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19:00:421 Definition and main characteristics of CLIL/content-based instruction (Madrid & García Sánchez, 2001: 114-116) CBI/T: Content based instruction/teaching.

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Presentation on theme: "19:00:421 Definition and main characteristics of CLIL/content-based instruction (Madrid & García Sánchez, 2001: 114-116) CBI/T: Content based instruction/teaching."— Presentation transcript:

1 19:00:421 Definition and main characteristics of CLIL/content-based instruction (Madrid & García Sánchez, 2001: 114-116) CBI/T: Content based instruction/teaching CLIL: Content and language integrated learning AICLE: Aprendizaje Integrado de Contenido y Lengua Extranjera EMILE: Enseignement de Matières par Integration D’une Langue Étrangère Brinton, Snow and Wesche (1989): “the integration of content with language-teaching aims" (p. 2). It involves the teaching of academic subject matter and second language skills. The students receive curricular information and do their academic tasks in the TL and, at the same time, acquire the L2/TL in a very natural way. Learners are encouraged to think and learn through the use of the TL by integrating the four traditional language skills (listening, speaking, reading and writing). It primarily relies on intralingual, experiential and implicit teaching. The separation between curricular development and the study of the L2 or TL is eliminated

2 19:00:422 Hypothesis and rationales of CBT/CLIL/EMILE (Madrid & García Sánchez, 2001: 114-116) It is assumed that the use of the TL for classroom instruction -if made comprehensible- is the most efficient way to improve the student's proficiency level. This approach puts its emphasis on content and themes that develop the different curricular areas and tries to take into account the interests and needs of the learners. The intralingual and curricular content dimension are integrated so that the students develop their linguistic competence and general education at the same time. It aims to provide meaningful learning by connecting the new information with the student's previous learning experiences (constructivism).

3 19:00:423 Antecedents and connections to the content-based instruction movement (Madrid & García Sánchez, 2001: 116) Natural methods along the history of LT. The communicative approach (Widdowson, 1978; Brumfit and Johnson, 1979; Richard and Schmidt, 1983; Littlewood, 1981, Finocchiaro and Brumfit, 1983, Sánchez Pérez, 1993). Cognitive theories (Ausubel, 1968; Anderson, 1983; Chamot and O'Malley, 1994). Natural approach (Krashen and Terrell, 1983). ESP movement (Strevens, 1977; Mackey and Mountford, 1978; Hutchinson and Walters, 1987). Bilingual programs (Lambert and Tucker, 1972; Mackey and Andersson, 1977; Genese, 1987; Hoffman, 1991; Swain and Cummins, 1982; Swain and Lapkin, 1982).

4 19:00:424 Immersion LT in the Middle Ages (Madrid & García Sánchez, 2001: 116-117) In the Middle Ages, the teaching of Latin -and to some extent Greek- were implemented by using the language taught as a means of instruction. St. Augustine instructed and trained young boys to become priests and preachers in the Latin language. As early as 389 AD, St. Augustine stressed the need for a focus on meaning content in language learning. Some children enjoyed a private tuition and the communication between the master and his pupil also took place entirely in the TL (Latin).

5 19:00:425 The natural methods tradition (Madrid & García Sánchez, 2001: 117-118) The direct method in LT fully exploits the intralingual techniques described in the previous sections, since classroom instruction is conducted exclusively in the TL. The direct method techniques found some precursors in M. Montaigne (1533-1592), J. Webbe (1560-1633), J. A. Comenius (1592-1670), L. Sauveur (1826-1907), Berlitz (1852-1921) and other proponents of naturalistic techniques in language teaching and learning. In the XIXth century, the initiative was developed by C. Marcel (1793-1896) and F. Gouin (1831-1896). It was considered that L1 learning could be a good model to be reproduced with the TL learning. They emphasise the importance of meaning in learning and try to present the language in a context that makes their meaning clear. More recently, Terrell (1977) and Krashen and Terrell (1983) have developed a natural approach, where the entire class period is devoted to communicative activities. This approach aims to develop basic personal oral and written communication skills: –The general goal is communication skills. –Comprehension precedes production. –Production emerges without forcing it, after a silent period. –Learning activities must promote subconscious acquisition rather than conscious learning.

6 19:00:426 Content-based roots in the communicative approach (Madrid & García Sánchez, 2001: 119-120) The communicative approach (CA) proposes to work with motivated activities, topics and themes which involve the learner in authentic communication. In general, the techniques used by the CA are predominantly holistic and global, experiential and non-analytic. Communicative syllabuses tend to focus more on the message of the content than on the single formal aspects of the language used. In this sense it is message- orientated as is the CBT. Opportunities for authentic language use are sought. Learning the TL through the TL. The language class is considered an ideal setting to develop communication through the TL, so classroom instructions and management are conducted in the TL. Relevant topics. The CA often seeks substantive topics which satisfy the student's interests and needs and that have some educational relevance. Semantic emphasis. The emphasis that the CBA puts on the semantic aspects is also rooted in the CA that emphasises the expression of meaning, concepts and ideas above all.

7 19:00:427 Influence of the language teaching through cross-curricular contents (Madrid & García Sánchez, 2001: 120-121) The language across the curriculum movement has influenced L2 instructional theory and practice. This movement puts a great emphasis on the teaching of the L1 across the curricular subjects (Maths, Science, Geography, History, etc.). The Spanish reform also introduces the teaching of cross-curricular contents (transversalidad curricular) (civic education, health education, etc.) through the TL. That has often implied some emphasis on contents. MATHS: Mental arithmetic

8 19:00:428 Connection with the Language for Specific Purposes (LSP) movement ((Madrid & García Sánchez, 2001: 121) CLIL also connects with the LSP movement, which aims to satisfy the students’ needs and interests. The content and aims of teaching are determined by the requirement of the learner. The content is restricted to fit the learner's purposes, selected according to his/her interests, developed through themes and topics according to his/her needs and focused to satisfy his/her communicative needs.

9 19:00:429 Similarities with bilingual education programs (Madrid & García Sánchez, 2001: 121-123) The CBA uses the TL as the means of instruction and, through it, a variety of curricular subjects are taught. This is a common feature of bilingual education programmes. Two well known examples are the bilingual programs in Canada (Lambert and Tucker, 1972; Swain, 1972; Stern, 1973; Swain and Lapkin, 1982) and in the USA (CDE, 1990; Stern, 1984).bilingual programs in Canada in the USA These programs work according to the following principles: A great emphasis must be put on thinking, communication and problem-solving. A rich content in all curricular areas, including history, science and literature should be presented. They must be content-based and emphasise central concepts, patterns and relationships from each discipline. They must provide a holistic view of learning by integrating and connecting the curricular areas. The approach followed in the presentation and organisation of contents must be sequentially and spirally organised, so that the concepts, skills and topics introduced in the first stages are cyclically exploited and treated in later stages. Variety of teaching strategies. It is recommended to use a wide range of techniques and strategies which satisfy the variety and diversity of students. The skills and information provided must be relevant for the students, so that it keeps relation with the real-life situations that the students may encounter in society.

10 19:00:4210 Bilingual programs in Canada (Madrid & García Sánchez, 2001: 121-122) Aims of the St Lambert Experiment: The children should: Become competent in speaking, reading and writing French. Reach normal achievement levels throughout the curriculum including the English language. Appreciate the traditions and culture of French speaking Canadians as well as English speaking Canadians. In short, the aims were for children to become bilingual and bicultural without loss of achievement.

11 19:00:4211 Relation with the Cognitive Academic Learning Approach (CALLA) (Madrid & García Sánchez, 2001: 124) The CBA keeps important similarities with the CALLA, designed by Chamot and O'Malley (1994). The CALLA, the same as the CBA, integrates language and content for L2 instruction as follows (1994: 10): –The content topics are aligned with an all-English curriculum. –Practice is provided of the topics that the students will encounter in grade-level classrooms. –Beginning with science instruction is recommended because this context, rich in discovering and hands-on-techniques, easily supports the academic language development. –Another content subject that can be introduced is mathematics, currently involved in solving word problems. –Social studies is the third content subject introduced in a CALLA programme.

12 19:00:4212 What are the dimensions of CLIL in the classroom? (Coyle, 2006) A successful CLIL lesson should combine elements of the four principles below: –A) CONTENT Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. –B) COMMUNICATION / LANGUAGE Using language to learn - whilst learning to use language. The key is interaction, NOT reaction. –C) COGNITION / LEARNING Developing thinking skills which link concept formation (abstract and concrete), understanding and language –D) CULTURE Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self. –E) TRANSNATIONAL Prepare for internationalisation, access International Certification, ETC.

13 19:00:4213 C) COGNITION / LEARNING Developing thinking skills which link concept formation (abstract and concrete), Building material and houses resistance Building material is any material which is used for a construction purpose. Many naturally occurring substances, such as clay, sand, wood and rocks, even twigs and leaves have been used to construct buildings. Apart from naturally occurring materials, many man-made products are in use, some more and some less synthetic. The manufacture of building materials is an established industry in many countries and the use of these materials is typically segmented into specific specialty trades, such as carpentry, plumbing, roofing and insulation work. They provide the make- up of habitats and structures including homes.materialconstructionclaysandwoodsyntheticcarpentryplumbingroofinginsulationhabitatsstructures Common materials used for houses are: Mud and clay, Rock, Thatch, Brush, Ice, Wood, Concrete, Metal, Glass, Foam, Cement composites -Find pictures of houses and blocks of houses made of the previous materials. -How resistant do you think they are? Link the material houses are made of and their resistance.

14 19:00:4214 What are the practical implications of introducing CLIL into the school curriculum? The content subject should always be the primary focus of any materials used in the CLIL classroom Constituye una tentativa para superar las limitaciones de los planes de estudio tradicionales, de la enseñanza de materias individuales, y representa un cambio hacia la integración curricular. Lessons will need to be challenging cognitively, with comparatively light linguistic demands. Schools need to design materials to suit the needs of their learners, and to enable them to develop until they are working at high levels of cognitive and linguistic challenge.

15 19:00:4215 How do schools tackle timetabling issues? CILT research revealed a range of different approaches to timetabling CLIL: –isolated lessons over the school year and 'bilingual days‘ –modules and even occasionally a whole year's commitment. Many schools are starting to combine such work with class visits and/or partnerships with link schools abroad. Some schools offer lessons where the foreign language learning is integrated with another curriculum subject.

16 19:00:4216 What about resources and materials? Most of the materials employed in CLIL lessons are teacher-generated. There are insufficient commercially-produced resources to be easily available, or which are suitable. English-language resources are sometimes translated directly into the target language, with modification as necessary. The use of foreign language textbooks can be very profitable, but the texts often require modification of style and / or content to take the age and language level of students into account (modified input).

17 19:00:4217 How does the CLIL approach benefit pupils? What are the advantages of content based instruction? They will progress at faster-than-usual rates in the content subject. CLIL aims to improve performance in both the content subject and the foreign language. Research indicates there should be no detrimental effects for the CLIL pupils (and often progress is demonstrably better). Greater pupil confidence It can make learning a language more interesting and motivating. Students can use the language to fulfil a real purpose. AICLE se basa en la motivación intrínseca, es decir, el alumno se involucra en actividades interesantes, llenas de sentido, al mismo tiempo que utiliza el idioma. Students can also develop a much wider knowledge of the world and improve their general educational needs. Increase student awareness of the value of transferable skills and Knowledge.Taking information from different sources can help students to develop very valuable thinking skills that can then be transferred to other subjects. The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value. Debido a la naturaleza interactiva y cooperativa del trabajo, con AICLE el alumno gana autoestima y confianza en sí mismo, y aprende a trabajar con independencia y a organizarse mejor. A través de unas condiciones de aprendizaje más favorables (debido al uso de estrategias y habilidades de aprendizaje comunes tanto en contenido como en lengua), con AICLE el alumno aprende a estudiar (learning to learn) Con la integración de contenidos y lengua y con la implicación del alumno en actividades exigentes desde el punto de vista académico y cognitivo, AICLE favorece los procesos de pensamiento creativos.

18 19:00:4218 What are the potential problems? Because CBI isn't explicitly focused on language learning, some students may feel confused or may even feel that they aren't improving their language skills. –(We can deal with this by including some form of language focused follow-up exercises to help draw attention to linguistic features within the materials and consolidate any difficult vocabulary or grammar points). Particularly in monolingual classes, the overuse of the students' native language during parts of the lesson can be a problem. Because the lesson isn't explicitly focussed on language practice students find it much easier and quicker to use their mother tongue. –We can try sharing your rationale with students and explain the benefits of using the target language rather than their mother tongue. It can be hard to find adequate information sources and texts understand. Also the sharing of information in the target language may cause great difficulties. –A possible way around this at lower levels is either to use texts in the students' native language and then get them to use the target language for the sharing of information and end product, or to have texts in the target language, but allow the students to present the end product in their native language. These options should reduce the level of challenge. Some students may copy directly from the source texts they use to get their information. –We can avoid this by designing tasks that demand students evaluate the information in some way, to draw conclusions or actually to put it to some practical use. Having information sources that have conflicting information can also be helpful as students have to decide which information they agree with or most believe.


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