English language Teaching and Learning CLIL METHODOLOGY CLIL

English language Teaching and Learning CLIL METHODOLOGY

CLIL DEFINITION § Approach in which curricular subjects, such as History or Mathematics, or parts of subjects are taught through the medium of a second or foreign language. § Learners are dealing with content matter in a language they would have otherwise learnt in conventional language classes.

The Background v Language across the curriculum (UK) v Immersion programmes (Canada) § Canada 70 s and 80 s: In Quebec English speaking children were instructed in French, the official language. v Content-based language teaching/learning (USA) § 1980 s: introduced subject content in language courses with immigrant students.

CLIL dimensions: v Linguistic: § From • UK formula ‘Language across the curriculum’ § To • ‘Languages across the curriculum’ » (Woolf, 1998) v Educational: the 4 Cs • ‘It is through progression in the knowledge, skills and understanding of the content, engagement in associated cognitive processing and interaction in the communicative context that learning takes place (Coyle, 1998: 7). v Social: § Multilingualism and multiculturalism= • Ethos of European citizenship

Features of CLIL programmes: § The L 2 is the medium of instruction § Overt support exists for the L 1 § Students enter with limited levels of language proficiency § The teachers are sufficiently competent (in both languages) § The L 2 dimension curriculum parallels the local L 1 curriculum § The classroom culture is that of the local community. (C. Pérez Vidal, 2005)

COMMUNICATIVE LANGUAGE TEACHING (CLT) v + Focus on meaning v + Group work interaction v + Genuine questions v + Opportunities to use lang. creatively v + Opportunities to participate in task negotiations of topics

4 Cs Conceptual Framework: Coyle (1999) § § Content Communication Cognition Culture v Coyle developed the 4 Cs Conceptual Framework from a holistic perspective to provide a basis for bringing together different facets of CLIL in order to support the development of CLIL pedagogies. v The framework goes beyond considering subject matter and language as two separate elements but rather positions content in the ‘knowledge for learning’ domain (integrating content and cognition) and language, a culture-bound phenomenon, as a medium for learning (integrating communication and intercultural understanding).

v CLIL demands a reconceptualisation of the role of language in CLIL settings from language learning per se (based on grammatical progression) towards an approach which combines learning to use language and using language to learn

v In the 4 Cs Framework communication involves CLIL teachers and learners in using and developing : § language of learning, § Language for learning and § Language through learning.

Language of Learning v Language of learning is based on an analysis of the language needed for learners to access basic concepts and skills relating to the subject theme or topic. v An analysis of the language needed to scaffold content learning will lead to a complementary approach to learning progression i. e. the use of tenses will not be determined by grammatical difficulty but by functional need demanded by the content.

Language for Learning v The development of teaching strategies to scaffold learning must take into account the language required for both these processes to operate successfully. v In CLIL settings this means learning how to learn effectively and developing skills such as those required for pair work, cooperative group work, asking questions, debating, chatting, enquiring, thinking, memorising and so on. v Mc. Guiness (1999) claims that unless learners are able to understand use language to learn, to support each other and to be supported, then quality learning will not take place.

Language for Learning v In CLIL settings using the second language to learn raises the teacher’s awareness of learners’ linguistic needs and triggers ‘tuned-in’ strategic language behaviour such as comprehensible input, contextembedded language and comprehension checks v CLIL fosters fluency rather than grammatical accuracy.

Language for Learning v Research has shown that cognitively undemanding work, such as copying or repetition, especially when there is little or no context to support it, does not enhance language learning (Smith & Paterson, 1998: 1): by actively involving pupils in intellectually demanding work, the teacher is creating a genuine need for learners to acquire the appropriate language.

Language for Learning v Language is a matter of meaning as well as of form. v Discourse does not just express meaning. Discourse creates meaning. v Language development continues throughout our lives, particularly our educational lives. v As we acquire new areas of knowledge, we acquire new areas of language and meaning. (Mohan & van Naerssen, 1997: 2)

TESOL-SPAIN 2006 Approach Plurilingual approach Curriculum Integrated curriculum Methodology CLIL methodology Subjects L 1, L 2 and L 3 At least two content subjects Teachers Subject teachers Language teachers

CORE FEATURES OF CLIL METHODOLOGY v Multiple focus v Safe and enriching learning environment v Authenticity v Active Learning v Scaffolding

Summary: CLIL Methodology v It’s about supporting language within context v It's about embedding language within task and v It is a methodology which is based on a specific needs analysis of each and every learner in the classroom. v It's a methodology based on a Vygotskyan model of constructing ways and means for learners to get from where they are to where they need to be and packages that within an environment of interaction with peers and the teacher. v It's about teachers developing skills and knowledge about the language of their subject and techniques for creating task which offers learners access to this language.

Dialogic Teaching v Alexander (2005), suggests that talk is the most pervasive and powerful learning tool. § Talk vitally mediates the cognitive and cultural spaces between. . . teacher and learner, between society and the individual. . . Language not only manifests thinking but also structures it, and speech shapes the higher mental processes necessary for so much learning. (Alexander, 2005: 2)

Active teaching 1. Giving instructions clearly, 2. Accurately describing tasks, 3. Maintaining learners’ engagement in instructional tasks § by maintaining task focus, § pacing instruction appropriately, § and communicating their expectations for students’success. (Adapted from Navés et al. 2002)

Presenting new information 1. 2. 3. 4. 5. 6. 7. Demonstrating, Outlining, Using visuals, Building redundancy, Rephrasing, Scaffolding, Linking new information to learners’ previous knowledge… (Adapted from Navés et al. 2002)

Receptive skills 1. Emphasis is on the development of receptive skills. 2. Learners are allowed to respond in a wide variety of ways: § non-verbal responses § responding by doing § Demonstrating… (Adapted from Navés et al. 2002)

Experiential learning Task- work includes: § hands-on tasks, § Experiential learning, § Problem-solving tasks, etc. (Adapted from Navés et al. 2002)

Cognitive skills v Cognitive abilities and processes such as § identifying, § comparing, § drawing conclusions, § inferring § finding similarities and differences, . . . (Adapted from Navés et al. 2002)

v Collaborative learning, v Autonomous learning and v Self-directed learning (Adapted from Navés et al. 2002)

THE ROLE OF LANGUAGE TEACHERS CLIL is a tool for teaching and learning of content and language. Language teachers: v Support content teachers v Help students to gain the language needed to manipulate content from other subjects v Reinforce the acquisition of content v Incorporates the vocabulary, terminology and texts from those other subjects v Helps develop learning skills

v Injecting content into language classes will also help improve language learning v Students are likely to learn more if they are not simply learning language for language’s sake, but using the language to accomplish concrete tasks and learn new content v Content goals are supported by language goals v Weekly agreement on language goals (with the content teachers) v Working through cross-curricular themes and project v Foster the development of creative and critical thinking

Development of creative and critical thinking v Appreciating v Assigning v Associating v Classifying v Combining v Committing v Comparing v Condensing v Converting v Defining v Describing

Development of creative and critical thinking v v v v Designating Discriminating Extending Identifying cause and effect Imaging Linking Observing Predicting Reconciling Roleplaying Separating Selecting Triggering

Curricular Adaptation v Address techniques and estrategies related to discursive functions (needed on all areas) v Priviledge topics from the other bilingual areas v More oral activities v Promote student intercultural exchanges

TEACHER COORDINATION v Organize interdisciplinary proje v Develop a general common linguistic competence v Develop common projects to introduce values education and cross-curricular topics v Develop and intercultural skills and abilities v Collaborative work: promote intercultural debate v Lead a general focus on multiculturalism v Language teacher helps and coordinates subject teachers in developing materials, lesson planning and methodology

Role of language Teacher v Anticipate linguistic activities, grammar, etc. . v Simplify content texts v Formulate comprehension questions v Summaries, oral expositions v Writen productive activities v Promote student’s linguistic reflection v Develop communicative skills to deal with content area texts v Choose FL contents related to the Foreign culture v Develop cognitive skills

FL teaching strategies v Work together and guide the content teacher about: § § § § Warming-up activities Word activation How to exploit a text Comprehension activities How to deal with new vocabulary How to promote oral activities Turn-taking, conversational skills

FL teaching strategies v Strategies for summarising, describing, analysing, arguing, expressing an opinion, etc. . v Develop ‘macrofunctions’ (functional use of oral discourse): § § § § § Description Narration Text commentary Exposition Explanation Presentation Instruction Argumentation persuasion

FL teaching strategies v Encourage FL use in the classroom § § § Rewarding FL use Oral game Using stickers (young students) Using yellow and red cards Encourage repetition Encourage peer correction/evaluation v Encourage students’ learning autonomy v Pair/group work

Using content materials in the FL classroom v Use texts about other areas v Work on the features of the text: § § § Linguistic complexity Types of texts Discourse structure Outline and presentation Practise pronunciation Check spelling