16 juni 25 senen

 

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teacher Professional Development (PD)

 

📚 What is Teacher PD?

Professional Development (PD) refers to structured training and learning opportunities for teachers to improve their knowledge, instructional practices, and professional skills.

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✍️ In this context:

• Teacher PD for genre-based CLIL instruction means designing training programs that help teachers:

  • Understand and apply Systemic Functional Linguistics (SFL)

  • Use Teaching and Learning Cycle (TLC) in the classroom

  • Teach students how to read and write subject-specific genres (e.g., science reports, history explanations)

  • Integrate language and content effectively in CLIL settings

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✅ Example PD Activities:

Activity	Purpose
Workshops on SFL and CDFs	Learn how language works in academic texts
Collaborative lesson planning	Apply TLC to real classroom topics
Classroom observations	Reflect on teaching practices
Genre analysis training	Identify structures of reports, explanations, etc.

The TLC cycle stands for the Teaching and Learning Cycle—

 The TLC cycle stands for the Teaching and Learning Cycle—a structured, scaffolded approach to teaching writing and literacy, especially within the Systemic Functional Linguistics (SFL) framework.

It’s widely used in genre-based pedagogy, especially in contexts like CLIL, English as a Second Language (ESL), and language across the curriculum.

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🔁 The 4 Stages of the TLC Cycle

Stage	Description	Teacher’s Role	Student’s Role
1. Building the Field	Introduce the topic, develop background knowledge	Guide with visuals, texts, discussions	Explore, observe, build vocabulary
2. Modeling/Deconstructing the Genre	Analyze a model text (structure, language features)	Explain genre purpose and features	Identify parts, ask questions
3. Joint Construction	Co-write a similar text as a class or group	Scaffold writing, ask guiding questions	Contribute ideas collaboratively
4. Independent Construction	Students write their own texts	Monitor and give feedback	Write independently using the model

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📘 Example (from your article):

In the CLIL science class:

• Students first learned about levers (Building the Field)

• Then analyzed reports (implicitly or previously) (Modeling)

• Worked with graphic organizers and group drafts (Joint Construction)

• Finally wrote independent reports on levers (Independent Construction)

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✅ Benefits of the TLC Cycle:

• Scaffolds learning for all levels

• Makes genre features explicit

• Promotes deeper thinking and language use

• Can be used across subjects (science, history, etc.)

functional components of report writing based on Cognitive Discourse Functions (CDFs)

The "subcategories" mentioned in the article refer to the functional components of report writing based on Cognitive Discourse Functions (CDFs)—specifically defining and classifying. These subcategories were used to analyze how well students included essential scientific and linguistic elements in their reports about levers.

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🔹 The 9 Functional Subcategories:

These are the nine distinct elements students were expected to include in their reports. They were grouped under main CDFs (defining and classifying):

🔸 Defining:

1. Definition of levers

2. Naming the parts (e.g., fulcrum, load, effort)

3. Defining the parts

🔸 Classifying:

4. Announcing the types of levers (Class 1, 2, 3)

5. Giving the classification criterion (based on what is in the middle)

6. Defining each type of lever

7. Giving examples of each type

🔸 Concluding (evaluating & reasoning):

8. Providing a general conclusion/claim (e.g., different objects may be in the same class)

9. Giving contrasting or supporting examples to justify that claim

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🧮 Why "7 subcategories" Sometimes?

• Not all students included all 9 subcategories in their writing.

• For example, Profile 2 learners typically included up to 7 subcategories, omitting things like part definitions or examples in the conclusion.

• Profile 4 students were the most advanced—they included all 9 subcategories.

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📘 Example (simplified):

"A lever is a simple machine. It has three parts: fulcrum, effort, and load. The fulcrum is the fixed point..."
✅ That part addresses 1 (definition), 2 (naming), and 3 (defining parts).

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SFL stands for Systemic Functional Linguistics,

 

SFL stands for Systemic Functional Linguistics, a theory of language developed by Michael Halliday. It views language as a social semiotic system—meaning it’s a tool we use to make meaning in different social contexts.

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🔍 Key Principles of SFL:

Concept	Description
Language is functional	Language is used to do things: describe, argue, explain, etc.
Meaning is shaped by context	The way we use language depends on who we're speaking to, what we're talking about, and how we're communicating.
Language has three metafunctions	Language always works on three levels at once: ideational, interpersonal, and textual.

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🧩 The Three Metafunctions in SFL:

Metafunction	Purpose	Example
Ideational	Expresses ideas and experiences (content)	“A lever is a simple machine.”
Interpersonal	Builds relationships and expresses attitudes	“I think this is a better example.”
Textual	Organizes the message for clarity	“First, we define a lever. Then we classify it.”

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🏫 Why is SFL important in education?

• It helps teachers explicitly teach how different types of texts work (reports, explanations, narratives, etc.).

• It connects language form to social purpose.

• In CLIL or literacy instruction, SFL shows how students can use language to express scientific, historical, or mathematical thinking.

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📘 Example:

In the article you asked about, SFL was used to guide students in understanding:

• What a scientific report looks like,

• How to define and classify scientific concepts using proper structures,

• How to move from simple phrases to full, genre-appropriate texts.

CLIL stands for Content and Language Integrated Learning.

 CLIL stands for Content and Language Integrated Learning. It is an educational approach in which subjects such as science, history, or math are taught in a foreign language, with the dual goal of developing both subject knowledge and language skills.

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🔍 Key Features of CLIL:

Feature	Description
Dual-focused	Simultaneously teaches content and language.
Foreign Language Medium	Non-language subjects are taught using a second/foreign language (often English).
Student-centered	Encourages active learning, critical thinking, and interaction.
Real-life Communication	Promotes authentic use of language in context.

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🧠 Why Use CLIL?

• Improves both language proficiency and subject understanding.

• Prepares students for globalized academic and professional environments.

• Encourages deeper cognitive engagement through meaningful language use.

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📘 Example:

In a CLIL science class, students might learn about levers in English (their foreign language), using vocabulary like fulcrum, load, effort while also learning how levers work.

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