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LOST IN CLIL???? Content and language integrated learning (CLIL) across Europe: approaches and quality issues in higher education www.lanqua.eu Anca Greere.

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Presentation on theme: "LOST IN CLIL???? Content and language integrated learning (CLIL) across Europe: approaches and quality issues in higher education www.lanqua.eu Anca Greere."— Presentation transcript:

1 LOST IN CLIL???? Content and language integrated learning (CLIL) across Europe: approaches and quality issues in higher education www.lanqua.eu Anca Greere & Anne Räsänen LANQUA subproject 3 coordinators

2 www.lanqua.eu LANQUA 5 Thematic Subprojects: 1.Intercultural Communication 2.Language teacher education 3.Content Language Integrated Learning 4.Literature and Culture 5.Language Learning

3 www.lanqua.eu Outline 1.Setting the scene 2.Definition of CLIL in the subproject 3.Variation of approaches: CLIL steps 4.Variation of pedagogical features 5.Quality issues – problems, solutions, learning outcomes, case studies => TOOLKIT

4 www.lanqua.eu 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 www.lanqua.eu Asking Management (majority of answers in the preliminary survey) Q: Are there any aims for language AND communication development? A: NO Q: 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 www.lanqua.eu 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 www.lanqua.eu Definition of CLIL CLIL 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 content in 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 www.lanqua.eu Anne Räsänen 2010 NON- CLIL FROM NON-CLIL TO CLIL (in second/foreign language mediated higher education) - no concern for language learning, other agendas - no (pedagogical) collaboration btw any teachers - e.g. visiting experts giving individual lectures -incidental, unsystematic, limited exposure (<25%)

9 www.lanqua.eu Anne Räsänen 2010 NON- CLIL FROM NON-CLIL TO CLIL (in second/foreign language mediated higher education) - language specialists providing discipline- specific language teaching to support learning - no (systematic) collaboration with subject specialists, language teacher chooses materials - possible power plays, role formation PRE-CLIL LSP / Discipline- Based Language Teaching

10 www.lanqua.eu Anne Räsänen 2010 NON- CLIL Pre-CLIL/ LSP Discipline- Based Language Teaching PARTIAL CLIL (language, LAP) FROM NON-CLIL TO CLIL (in second/foreign language mediated higher education) - pre-sessional teaching of language, discourse, academic practices etc. to support students’ learning in the content course/programme that follows - possible collaboration between teachers -language learning outcomes specified according to content learning needs

11 www.lanqua.eu Anne Räsänen 2010 NON- CLIL PRE-CLIL LSP / Discipline- Based Language Teaching FROM NON-CLIL TO CLIL (in second/foreign language mediated higher education) - courses/programmes provided systematically by subject specialists to mixed, multicultural and multilingual groups ( >25% exposure) -language learning expected due to exposure, but no specified outcomes; often implicit aims and criteria - collaboration possible, but rare PARTIAL CLIL (language) PARTIAL CLIL (content)

12 www.lanqua.eu Anne Räsänen 2010 NON- CLIL PRE-CLIL LSP / Discipline- Based Language Teaching FROM NON-CLIL TO CLIL (in second/foreign language mediated higher education) PARTIAL CLIL (language) PARTIAL CLIL (content) - language support coordinated with/ integrated in subject studies and takes place simultaneously -joint planning and specified outcomes and criteria for both content and language ADJUNCT- CLIL

13 www.lanqua.eu Anne Räsänen 2010 NON- CLIL PRE-CLIL LSP / Discipline- Based Language Teaching PARTIAL CLIL (language) ADJUNCT- CLIL FROM NON-CLIL TO CLIL (in second/foreign language mediated higher education) -fully dual approach and full integration across subject teaching by subject specialist or via team teaching CLIL PARTIAL CLIL (content)

14 www.lanqua.eu STEPS FROM NON-CLIL TO CLIL (in L2 & FL mediated higher education) - no concern for language learning, other agendas - no (pedagogical) collaboration - e.g. visiting experts, individual lectures -incidental, unsystematic, limited exposure (<25%) - language specialists providing discipline-specific LT to support learning - no (systematic) collaboration - with subject specialists, FL teacher chooses materials - possible power plays, role formation PRE-CLIL/LSP Discipline- Based Language Teaching -pre-sessional teaching of language, discourse, academic practices etc. to support students’ learning in the content course/programme that follows - possible collaboration btw teachers -language learning outcomes specified according to content learning needs Partial CLIL (language) Partial CLIL (content) -courses/programmes provided systematically by subject specialists to mixed, multicultural and multilingual groups ( >25% exposure) -language learning expected due to exposure, but outcomes not specified; implicit aims and criteria - collaboration possible, but rare NON-CLIL ADJUNCT- CLIL -fully dual approach and full integration of language across subject teaching by subject specialist or via team teaching -specified outcomes and criteria for both content and language CLIL - language support coordinated with/ integrated in subject studies and takes place simultaneously -joint planning btw teachers and specified outcomes and criteria for both content and language LANQUA/CLIL Anne Räsänen/2010

15 www.lanqua.eu 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 www.lanqua.eu Quality Issues Collaboration 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 programmes Increased language awareness in content instruction Awareness of new focuses in language instruction (e.g. language use vs. language accuracy) New pedagogical profiles of both content and language teachers Support systems for students and teachers Institutional and management issues (e.g. resources, funding, professional development requirements, evaluation)

17 www.lanqua.eu Case studies University of Nicosia, CYPRUS: Implementing a CLIL Approach with German in HE Training of Tourism Professionals University of Toulouse 1 Capitole, FRANCE: Facing the Challenges of CLIL at the School of Economics University of Luxembourg, LUXEMBOURG: Developing Multilingual Learning and Plurilingual Communication through the Teacher Education Programme University of Fribourg, SWITZERLAND: Analyzing CLIL pedagogical strategies at the Faculty of Science University of Trento, ITALY: Promoting Collaboration between Content Teachers and Language Teachers for the Master’s In European and International Studies University of Jyväskylä, FINLAND: A Consolidated Language Support System for International (English-medium) Master’s Degree Programmes

18 www.lanqua.eu NON- CLIL PRE-CLIL LSP / Discipline- Based Language Teaching PARTIAL CLIL (language) ADJUNCT- CLIL FROM NON-CLIL TO CLIL (in second/foreign language mediated higher education) Jyväskyla, Finland + [in future] Nicosia, Cyprus CLIL PARTIAL CLIL (content) Kate Trento, Italy Fribourg, Switzerland + Toulouse, France + Luxembourg

19 www.lanqua.eu CLIL Learning Outcomes Competence areas identified Information management and problem-solving for building expertise (i.e. competence in the field) Identity of the profession and its international and multicultural dimension Professional networking and teaming Discipline-specific and social communication conventions Life-long learning and self-direction

20 www.lanqua.eu CLIL Learning Outcomes (On completion of the Master’s degree, students are expected …) 1/5...to have acquired: 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....to be able to demonstrate: 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 www.lanqua.eu CLIL Learning Outcomes (On completion of the Master’s degree, students are expected to …) 2/5...to have acquired: 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 languages...to be able to demonstrate: Skills 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 www.lanqua.eu CLIL Learning Outcomes (On completion of the Master’s degree, students are expected to …) 3/5...to have acquired: 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....to be able to demonstrate: 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.

23 www.lanqua.eu CLIL Learning Outcomes (On completion of the Master’s degree, students are expected to …) 4/5...to have acquired: 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....to be able to demonstrate: 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 www.lanqua.eu CLIL Learning Outcomes (On completion of the Master’s degree, students are expected to …) 5/5...to have acquired: Understanding of the importance of continuously developing one’s own professional expertise through multilingual and multicultural sources and experiences, including ICT ‑ enhanced environments....to be able to demonstrate: 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 www.lanqua.eu SP3 – Thank you!!! Anca Greere – Babeş-Bolyai University, ROMANIA Anne Räsänen – Jyväskylän Yliopisto, FINLAND Gail Taillefer – Université Toulouse 1 Sciences Sociales, FRANCE Brigitte Forster Vosicki – Université de Lausanne, SWITZERLAND Christine Lechner – Pädagogische Hochschule Tirol, AUSTRIA Antroulla Papakyriakou – University of Nicosia, CYPRUS María Luz Suárez – Universidad de Deusto, SPAIN Klára Szabó – Szegedi Tudomanyegyetem, HUNGARY Marie-Anne Hansen-Pauly – University of Luxembourg, LUXEMBOURG Kate Riley – Università degli Studi di Trento, ITALY Anna Liharevschi – Universite de Geneve, SWITZERLAND


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