Difference between revisions of "Content-Obligatory Language"
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'''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.''' | '''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.''' | ||
==Context== | |||
<!-- Context of the design pattern --> | |||
==Problem== | |||
<!-- Problem the design pattern solves --> | |||
==Forces== | |||
<!-- List of forces affecting the solution. Each entry is preceded by an * For example: | |||
# Entry 1 | |||
# Entry 2 --> | |||
==Solution== | |||
<!-- Solution to the design problem --> | |||
==Consequences== | |||
===Benefits=== | |||
<!-- List of benefits from applying the solution to the problem Each entry is preceded by an * For example: | |||
# Entry 1 | |||
# Entry 2 --> | |||
===Liabilities=== | |||
<!-- List of liabilities from applying the solution to the problem Each entry is preceded by an * For example: | |||
# Entry 1 | |||
# Entry 2 --> | |||
==Evidence== | |||
===Literature=== | |||
<!-- Evidence from literature that was used in producing the pattern or evaluating the pattern--> | |||
===Discussion=== | |||
<!-- Discussion with experts or stakeholders used in producing the pattern --> | |||
===Data=== | |||
<!-- Evidence from data that was used in producing the pattern --> | |||
===Applied evaluation=== | |||
<!-- Results from randomized controlled trials (RCTs) or similar tests that measures the pattern's effectiveness in an actual application. For example, compare student learning gains in an online learning system with and without applying the pattern. --> | |||
==Related patterns== | |||
<!-- Other design patterns related to the current design pattern and a description of how it is related --> | |||
==Example== | |||
<!-- Example of applying the design pattern --> | |||
==References== | ==References== | ||
<references/> | <references/> | ||
[[Category:Design_patterns]] <!-- List of other categories the design pattern belongs to. The syntax for linking to a category is: [[Category:<Name of category]] --> | [[Category:Design_patterns]] [[Category:Patlet]]<!-- List of other categories the design pattern belongs to. The syntax for linking to a category is: [[Category:<Name of category]] --> | ||
Revision as of 11:10, 4 May 2017
| Content-Obligatory Language | |
| Contributors | Christian Köppe, Mariëlle Nijsten |
|---|---|
| Last modification | May 4, 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.
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
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.