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7 - Geography: Exploring Pluriliteracies through a Deeper Learning Episode on Global Warming

from Part II - Deeper Learning Episodes: First Steps towards Transforming Classrooms

Published online by Cambridge University Press:  04 February 2023

By
Nicole Berg
Edited by
Do Coyle ,
Oliver Meyer  and
Susanne Staschen-Dielmann
Do Coyle
Affiliation:
University of Edinburgh
Oliver Meyer
Affiliation:
Johannes Gutenberg Universität Mainz, Germany
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Summary

Nicole Berg’s deeper learning episode aims at improving learners’ ability to orally explain geography. To do that, learners will listen to podcasts on global warming to analyse expert explanations. This way, they will learn about the nature and structure of scientific explanations in context. In addition, learners will decode, analyse and practise prosodic features of spoken language (in terms of intonation, stress, pausing and phonological chunking). This will support storage and retrieval of academic language elements from long-term-memory. Ultimately, learners will structure and formulate their own oral explanations of subject-specific content. This highly innovative approach to promoting oral language skills uses insights into the mechanics of language acquisition and speech production to facilitate subject learning.

Keywords

geographygeo-literacylistening skillsspeaking skillsexplanationsoral explanationassessmentprosodyphonological chunkingdeeper learning
Type
Chapter
Information
A Deeper Learning Companion for CLIL
Putting Pluriliteracies into Practice
 , pp. 97 - 124
Publisher: Cambridge University Press
Print publication year: 2023

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References

Berg, N. (2020). Listening for Literacies – Effekt von fachspezifischem Hör-Verstehenstraining auf die Entwicklung der mündlichen Sachfachliteralität im bilingualen Geographieunterricht Unpublished doctoral dissertation, Johannes Gutenberg University Mainz. http://doi.org/10.25358/openscience-3591Google Scholar
Charles, D. (2014, December 15). Congress to Nutritionists: Don’t Talk about the Environment. NPR: The Salt. https://www.npr.org/sections/thesalt/2014/12/15/370427441/congress-to-nutritionists-dont-talk-about-the-environmentGoogle Scholar
Chatterjee, R. (2017, February 27). What’s the Environmental Footprint of a Loaf of Bread? Now We Know. NPR: The Salt. https://www.npr.org/sections/thesalt/2017/02/27/517531611/whats-the-environmental-footprint-of-a-loaf-of-bread-now-we-know?t=1614339378381&t=1642421329281Google Scholar
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Edelson, D. C. (2011b, March 25). Geo-Literacy: Learn about Geo-Literacy – What It Is, Why It’s Important, and What We Can Do to Advance Geo-Literacy in the U.S. National Geographic Society. https://www.nationalgeographic.org/article/geo-literacy-preparation-far-reaching-decisions/Google Scholar
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Harte, W., & Reitano, P. (2016). ‘Doing Geography’: Evaluating an Independent Geographic Inquiry Assessment Task in an Initial Teacher Education Program. Journal of Geography, 115(6), 233–243. https://doi.org/10.1080/00221341.2016.1175496Google Scholar
International Charter on Geographical Education (Ed.). (2016). 2016 International Charter on Geographical Education. http://www.cnfg.fr/wp-content/uploads/2017/12/Charter_2016-IGU-CGE_May_9.pdfGoogle Scholar
Kang, H., Thompson, J., & Windschitl, M. (2014). Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks. Science Education, 98(4), 674–704. https://doi.org/10.1002/sce.21123Google Scholar
Lewis, M. (2012). The Lexical Approach: The State of ELT and a Way Forward. Cengage Learning EMEA.Google Scholar
What is Geo-Literacy? (2012, May 24). National Geographic Society. https://www.nationalgeographic.org/media/what-is-geo-literacy/Google Scholar
Utami, W. S., Zain, I. M., & Sumarmi, . (2018). Geography Literacy Can Develop Geography Skills for High School Students: Is It True? IOP Conference Series: Materials Science and Engineering, 296, 012032. https://doi.org/10.1088/1757-899X/296/1/012032Google Scholar
Vandergrift, L. (2003). Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener. Language Learning, 53(3), 463–496. https://doi.org/10.1111/1467-9922.00232CrossRefGoogle Scholar

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