Language Learning Support Section

Abstract

R & D Background

Purpose & Design

Action Plan

Findings & Analysis

Implications

Remarks

> Purpose & Design

Level
S1 – S3

Texts used

•	Junior Thematic Anthology 1, Set B, Oxford University Press
•	Teacher-created materials based on various authentic texts
•	Subject textbooks

Purposes

1.	To enable students to learn content subjects more effectively through the medium of English by…
	a.	strengthening students’ knowledge of text structures and vocabulary learning strategies in English lessons
	b.	providing opportunities for students to make use of their knowledge of text structures and vocabulary learning strategies in the content subjects
2.	To promote a smooth transition from the junior to the senior secondary curriculum in the content subjects
3.	To equip teachers to support students’ language development in their subject areas by….
	a.	providing strategies and guidelines for them to make use of when preparing lessons and schemes of work
	b.	raising their awareness of the language demands of their subjects

Membership of the LaC Committee
The LaC Committee consists of 2 teachers from each of the following panels:

	•	English (including LaC Co-ordinator)
	•	Maths (including Panel Head)
	•	Geography (including Panel Head)
	•	History (one teacher only)
	•	Science (including Panel Head)

Roles of English teachers and content subject teachers

English teachers

Subject teachers

•	Set a framework for mapping language structures and text structures in the curriculum
•	Prepare and implement materials for teaching text structures and reading strategies
•	Teach vocabulary learning strategies, eg affixation, word families, etc.
•	Advise subject teachers on setting of examinations
•	Prepare materials on pronunciation of key vocabulary in subject areas to help students prepare for English oral examination

•	Map subject curricula and identify relevant text structures and language structures for teaching
•	Prepare and implement materials to review text structures and reading strategies in their subject areas
•	Identify key vocabulary in their subject areas, prepare and implement vocabulary activities and materials
•	Report on students’ performance in examinations and collect work samples
•	Select subject vocabulary for English oral examination

Strategies used

The table below shows the text structures chosen for each level, together with reading strategies, vocabulary skills and graphic organizers used in the teaching materials. Choice of text structures was based on analysis of the teaching materials in each subject area.

Describing

•	Read around text
•	Anticipation guide
•	Meaning in context
•	Think aloud
•	Web / Spider diagram

Describing

•	Prediction table
•	Identify main ideas and explanations
•	Meaning in context
•	Think aloud
•	Web / Spider diagram

Cause and effect

•	Brainstorming ideas
•	Anticipation guide
•	Working out the meaning of unfamiliar words from the context

Comparing

•	Read around text
•	Prediction table
•	Think aloud
•	Matrix diagram

Describing

•	Read around text
•	Prediction table
•	Think aloud
•	Venn diagram

Problem and solution

•	Anticipation guide with evidence
•	Meaning from context
•	Meaning from internal clues (eg prefix, root)
•	Flow diagram

Sequencing

•	Read around text
•	Prediction table
•	Timeline

Describing (focus on passive voice)

•	Predicting vocabulary
•	Connecting sentences using passive voice

Cause and effect, with evaluation

•	Pre-reading discussion of video interview
•	Interpreting opinions and attitudes
•	Flow diagram

Examples

Matrix diagram for comparison (S1 Science)

Prediction table (S2 English)

Anticipation guide (S1 History)

Evaluation

The following evaluation methods were used:

•	Student questionnaires
•	Samples of students’ work, including their performance in internal examinations
•	Student interviews
•	Teachers’ reflections