1. CLIL Secondary Language Exchange Program The University of Reading Suzanne Graham and Katie Lee

2. Aims To present the key features of a successful CLIL ITT programme: To present the key features of a successful CLIL ITT programme:  Structure  Implementation  Content

3. Structural issues Reading PGCE – Reading PGCE –  Two 2+3 phases, October to mid- February;  Main Block Practice, mid February to mid May;  3 week Further Development Placement at end of course

4. Structural issues October – recruitment onto programme October – recruitment onto programme November to February – CLIL pedagogy and practice November to February – CLIL pedagogy and practice May-June – 4 week placement in France May-June – 4 week placement in France June – Further Development Placement June – Further Development Placement Paris trainees in Reading in February Paris trainees in Reading in February

5. Trainee experience Explicit input on CLIL pedagogy: Explicit input on CLIL pedagogy:  weekly sessions at University, November to February, 1 hour a week  opportunities for classroom practice – microteaching and in School A/B

6. Trainee experience Subject Knowledge enhancement sessions (two levels) Subject Knowledge enhancement sessions (two levels) Guided self-study task on French subject curriculum Guided self-study task on French subject curriculum Link with PGCE work and opportunities in M level work Link with PGCE work and opportunities in M level work

7. Staffing CLIL team with distinct roles: CLIL team with distinct roles:  Project Co-ordinator (PGCE Course Director)  University-based CLIL practitioner  School-based CLIL practitioner  French Partnership co-ordinator  Administrative support Subject Knowledge input Subject Knowledge input

8. Rolling out the programme Forward planning Forward planning Gradual introduction to trainees Gradual introduction to trainees Opportunities for questions Opportunities for questions Awareness-raising with other subject colleagues Awareness-raising with other subject colleagues Selection issues – subject knowledge Selection issues – subject knowledge

9. Theory Course Content: Preliminaries Definition of CLIL Definition of CLIL Range of CLIL in practice, including case studies Range of CLIL in practice, including case studies Rationale Rationale Developments in CLIL Developments in CLIL ‘Layers of language’ in language lessons – the foundations for CLIL ‘Layers of language’ in language lessons – the foundations for CLIL

10. Theory Course Content: Understanding the Learner Whirlwind tour of language acquisition models (mix of L1 and L2 theories) Whirlwind tour of language acquisition models (mix of L1 and L2 theories) Insights from real classroom practice Insights from real classroom practice Emphasis on processes of ‘input’, ‘uptake’ and ‘output’ Emphasis on processes of ‘input’, ‘uptake’ and ‘output’ Synthesis of approaches Synthesis of approaches Balancing cognitive and linguistic challenge Balancing cognitive and linguistic challenge Emphasis on context-embedded language and ‘concept checking’ (practical exercise) Emphasis on context-embedded language and ‘concept checking’ (practical exercise)

11. Theory Course Content: A Deconstructed Example Video example of CLIL style lesson on grammatical point Video example of CLIL style lesson on grammatical point Guided observation notes Guided observation notes Implications for planning (see ‘pre- planning questions) Implications for planning (see ‘pre- planning questions)

12. Theory Course Content: Scaffolding Learning Practical tips on full immersion in target language Practical tips on full immersion in target language Reading models Reading models Text ‘simplification’ Text ‘simplification’ Evaluating pre-existing reading materials Evaluating pre-existing reading materials Visualising discourse (practical exercise) Visualising discourse (practical exercise) Task design (practical exercise) Task design (practical exercise) ‘Positive’ reading ‘Positive’ reading Presenting new concepts and ‘concept checking’ (practical exercise) Presenting new concepts and ‘concept checking’ (practical exercise) VAK VAK Speaking and writing frames Speaking and writing frames

13. Putting the Theory into Practice Series of ‘guinea-pig’ lessons at The Willink with Y7 Series of ‘guinea-pig’ lessons at The Willink with Y7 Content/Language buddies Content/Language buddies Department profile benefits from master- class and research links Department profile benefits from master- class and research links Follows on from Castles CLIL module in Y7 SoW Follows on from Castles CLIL module in Y7 SoW Peer and learner evaluation integral Peer and learner evaluation integral

14. Learner say, they… can identify content as well as linguistic outcomes (although they still tend to ‘expect’ linguistic outcomes) can identify content as well as linguistic outcomes (although they still tend to ‘expect’ linguistic outcomes) can identify the parts of the lesson where new concepts were learnt can identify the parts of the lesson where new concepts were learnt can understand the teacher can understand the teacher can identify teaching strategies that helped them understand can identify teaching strategies that helped them understand enjoy the learning enjoy the learning

15. Relevant prior learning Communicative language teaching Communicative language teaching Using the target language Using the target language Question and answer techniques Question and answer techniques Planning Planning Learning activities Learning activities Evaluating and adapting resources Evaluating and adapting resources

16. Impact on trainees Greater understanding of learning Greater understanding of learning Greater understanding of pupils’ perspectives Greater understanding of pupils’ perspectives Flexibility Flexibility Work with other departments Work with other departments Cross-course group Cross-course group

17. Links with the PGCE Standards – feeds into week 35 report Standards – feeds into week 35 report Excellent opportunity for M level work Excellent opportunity for M level work Added dimension to existing work on cross- curricular dimensions and Citizenship, motivation, key features of programme Added dimension to existing work on cross- curricular dimensions and Citizenship, motivation, key features of programme Role models for rest of group – practical examples Role models for rest of group – practical examples Mentor training sessions Mentor training sessions Partnership schools Partnership schools

18. Challenges Another dimension for a packed programme! Another dimension for a packed programme! Many demands on trainees Many demands on trainees PGCE course structure – timing of placement PGCE course structure – timing of placement School placements School placements Language of instruction while in France Language of instruction while in France Perception of other colleagues Perception of other colleagues MFL and non-MFL trainees’ needs MFL and non-MFL trainees’ needs The right trainees? Subjects? The right trainees? Subjects?

19. Summary – key issues Pedagogical input combining theory and practice Pedagogical input combining theory and practice Opportunities to see/experience CLIL in action Opportunities to see/experience CLIL in action Strong team Strong team Commitment and organisation! Commitment and organisation!