Presentation on theme: "LOST IN CLIL???? Content and language integrated learning (CLIL) across Europe: approaches and quality issues in higher education Anca Greere & Anne Räsänen."— Presentation transcript:
1 LOST IN CLIL???? Content and language integrated learning (CLIL) across Europe: approaches and quality issues in higher educationAnca Greere & Anne RäsänenLANQUA subproject 3 coordinators
2 LANQUA 5 Thematic Subprojects: Intercultural Communication Language teacher educationContent Language Integrated LearningLiterature and CultureLanguage Learning
3 Outline Setting the scene Definition of CLIL in the subproject Variation of approaches: CLIL stepsVariation of pedagogical featuresQuality issues – problems, solutions, learning outcomes, case studies => TOOLKIT
4 Preliminary Questions ??? What are the reasons for implementing CLIL?Is there a planned/staged-out approach to CLIL implementation?At what levels of education is CLIL mostly practiced (e.g. BA, MA, PhD, CPD)?Are these full-size L2 mediated programmes or modules offered systematically?What subjects/domains are most likely to take up CLIL?How are learning outcomes defined? Are learning outcomes specified for both language and content?How is CLIL delivered (e.g. contact hours, blended learning, e‑learning options)?Is there coordination between language-specialists and subject-specialists (e.g. joint planning of syllabus and learning outcomes, team teaching)?How are students’ needs dealt with? Is there any language support offered to students prior or during the content courses?How are educators’ needs dealt with? Is there any language support offered to subject-specialists? Is there any content-related support offered to language-specialists?
5 Asking Management (majority of answers in the preliminary survey) Q: Are there any aims for language AND communication development?A: NOQ: Are subject knowledge and communication skills both assessed?A:'NO, only knowledge skills are assessed explicitly. Assessment of communication skills would make no sense.
6 Asking Students (some answers to the preliminary survey) Q: How do you find the language and communication skills of your teacher?A:”In the general course the lector had to switch to German to explain difficult things in more detail, so he hadn´t good skills in the foreign language. The other course was a specific English course which was perfectly structured and performed.”A: “The English skills of my teacher in my English course were very good. For me he talked like a native …The teacher in the other course, I was enrolled, was weak. Everyone recognized that he had to teach in English for the first time. So it was hard to listen to the speech, but sometimes it was really funny!”Q: . Do you think that teaching through a foreign language requires different pedagogical skills from teaching through the local language?Comment:” The question has to do with pedagogical skills that we students are not entitled to know and discuss about”
7 Definition of CLILCLIL is generally defined as a pedagogical approach which has a dual (integrated) aim: learning of the subject matter (content) and learning of the (second/foreign/target) language used as the medium of instruction for the contentin SP3, CLIL is seen as a continuum or an umbrella term for all those approaches in which some form of specific and academic language support is offered to HE students in order to facilitate their learning of the content through that language, or in which multilingual and multicultural competence is pedagogically promoted during content learning
8 FROM NON-CLIL TO CLIL(in second/foreign language mediated higher education)- no concern for language learning, other agendasno (pedagogical) collaboration btw any teacherse.g. visiting experts giving individual lecturesincidental, unsystematic, limited exposure (<25%)NON-CLILAnne Räsänen 2010
9 FROM NON-CLIL TO CLIL - language specialists providing discipline- (in second/foreign language mediated higher education)PRE-CLILLSP /Discipline-BasedLanguageTeaching- language specialists providing discipline-specific language teaching to support learningno (systematic) collaboration with subjectspecialists, language teacher chooses materialspossible power plays, role formationNON-CLILAnne Räsänen 2010
10 FROM NON-CLIL TO CLIL(in second/foreign language mediated higher education)PARTIAL CLIL(language, LAP)- pre-sessional teaching of language, discourse,academic practices etc. to support students’ learningin the content course/programme that follows- possible collaboration between teachers-language learning outcomes specified accordingto content learning needsPre-CLIL/LSPDiscipline-BasedLanguageTeachingNON-CLILAnne Räsänen 2010
11 FROM NON-CLIL TO CLIL(in second/foreign language mediated higher education)PARTIAL CLIL(content)PARTIALCLIL(language)- courses/programmes providedsystematically by subject specialiststo mixed, multicultural andmultilingual groups (>25% exposure)language learning expected due toexposure, but no specified outcomes;often implicit aims and criteria- collaboration possible, but rarePRE-CLILLSP /Discipline-BasedLanguageTeachingNON-CLILAnne Räsänen 2010
12 (in second/foreign language mediated higher education) FROM NON-CLIL TO CLIL(in second/foreign language mediated higher education)ADJUNCT-CLILPARTIALCLIL(content)- language supportcoordinated with/integrated insubject studies andtakes placesimultaneouslyjoint planning andspecified outcomesand criteria for bothcontent and languagePARTIALCLIL(language)PRE-CLILLSP /Discipline-BasedLanguageTeachingNON-CLILAnne Räsänen 2010
13 (in second/foreign language mediated higher education) FROM NON-CLIL TO CLIL(in second/foreign language mediated higher education)CLILADJUNCT-CLIL-fully dualapproachand fullintegrationacrosssubjectteachingby subjectspecialistor via teamPARTIALCLIL(content)PARTIALCLIL(language)PRE-CLILLSP /Discipline-BasedLanguageTeachingNON-CLILAnne Räsänen 2010
14 STEPS FROM NON-CLIL TO CLIL (in L2 & FL mediated higher education)pre-sessional teaching of language,discourse, academic practices etc. tosupport students’ learning in the contentcourse/programme that follows- possible collaboration btw teachers-language learning outcomes specifiedaccording to content learning needsCLILPartial CLIL(language)ADJUNCT-CLIL-fully dualapproachand fullintegration oflanguageacross subjectteachingby subjectspecialist orvia team teachingspecifiedoutcomes andcriteria forboth contentand languagePartial CLIL(content)- language supportcoordinated with/integrated insubject studiesand takes placesimultaneouslyjoint planning btwteachers andspecified outcomesand criteria for bothcontent and languagecourses/programmesprovided systematicallyby subject specialiststo mixed, multiculturaland multilingual groups(>25% exposure)language learning expected due toexposure, but outcomes notspecified; implicit aims and criteria- collaboration possible, but rarePRE-CLIL/LSPDiscipline-BasedLanguageTeachingNON-CLIL- no concern forlanguage learning,other agendasno (pedagogical)collaboratione.g. visiting experts,individual lecturesincidental,unsystematic,limited exposure (<25%)- language specialists providingdiscipline-specific LTto support learningno (systematic) collaborationwith subject specialists,FL teacher chooses materialspossible power plays,role formationLANQUA/CLIL Anne Räsänen/201014
15 Quality Assurance ???Are there external Quality Assurance Mechanisms (national: QA bodies/agencies, international: ISO standards)?Are there internal Quality Assurance Mechanisms (e.g. institutional, faculty, programme level)?What are the areas of QA (e.g. staff competences, student competences, infrastructure, curriculum planning, etc.)Is there a coherent institutional language policy including CLIL issues? Is it applied?Is evaluation by peers practiced? Is there any washback effect?Is evaluation by students practiced? Is there any washback effect?
16 Quality IssuesCollaboration between content specialists and language specialists in planning, aims-setting, materials design, and formulation of learning outcomes and assessment criteria in order to assure an informed CLIL approach and curriculum for courses and programmesIncreased language awareness in content instructionAwareness of new focuses in language instruction (e.g. language use vs. language accuracy)New pedagogical profiles of both content and language teachersSupport systems for students and teachersInstitutional and management issues (e.g. resources, funding, professional development requirements, evaluation)
17 Case studiesUniversity of Nicosia, CYPRUS: Implementing a CLIL Approach with German in HE Training of Tourism ProfessionalsUniversity of Toulouse 1 Capitole, FRANCE: Facing the Challenges of CLIL at the School of EconomicsUniversity of Luxembourg, LUXEMBOURG: Developing Multilingual Learning and Plurilingual Communication through the Teacher Education ProgrammeUniversity of Fribourg, SWITZERLAND: Analyzing CLIL pedagogical strategies at the Faculty of ScienceUniversity of Trento, ITALY: Promoting Collaboration between Content Teachers and Language Teachers for the Master’s In European and International StudiesUniversity of Jyväskylä, FINLAND: A Consolidated Language Support System for International (English-medium) Master’s Degree Programmes
18 (in second/foreign language mediated higher education) FROM NON-CLIL TO CLIL(in second/foreign language mediated higher education)CLILADJUNCT-CLILJyväskyla,Finland+[in future]Nicosia,CyprusPARTIALCLIL(content)Trento,ItalyKatePARTIALCLIL(language)Fribourg,Switzerland+Toulouse,FranceLuxembourgPRE-CLILLSP /Discipline-BasedLanguageTeachingNON-CLIL
19 CLIL Learning Outcomes Competence areas identifiedInformation management and problem-solving for building expertise (i.e. competence in the field)Identity of the profession and its international and multicultural dimensionProfessional networking and teamingDiscipline-specific and social communication conventionsLife-long learning and self-direction
20 CLIL Learning Outcomes (On completion of the Master’s degree, students are expected …) 1/5 ...to have acquired:...to be able to demonstrate:Multilingual mastery of the field-specific and professional domain. Knowledge and understanding of how information is managed, conceptualised, and communicated in the target languages in the field-specific academic and professional domain and how the body of knowledge in the field can be contributed to through research activities.Receptive and productive communication competence in the target languages to access, process and critically evaluate information in the field of study, to share information, and to identify, analyse and solve problems in multiprofessional settings of the field.
21 CLIL Learning Outcomes (On completion of the Master’s degree, students are expected to …) 2/5 ...to have acquired:...to be able to demonstrate:Awareness and understanding of the national and international dimension of the professions in the field, including cultural differences and own cultural, academic and professional presuppositions and representations, as well as how they are manifested in the target languagesSkills and strategies to mediate between languages and cultures in social and in professional settings, including effective translanguaging (code-switching, intercomprehension strategies, mediation), intercultural awareness and negotiation of meaning needed in multilingual and multicultural environments. (multiliteracy)
22 CLIL Learning Outcomes (On completion of the Master’s degree, students are expected to …) 3/5 ...to have acquired:...to be able to demonstrate:Knowledge and understanding of how multilingual and multicultural professional teams, networks and communities operate in both face-to-face and virtual contexts and which interpersonal and intercultural skills are required.Professional and interpersonal communication skills in the target languages in order to function and interact in specific and interdisciplinary fields, teams, networks and communities, as well as in social contexts.22
23 CLIL Learning Outcomes (On completion of the Master’s degree, students are expected to …) 4/5 ...to have acquired:...to be able to demonstrate:Awareness, knowledge and understanding of the communication conventions in the field and profession in the target languages, for example genre, discourse and register conventions, as well as sensitivity to appropriate language use in academic, professional and social contexts.Competence in appropriate oral and written communication in target languages in the specific academic field and in professional and social contexts, including communicating own expertise to different audiences.
24 CLIL Learning Outcomes (On completion of the Master’s degree, students are expected to …) 5/5 ...to have acquired:...to be able to demonstrate:Understanding of the importance of continuously developing one’s own professional expertise through multilingual and multicultural sources and experiences, including ICT‑enhanced environments.Ability to apply appropriate metacognitive skills and strategies needed for self-directed and integrated content and language learning on a lifelong basis.Anne Räsänen 2010
25 SP3 – Thank you!!! Anca Greere – Babeş-Bolyai University, ROMANIA Anne Räsänen – Jyväskylän Yliopisto, FINLANDGail Taillefer – Université Toulouse 1 Sciences Sociales, FRANCEBrigitte Forster Vosicki – Université de Lausanne, SWITZERLANDChristine Lechner – Pädagogische Hochschule Tirol, AUSTRIA Antroulla Papakyriakou – University of Nicosia, CYPRUSMaría Luz Suárez – Universidad de Deusto, SPAINKlára Szabó – Szegedi Tudomanyegyetem, HUNGARYMarie-Anne Hansen-Pauly – University of Luxembourg, LUXEMBOURGKate Riley – Università degli Studi di Trento, ITALYAnna Liharevschi – Universite de Geneve, SWITZERLAND