jsp UNIT 1 INTRODUCTION TO LEARNING CURRICULUM CONCEPTS THROUGH THE MEDIUM OF ANOTHER LANGUAGE (CLIL)

jsp AIMS OF THE SESSION  Knowing what is CLIL.  Kwowing its historical background.  Understanding its rapid widespread around Europe and Spain.

jsp CONTENTS OF THE SESSION  Warm up activity  Teacher’s speech on topic –History –Names –Definition –Reasons / advantages –Obstacles –European Organisations –The Valencian Project  Debate on topic  Implementation

jsp WARM UP  What makes CLIL so innovative?  Is CLIL a hindrance for the mother tongue?  What languages are usually taught?  Is CLIL just for gifted students?

jsp A BRIEF HISTORY (I)  International schools –Subjects taught in one of the world’s majority languages (French, English, German, Spanish)  EU language policy –Native language + two languages of the Union

jsp A BRIEF HISTORY (II)  1990: Lingua Program  1993: Language Learning for European Citizenship.  1995: European White Paper on Education and Training.  1996: EuroCLIC Network, the term CLIL introduced, “Learning and Teaching Non- language Subjects through a Foreign Language”.  2001: availability of a comprehensive typology of European CLIL  2002: European Year of Languages. CLIL Compendium.  2004: Action Plan for the Promotion of Language Learning & Linguistic Diversity  2005: The Potential of Plurilingual Education symposium

jsp MANY NAMES  CLIP  CBI  CBLI  CBLT  EAC  EAL  EMI  FLIP  FLAME  LAC  TCTE  TETC  TCFL  DFI  BCT  CLIL

jsp DEFINITION  Teaching subjects to students through a foreign language (David Marsh, 1994).  All types of provision in which a second language is used to teach certain subjects in the curriculum other than the language lessons themselves (Eurydice Report, 2006).

jsp DAVID MARSH  David Marsh, UNICOM, Continuing Education Centre, University of Jyväskylä, Finland  Since the 1980s: multilingualism & bilingual education  1994: launching of the term CLIL.  2002: The European Dimension: Actions, Trends and Foresight Potential.  2002: The European Dimension: Actions, Trends and Foresight Potential.  : compilation of the EC Action Plan: Promoting Language Learning & Linguistic Diversity.  : compilation of the EC Action Plan: Promoting Language Learning & Linguistic Diversity.  2004: Special Educational Needs in Europe - The Teaching and Learning of Languages: Insights & Innovation.  : international research team about the evidence of links between multilingualism and creativity.  Up to 2010: Strategic Director for CCN (Europe). Educational development and research initiatives in the European Union & East Asia.  Up to 2010: Strategic Director for CCN (Europe). Educational development and research initiatives in the European Union & East Asia.

jsp WHY CLIL?  A tool for the promotion of foreign languages.  A tool for the promotion of minority languages.  Language acquistion is most effective: communicative approach.  Susbtantive basis for language learning: acquisition of new language structures.  Second language learning is an integral part of social and cognitive development in school settings.  It respects the specificity of language use.

THE 4C’s FRAMEWORK  Coyle 1999, 2006  Four principles for planning a CLIL lesson –Content –Cognition –Communication –Culture jsp

THE 4C’s FRAMEWORK conditionsAims for the classroom Content: learners create their own knowledge and developing skills. Vocabulary, purpose,diagrams, tables, experiential activities, related to the child’s previous experiences Cognition: learning and thinking in terms of learner’s linguistic demands. Predicting outcomes, reaching conclusions, thinking skills, creating knowledge Communication: interaction in the learning context. Sharing, researching and comparing cultural contexts, scaffolding tasks, student talking time vs. teacher talking time Culture: intercultural awareness is fundamental to CLIL. Collaborative activities, cooperation, group tasks, respect for others jsp

CLIL PYRAMID

 Systematical, tried and tested sequence for planning CLIL units and materials.  Planning starts with content selection  Multimodal input to produce differentiated materials.  Input-scaffolding needed.  Tasks: authentic communication.  Nature of the output jsp

GOOD CLIL PEDAGOGY jsp

THE FUTURE  CLIL requires a rethink of the traditional concepts of the language classroom and the language teacher.  Obstacles: –Subject teachers unwilling to take on the responsibility. –Most current CLIL programs are experimental. –A good deal of conscious learning is involved → skills from the subject teacher. –Lack of CLIL teacher-training programs. –Unnatural aspects: teaching of literature. –Parents

jsp EUROPEAN CLIL ORGANISATIONS EEEEuroCLIC: The European Network for Content and Language Integrated Classrooms. ( wwww wwww wwww.... eeee uuuu rrrr oooo cccc llll iiii cccc.... nnnn eeee tttt) TTTTIE-CLIL: Translanguage in Europe. CCCCLIL Cascade Network: On-line community of CLIL practitioners and their professional partners who share ideas, experiences and resources. ( wwww wwww wwww.... cccc cccc nnnn ---- cccc llll iiii llll.... eeee uuuu)

VALENCIAN PLURILINGUAL PROGRAM  PEBE  Primary 1st Decree: DOGV July 14th, 1998 (1) 1  Primary current Decree: DOCV July 21st, 2007 (2) 2  Preprimary 1st Decree: DOGV August 21st, 2008  Secondary current Decree: DOCV April 26th, 2010.(3) 3

VALENCIAN PLURINGUAL PROGRAMS  Experimental.  Based on PIP or PEV program.  Subjects in foreign language: maximum 2.  Valencian Government aims: 30%  Now, under revision and discussion. jsp

DEBATE ON TOPIC  Would you like to start a multilingual programme in your school?  How would you do it?  What results could you expect?

jsp HOW TO DO IT?  School project accepted by School Board and Staff.  Foreign language = vehicular language.  Communicative approach.  LIL / CLIL.  Two ways: –subject teacher using English as the language of instruction (teachers with “Capacitació”) –Subject teacher without foreign language skills + English teacher (simultaneously)  Two hours for coordinating non-language teachers with language teachers.  Teachers involved in the project must prepare materials and share them with other teachers.

Thank you Thank you   SEE YOU NEXT WEEK