Content-Obligatory Language
| Content-Obligatory Language | |
| Contributors | Christian Köppe, Mariëlle Nijsten |
|---|---|
| Last modification | March 14, 2017 |
| Source | Köppe and Nijsten (2012)[1][2] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
The content of a course is mostly focused on one domain, which often has specific terminology used in this domain. If students have a low general language proficiency, the chances of them failing to understand the real meaning of this terminology increases [3].
Some lexical items and terminology of the foreign language are so closely related to the content of a course that mastering them is crucial to students in order to achieve the course objectives.
Therefore: Define the content-obligatory language before and during course design. Expose the students to this language continuously in different ways with an emphasis at the beginning of the course. Let this language repeatedly come back during the whole course to improve assimilation and understanding of this language.
References
- ↑ Patlet first mentioned in Köppe, C., & Nijsten, M. (2012). A pattern language for teaching in a foreign language: part 1. In Proceedings of the 17th European Conference on Pattern Languages of Programs (EuroPLoP 2012) (p. 10). New York:ACM.
- ↑ Also mentioned in Köppe, C., & Nijsten, M. (2012). A pattern language for teaching in a foreign language: part 2. In Proceedings of the 19th Conference on Pattern Languages of Programs (PLoP 2012). New York:ACM.
- ↑ Met, M. (1994). Teaching content through a second language. Educating second language children: The whole child, the whole curriculum, the whole community, 159-182.