Raising linguistic awareness through CLIL A reflective practice

Raising linguistic awareness through CLIL: A reflective practice approach for subject teachers In. Form Conference 2016 Sandra Strigel Newcastle University s. strigel@newcastle. ac. uk

Introduction • 2009 – 2015: Academic / Study Skills / EAP tutor on a pre-Masters pathway • Ed. D student

Presentation outline • Definition of key concepts: • • • CLIL Teacher language awareness Examples of Reflective Practice Evaluation Practical example

What is CLIL? • ”Content and Language Integrated Learning (CLIL) involves teaching a curricular subject through the medium of a language other than that normally used. [. . . ]The key issue is that the learner is gaining new knowledge about the 'non-language' subject while encountering, using and learning the foreign language. ” European Commission for Multilingualism (2008)

Teacher language awareness • • Being reflective and curious about language Seeing how language is used in instructional context • • Representation of knowledge Learning tasks Understanding students’ struggle with language Spotting opportunities to generate discussion and exploration of language (adapted from Wright, 2002: 115, cited in Johnson, 2009: 48)

The research project • 7 pathway subject teachers • Foundation, international foundation year 1, pre-Masters • Marketing, Economics, Quants, Study & Research Skills, History of Architecture • 2 terms

Research phases Pre-intervention: Reflective practice: What are teachers’ beliefs and attitudes regarding students’ language needs? What happens in practice? Focus group Interviews Lesson recordings CLIL workshops Identification of “common issues” Teachers reflect on their classroom practice using transcripts / audio recordings Evaluation

Findings pre-intervention: Developing academic language • I don’t see myself as an English teacher but as a person who needs to teach students about relevant words…or phrases that are appropriate within that [subject]. • The language we use is quite obtrusive – you know, general English won’t help you a lot. • I think it’s important that they’re able to use those words accurately. . . and not just parroting but actually think about what they mean.

Lesson planning / practice • Learning objectives mostly centred around content knowledge. • Specific vs. general statements regarding language use. • Activities: • • • Some pair / group work (mini) lectures IRF: initiation – response - feedback

Raising awareness I: Subject specific language and accessibility Workshop reflection • Identify the subject specific language in your transcript. • What kind of knowledge / language is the teacher drawing on? • • Horizontal = everyday Vertical = technical / academic • Is the language accessible to the students? • How could you make it more accessible?

Teacher reflections • “There is a bombardment of information. ” Teachers try to build on everyday (horizontal) knowledge and language where possible BUT • lack of business experience • curriculum restrictions: theory over practice • everyday language can get in the way e. g. nuts and bolts •

Rethinking practice • Questioning assumptions: What kind of language can I expect? • Finding the balance: horizontal and vertical language • Focussing on key definitions: Revision sheets • Exploring students’ “everyday” culture: Social housing in Hong Kong

Raising awareness II: Teaching approach / language in use Workshop reflection • Who talks most / least? • How long are student and teacher utterances? • Is there interaction between students? In which phase? • Who uses academic language?

Dialogic teaching: Encouraging communication and interaction For CONTENT development • • Cognitive processing is encouraged and challenged Common understandings For LANGUAGE development • • • Students PRACTISE and USE language Development of communicative strategies Development of different ways of expressing ideas (explaining, summarising, paraphrasing)

Considering alternatives…. • How could you have organised the tasks / the talk differently to allow for more dialogue, interaction and student participation?

Raising awareness III: Interaction patterns IRF T: Who’s in charge of Virgin? S: Richard Branson. T: Richard Branson is a person that we call an entrepreneur because he started Virgin records. He started Virgin records and he was instrumental in all growth in that business. So everything he thinks is a good idea happens in the business. Everything comes from Richard Branson, he’s the spider in the middle. He’s the Zeus. And within a power culture control is the key element. Who is in control? Who is in charge? …

Classroom interactional competence Hindering cognitive / linguistic engagement • • Only asking display questions Long teacher turns Interrupting students - Turn completion Not insisting on elaboration Fostering cognitive / linguistic engagement • • E. g. Variation of display and referential questions Elaboration requests • Justification • Exemplification • Explanation Facilitation of peer feedback

Evaluation Positive feedback • • • CLIL provides a useful pedagogical and reflective framework. Teachers more “aware” of language issues Better understanding of student experience in the classroom Issues of concern • “Patchwork” TLA: Teachers took away what they thought was relevant for them • Long term impact? ! Time – for planning and for reflection •

Implications for practice…. Reflect on your own practice. l Be strategic: l • Set content and language aims • Plan activities that are “dialogic” • Be aware of your interactional competence

Practical example: “Dialogic” lecture recap - MARXISM • Define your key word. • Group work: Explain your key word to your partner / group • Red + Pink • Yellow + Blue + Green • Group work: Explain the relationship between the key words / concepts.

Thank you

Selected Literature • • Andrews, S. (2007) Teacher Language Awareness. Cambridge: Cambridge University Press. Coyle, D. , Hood, P. and Marsh, D. (2010) CLIL - Content and Language Integrated Learning. Cambridge: Cambridge University Press. Johnson, K. E. (2009) Second Language Teacher Education – A sociocultural perspective. New York: Routledge. Llinares, A. , Morton, T. and Whittaker, R. (2012) The roles of language in CLIL. Cambridge: Cambridge University Press. Morton, T. (2012) Teachers’ knowledge about language and classroom interaction in content and language integrated learning. unpublished Ph. D Thesis, Universidad Autonoma de Madrid. Walsh, S. (2006) Investigating Classroom Discourse. London: Routledge. Walsh, S. and Mann, S. (2013) RP or RIP: A critical perspective on reflective practice, Applied Linguistics Review, 4/2, 291– 315. Zwozdiak-Myers, P. (2012) The teacher’s reflective practice handbook: Becoming an extended professional through capturing evidence-informed practice. London: Routledge.