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Content and Language Integrated Learning: the implications for college teachers and students Linda Weinberg and Suzy Esquenazi Cohen The English Studies Unit Ort Braude College of Engineering The Seventh Ort Braude College Interdisciplinary Research Conference September 19 th – 20 th 2011 Kfar Blum
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Outline General introduction Background: history of CLIL Initial findings
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Introduction English language courses in Israel *study abroad programmes English language teaching in Israel *secondary * tertiary English language teaching in Europe *Bologna *CEFR
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Research Questions 1.What is CLIL? 2.Should CLIL be adopted in higher education in Israel? 3.What are the lecturers’ needs? 4.What are the students’ needs?
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Methodology Exploratory/descriptive: reviewing the literature and understanding the theoretical basis of CLIL; examining and collating information from existing research in the field. Collection of new data: mixed methods; local and national initiatives (Tempus project)
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WHAT IS CLIL Any educational situation, in which an additional [second / foreign] language is used for the teaching and learning of subjects OR Educational Methodologies, where attention is given both to topic and L2 language of instruction
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Diversity of cultures, languages, customs, education systems Language map of European Union WHY CLIL
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AN OBSTACLE TO CREATING EUROPEAN UNITY Limited mobility of workforce among countries Limited mobility of scholars and students Companies lose business - cannot speak customer's language Customers cannot select among foreign products Limited information sharing among European Citizens
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“PROMOTE UNITY IN DIVERSITY” The key to unity is language EU objective: Increase individual multilingualism – European citizens to learn two languages in addition to mother tongue The best place to acquire a foreign language is the education system CLIL - a key area for action because it combines learning of academic subjects and foreign language
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CLIL HISTORIC BACKGROUND Has been used for decades throughout schools in Europe, with differing methods and rate of application English - Most widely used language at university level 1999: following the Bologna Agreement - CLIL extended to higher education (Israel is among the 46 participants)
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The Bologna Process TARGET: o Create “European Higher Education Area” - attractive to students and staff from the EU and abroad, competitive with international education institutes PURPOSE: o Facilitate mobility of students and staff among countries o Prepare students for future careers and active democratic citizens o Offer access to HQ higher education to all qualified students MEANS: o Comparable academic degrees [European Credit Transfer System] o 3 academic cycles [bachelor - master - doctorate] o Standards and guidelines for quality assurance REQUIRES COMMON LANGUAGE/S FOR THE ENTIRE E.U.
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CLIL unique features Teachers and students are non-native speakers: – Teachers are aware of students difficulties – Work together to construct and negotiate meaning (content and language of instruction) Student-centred approach: Higher levels of student’s participation and responsibility L2 proficiency level expected: "effective communicative ability”
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VARIETY OF CLIL METHODOLOGIES COMMON PRINCIPLES: Emphasis on visuals and graphic materials to accommodate differential student L2 levels Interaction process between teachers and students when performing tasks, until acceptable understanding is achieved Pace: Selected modules or entire courses
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CLIL TEACHERS’ CHALLENGES ‘THE IDEAL TEACHER’ – Trained in both, content subject and foreign language. - doesn’t exist in most countries TEACHERS’ RESPONSIBILITIES: – Develop teaching material – Adjust language and subject level to students – Provide language support SOLUTIONS [in Europe]: - European Commission provides teacher training and disseminates teaching material - Content teachers may co-teach with language teachers
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SUMMARY CLIL combines teaching simultaneously academic material with a foreign language, typically English. Can be conducted in different manners. Teachers are expected to have above intermediate English proficiency level Teachers’ responsibilities include preparing teaching material adjusted to student level. Some assistance may be obtained from EU.
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Preliminary Findings 1.What is CLIL? 2.Should CLIL be adopted in higher education in Israel? 3.What are the lecturers’ needs? 4.What are the students’ needs?
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Next Steps Building and piloting quantitative instrument (collaboration with Tempus partners): student questionnaire Observations: observing lessons being taught in English (challenges, possible problems in getting into classes etc) Interviews: with the teachers, with the students Collaboration: sharing and comparing findings with Tempus partners
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“CLIL” Content and Language Integrated Learning Thank you for your attention. Linda Weinberg and Suzy Esquenazi Cohen The English Studies Unit Ort Braude College September 2011
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