - pair work - individual work
3. Evaluation in a form of a short writing task should measure learners’ understanding of the content and language use

DISCUSSION: TASK-BASED LESSON PLANNING and MATERIAL PREPARATION

Materials: Video clip, graphic organizer, guide questions, short article with comprehension questions

Individual work: listen and/or watch the video clip while taking down notes using a graphic organizer

Group work: discuss what was presented in the video clip using guide questions; share notes

Pair work: read a short article (related to what was presented in the video), and answer some comprehension questions

Individual work: write a summary of what was presented in the video and short article; write a short reflection on

References:
Fralinger, B & Owens, R. (2009). You Tube As A Learning Tool. Journal of College Teaching & Learning (Vol. 6, No. 8).
Hufana, E.R. (1996). Rationale for Task-based Materials. Think Journal of the Baguio Colleges Foundation.
Markos, A & Himmel, J. (2016). Using Sheltered Instruction to Support English Learners. Center for Applied Linguistics.
Nunan, D. (2005). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.