Capacity building in CLIL: Challenge and Opportunity

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1 7th ISAs Principals Seminar, Calgary 17 May 2011 Capacity building in CLIL: Challenge and Opportunity

2 CLIL / AICLE: A definition CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language with the objective of promoting both content and language mastery to pre-defined levels (Marsh, Wolff, Genesee, Frigols-Martin, Mehisto, 2010)

3 CLIL: Innovation and change This definition describes an innovation which requires: Curricular adaptation Methodological adjustments in the teaching practice New ways of designing teaching materials New ways of assessing learning processes and results A new way of approaching the teaching/learning process (holistic, democratic, integrative vision)

4 Some CLIL facts CLIL is a natural approach to language learning (learning by using, not learn now to use later) CLIL draws on the theoretical basis of SLA CLIL follows a constructivist approach. It is learning by construction, as opposed to learning by instruction CLIL promotes the acquisition and development of cognitive skills CLIL is student-centred CLIL involves social learning In CLIL the content drives the language

5 Origins of CLIL CLIL has emerged as a major innovation for simultaneously improving levels of language learning, and reforming educational curricula

6 CLIL: Good ingredients put together in a slightly different way

7 The CLIL Umbrella

8 Under the CLIL Umbrella A Continuum Total Immersion Partial Immersion Double Immersion Bilingual Immersion Two-way Immersion Dual language Immersion Foreign language Immersion Heritage Language Immersion Sheltered Instruction Observation Protocol Cognitive Academic Language Learning Cross-curricular Language Teaching Content-based Language Teaching Task-based Language Instruction English as medium of Instruction English for Specific Purposes Content-based Instruction Mainly Language-inspired Mainly Content-inspired

9 CLIL as a catalyst for change

10 Integration and Disjuncture For students, CLIL holds the promise of big results. For parents, teachers, school managers and educational authorities, CLIL programme implementation often causes disjuncture a tension between one s current way of doing things and a new approach Mehisto, 2008

11 CLIL teachers main concerns Linguistic competence (B1? / B2? / C1?) Accessing and developing quality CLIL materials Making content accessible without any conceptual loss Making content relevant for students Reducing teacher talk Promoting autonomous and co-operative learning Promoting and supporting critical thinking and learning skills Managing students, parents, school directives, and school administrators expectations

12 How to manage change and overcome disjuncture in CLIL: Methodological resources and practical guidance Using a sound theoretical and methodological foundation for planning lessons and developing materials: Do Coyle s 4 Cs framework Using rich input, and promoting students co-operation and rich interaction to produce rich output Using scaffolding strategies Making it H.O.T. Accomodating different learning styles Using assessment as a learning tool

13 How to manage change and overcome disjuncture in CLIL: Methodological resources and practical guidance Creating a safe and enriching learning environment Acting as a facilitator (not a sage on the stage, but a guide on the side) Supporting language learning in content classes and content learning in language classes Cooperating with CLIL and non-clil teachers Creating opportunities for learners to use the language Involving all stakeholders in the process

14 Designing a didactic unit: Core features of CLIL methodology cognition community / content / communication Source: Uncovering CLIL (Mehisto, Marsh, Frigols; Macmillan, 2008)

15 Modelo de unidad CLIL de la Consellería de Educación de Valencia

16 Modelo de unidad CLIL de la Consellería de Educación de Valencia

17 Modelo de unidad CLIL de la Consellería de Educación de Valencia

18 CLIL Teacher profile Teachers undertaking CLIL will need to be prepared to develop multiple types of expertise, among others: in the content subject; in a language; in best practice in teaching and learning; in the integration of the previous three; and, in the integration of CLIL within an educational institution (Frigols, Marsh, Mehisto, Wolff, 2010)

19 The EFCT (ECML - CoE)

20 The EFCT: Printed and electronic version

21 Navigation Page

22 Key Terminology

23 Target Professional Competences

24 Professional Development Modules

25 Research insights on CLIL language learning acquisition of content subject competence development of mother-tongue literacy skills learner autonomy affective learning factors (motivation and self-esteem) cognitive development

26 Added Value

27 Evidence clusters Pointing to a greater potencial for creativity amongst those who speak several languages Enhanced mental flexibility: Seeing the world through different lenses. Enhanced problem-solving capacity: Superior performance in cognitivelydemanding problem solving. Inhibitory control. Multitasking. Expanded metalinguistic ability: Reading between the lines (better understanding how language is used to achieve specific communication goals) Enhanced learning capacity: Superior memory function (especially short term memory). Holds information for longer whilst the thinking processes are engaged. Enhanced interpersonal ability: Superior potential for social communication. Better perceiving communicative needs of others. Reduced age-related mental diminishment (in the range of 2-4 years)

28 Thank you! Muchas gracias!

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