part 1. sancho guinda clil murcia 2014
TRANSCRIPT
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DIAPOSITIVA 1
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DIAPOSITIVA 2
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DIAPOSITIVA 3
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DIAPOSITIVA 4
The non-native teacher of CLIL/EFL
riding several horses at once…
Oh, my!How will I hold the reins?
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DIAPOSITIVA 5
class class in ain a FL FL
DISCIPLINADISCIPLINARY RY
VOCABULAVOCABULARYRY
REGISTER & REGISTER & DIALECTAL DIALECTAL VARIETIESVARIETIES
GENREGENRECONVENTIOCONVENTIO
NSNS
Rhetoricalstructure
Situational interactions
Subgenreconventions
All-situation interactivefunctions
AmE/BrE(In)formal varieties
Verbalisation of
graphic informatio
n
Expression of
emphasis (lexis & syntax)
Markers of framing,
transition, glossing, attitude,
evidentiality, exemplification, conclusion, etc.
Asking, interrupting, ordering,
persuading, criticising,
proposing, rejecting proposals, distributing
materials, thanking, greeting, etc.
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DIAPOSITIVA 6
The non-native teacher of CLIL/EFL
riding several horses at once…
Goody, goody!Now I can call them by their names…
Genre Metadiscourse Varietie
s
Terminology Situation
WHOOOA,WHOOOA,
Situation!Situation!
GIDDY UP, GIDDY GIDDY UP, GIDDY UP, UP,
Metadiscourse!Metadiscourse!
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DIAPOSITIVA 7
The traditional The traditional messianicmessianic teacherteacher
I rule and control MY class I am THE expert I decide contents & assessment I monopolize talk-time I am authoritarian I censor, penalize & evaluate I facilitate (re)sources
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DIAPOSITIVA 8
HABITUAL ROUTINESHABITUAL ROUTINES IN THE IN THE CLILCLIL CLASS CLASS
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DIAPOSITIVA 9
TEAM/PAIRTEAM/PAIRPROBLEMPROBLEMSOLVINGSOLVING GRAPH
GRAPH
COMMENTARY
COMMENTARY
CASE STUDY
CASE STUDY
DISCUSSION
DISCUSSION
DISCUSSIONDISCUSSIONPRE-CLASSPRE-CLASS
READING PIECEREADING PIECE
ELICITATIONELICITATIONWhat do you
know…?
BRAINSTORMING
BRAINSTORMINGMULTIPLE CHOICE MULTIPLE CHOICE
AS WARM-UPAS WARM-UP
CLILCLIL CLASS- CLASS-START ROUTINESSTART ROUTINES
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DIAPOSITIVA 10
HABITUAL ROUTINESHABITUAL ROUTINES IN THE IN THE CLILCLIL CLASS CLASS
PEER WORK
LEARNER AUTONOMY
TRANSVERSAL SKILLS
NEGOTIATION
LEARNING AWARENESS
LEARNER RESPONSIBILITY
PEER FEEDBACK
COOPERATION / INTERDEPENDENCE
SHARED EXPERT ROLE in KNOWLEDGE CO-CONSTRUTION
Mutual scaffolding
Exchangeable roles
TOP-DOWNSTUDENT-FOCUS
HANDS-ON
KNOW-HOW
AUTHENTIC TASKS
GOAL-ORIENTED
TAILOR-MADE
TECHNOLOGIES
LEARNING STYLES
Broader immersion outcome
INTEGRATED LEARNING: Language + Skills + Content
TEAM-TEACHING
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DIAPOSITIVA 11
Teacher Target Model Teacher Target Model COMPONENTSCOMPONENTS
Teacher’s Teacher’s discoursediscourse
Students’ Students’ discoursediscourse
CONVERGING DISCOURSES IN THE LECTURECONVERGING DISCOURSES IN THE LECTURE
CALPCALPBICSBICS
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DIAPOSITIVA 12
A COMMUNITY OF PRACTICEA COMMUNITY OF PRACTICE‘The way we do things’ ‘The way we do things’
‘‘We engineers are We engineers are visual people’visual people’
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DIAPOSITIVA 13
6 interrelated parameters Teaching style (Ogborn et al 1996)
VisualizerCo-thinkerStorytellerVerbalizerOperator
Embedded genresConversationStory/anecdote, jokeProcedural descriptionDemoProblem-solvingCase studyDiscussion
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DIAPOSITIVA 14
Academic functions (Dalton-Puffer 2007, Hyland 2005)DefinitionClarification/explanationExemplificationInferenceEnumerationContrastRelevance-markingProblem-solving
Metadiscourse functions (Hyland 2005)Goal announcementSequenceStage-labellingEndophoric signallingTopic shiftingCode glossing
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DIAPOSITIVA 15
Structural phases of the lecture (Young 1994, simplified)Start
Inductive DeductiveTangible or ‘hands-on’
IntroductionElicitationBrainstormingProblem- or task-solvingTeacher’s monologueConversation Teacher-Students
Content deliveryContrastive ArgumentativeDescriptiveNarrative (chronological, cause and effect, problem-solution pattern)
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DIAPOSITIVA 16
RecapitulationProgressiveFinal
ClosureVisualVerbalStereotyped vs. Self-made formulasRound-off summaryAssignment
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DIAPOSITIVA 17