Challenges in Internalisation

Transcription

1 Challenges in Internalisation University of Warsaw/ British Council 26 marca 2014 Challenges of implementing CLIL methodology at the tertiary level Ewa Guz University College of Language Teacher Education

2 Content and language integrated learning: defining the concept (a)n educational approach where content subjects are taught through the medium of a foreign language, typically to students participating in some form of mainstream education at primary, secondary but also tertiary level (Dalton-Puffer, Nikula and Smit 2010: 1) dual focus (2in1) methodological approach which assumes that people learn another language more successfully when they acquire information through it (Richards and Rogers 2001)

3 Content and language integrated learning: theoretical underpinnings: integrating the 4C s (Coyle et al 2010) HOLISTIC APPROACH content cognition communication culture assures progression in knowledge, skills and understanding of content engages learners in higher order cognitive processing allows for interaction in the communicative context, develops appropriate communication skills increases intercultural awareness

4 Content and language integrated learning in Europe origins of CLIL/CBI instruction - Northern American bilingual contexts (Canadian Immersion Programmes) rapid spread of CLIL across Europe EU language policy - unity in diversity principle CLIL = the opportunity for greater exposure to the language without requiring extra time in the curriculum (Commission of the European Communities, 2003: 8) internationalisation of tertiary level education (Bologna Process, European Higher Education Area (EHEA)) globalisation of English as a lingua franca recent large-scale migration within Europe

5 Advantages of CLIL instruction an authentic purpose (Dalton-Puffer 2008) a communicative and naturalistic learning environment (Communicative Language Teaching/Task-based learning) extra exposure to comprehensible input (language which is comprehensible because of the context, but which is at a slightly higher level than the learners competence and automatically promote acquisition) (Krashen 1985) context-embedded meaning-focusedcognitively challenging tasks (Grenfell 2002) opportunity for experiencing cultural diversity

6 Benefits of CLIL instruction for learners increased motivation (Lasagabaster 2011) greater linguistic proficiency (Lightbown and Spada 2006) greater intercultural understanding/preparation for internationalisation (Coyle et al 2009) = greater communicative sensibility, metalinguistic capacities and elasticity in thinking and creativity (Mehisto 2008)

7 Specifics of Polish tertiary level content-language instruction CBI and CLIL were originally the result of contextresponsive answers to emerging situations in Canada, the USA or Europe, other countries have started to embrace CBI-CLIL as an innovative approach in their quest for a revitalisation of the communicative approach. Banegas 2012: 127)

8 Implementing CLIL at the tertiary level in the Polish context: the content 27 programmes in English at three cycles of studies: Bachelor, Masters and PhD.+ 7 post-diplomma programmes in subjects ranging from archeology through chemistry to political sciences (International Relations Office at high-level academic content from a variety of scientific disciplines specified educational objectives/content assessment required (KRK guidelines) teachers = academic experts in content with L1 Polish content over language paradigm - curriculum of content subject delivered in a foreign language (Dalton-Puffer and Smit 2007)

9 Implementing CLIL at the tertiary level in the Polish context: the language language of instruction = English as a foreign not second language non-target language-like command of L2 (in teachers and learners) the role of learners mother tongue(s) and culture transfer of L1 literacy skills to L2 context

10 Strong/content driven CLIL (Coyle, Hood and Marsh, 2010: 1) syllabus based on specific subject content only classroom activities aim at practising content not language lack of linguistic focus/no language assessment instrumental role of language - language is introduced as and when it is necessary for the topics to be studied and the tasks to be performed fluency over accuracy/quantity over quality

11 CLIL in tertiary level-education in Poland: practical challenges for teachers (1) teacher education and development insufficient pre- or in-service training in CLIL methodology (Mehisto 2008) high-level expertise in content/lower-level expertise in language/zero expertise in CLIL methodology teacher identity - viewing yourself as EITHER a content or a language teacher, rather than a CLIL teacher feelings of inadequacy as regards language proficiency/low perceived authority/self-esteem issues

12 CLIL in tertiary level-education in Poland: practical challenges for teachers (2) lack of prior CLIL experience and modelling lack of strategies to integrate academic content with content-compatible language problems with various aspects of the didactic process: setting realistic pedagogic goals /lesson planning selecting/adapting/designing appropriate tasks and materials classroom discourse decisions - L1 vs L2, code-switching, translation sustaining classroom interaction course evaluation learner assessment

13 CLIL in tertiary level-education in Poland: classroom challenges for teachers (3) lack of clarity concerning the expectations towards the use of language - e.g. Mehisto (2008) found out that those CLIL classes which were only taught by content teachers featured second language support mostly through unnecessary translation lack of appropriate ready-made, teaching resources due to locality of CLIL courses increased preparation load lack of motivation

14 CLIL in tertiary level-education in Poland: practical challenges for learners (1) high cognitive demands due to combination of specialised content and language entry-level demands in terms of: L2 proficiency (general vs specialised discourse) content knowledge (academic) literacy critical thinking /autonomous learning/learning strategies for Polish students = forced/unnatural learning environment, cultural identity issues for foreign students = communication problems arising from cultural differences (teacher/student relationship, attitude towards plagiarism/assignments, learner assessment etc.)

15 CLIL in tertiary level-education in Poland: practical challenges for learners (2) confusion as to learning goals excessive focus on content/disregard for language = lack of improvement in language proficiency (Pica, 2002) imbalanced/uneven linguistic development: development of receptive rather than productive skills opportunities for comprehensible input rather than output fossilization due to incidental/language learning and lack of corrective feedback no increase in communicative competence lack of motivation/negative affective factors

16 CLIL in tertiary level-education in Poland: some (very) provisional solutions for teachers extensive pre- AND in-service training in CLIL methodology conducted by CLIL practitioners covering both theoretical and practical issues optional additional training in the target language promoting team-work in syllabus development support in materials development thorough learner needs analysis prior to instruction for learners transparent and well-defined entry-level requirements clear laid-out learning objectives culture-awareness training

17 Thank you!

18 Bibliography Banegas, D. (2012) Integrating content and language in English language teaching in secondary education: models, benefits and challenges. Studies in Second Language Teaching and Learning 2(1), Coyle, D. Holmes. B. and L. King (2009) Towards an Integrated Curriculum: CLIL National Statement and Guidelines. London: The Languages Company. Coyle, D., Hood, P., and D. Marsh (2010) CLIL. Cambridge: CUP. Dalton-Puffer, C., T. Nikula and U. Smit (2010) Language Use and Language Learning in CLIL classrooms. Amsterdam: John Benjamins. Dalton-Puffer, C. (2007) Discourse in CLIL classrooms, Amsterdam: John Benjamin. Dalton-Puffer, C. (2008) Outcomes and processes in CLIL: current research from Europe. In W. Delanoy, and L. Volkman (eds)., Future Perspectives for English Language Teaching, Heidelberg, Carl Winter. Dalton-Puffer, C. and U. Smit (2007) Introduction. In Empirical Perspectives on CLIL Classroom Discourse, C. Dalton-Puffer and U. Smit (eds), Frankfurt: Peter Lang. European Commission Communication Promoting language learning and linguistic diversity: An action plan Grenfell, M. (ed.) Modern Languages across the Curriculum. London: Routledge. Krashen, S. (1985) The Input Hypothesis. London: Longman. Lasagabaster, D. (2011) English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching 5(1), Lightbown, P. and N. Spada (2006) How Languages are Learned. Oxford: OUP. Mehisto, P. (2008). CLIL counterweights: Recognising and decreasing disjuncture in CLIL. International CLIL Research Journal, 1(1), Mehisto, P., Marsh, D. and M. J. Frigols (2008). Uncovering CLIL: Content and Language Integrated learning in Bilingual and Multilingual Education. Oxford: Macmillan Publishers. Pica, T. (2002) Subject matter content: does it assist the interactional and linguistic needs of classroom learners? The Modern Language Journal, 85(1), Richards, J.C. and T.S. Rodgers (2001) Approaches and Methods in Language Teaching (2nd ed.) New York: Cambridge University Press.