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TRANSCRIPT
CLIL AND EUROPEAN PROJECTS
Brenda Salas JiménezElia Fernández Noriega
Yaiza Irizábal CoboElisabeth Torres González
Ángela Arce Martínez
• CLIL IN EUROPE
• THE CLIL ALREADY IS ESTABLISHED IN EUROPE
• ENGLISH IN THE FIRST PLACE
• ORGANIZATIONAL STRUCTURE OF THE PROGRAM CLIL IN THE EUROPEAN CONTEXT
• DISCUSSION ABOUT APPROPRIATE SUBJECTS
• THE NUMBER OF HOURS OF CLASS IS DECISIVE
• FEATURED PROJECTS
• EUROPEAN PROJECTS
• ETWINNING
• EXERCISES
INDEX
CLIL in EuropeEuropean
Commission• 28 commissioners
• It defends the interests of the EU.
• It supervises and applies policies of the EU.
• It represents the EU in the international area.
MULTILINGUALISM POLICYBilingual Education:Country’s
native language
Secondary
language
Partially Bilingual Education
All school subjects
Limited number of school subjects
2 Langua
ges
CLIL
“Content and Language integrated learning”
“ An effective method of encouraging bilingualism in all areas of education”
EARLY AGES
HIGHER EDUCATION
THE CLIL ALREADY IS ESTABLISHED IN EUROPE
EDUCATIONAL EUROPEAN CONTEXT RAPIDLY
1980 Few countries
Nowadays All countries
Permanent way Tempory proyects or in a permanent way
Luxembourg & Malta All the students recieve education in at leasts two languages
Secondhand languagesForeign Languages
Minority languages
Greece
Denmark
Portugal CyprusLithuania
- English in the first place
- Official languages
- Use of minority languages in the CLIL program
- Parents and students had different points of view about those languages
English in the first place
- Primary and secondary in some countries
- Spain, Belgium, Italy, Finland, Great Britain and Romania = Preschool
- Secondary in almost all the countries
- Different durations of CLIL program
Organizational structure of the program CLIL in the European context
The selection of criteria to admit students in the programs of CLIL.
FIRST NOW
Has been spontaneously regulated by supply and
demand
There are more countries that are
establishing access criteria
Czech Republic, Slovakia and Bulgaria
• General knowledge• Mathematics• Knowledge native language
France and Romania
• Knowledge and skills of the language used in the program CLIL.
Hungary, Low Countries and Poland
• General knowledge and skills of the language used in the program CLIL and their native language.
DISCUSSION ABOUT APPROPRIATE SUBJECTS
• THREE GROUPS OF SUBJECTS:
• THE HUMANITIES AND SOCIAL SCIENCES
• THE NATURAL SCIENCES
• CREATIVE
• FEW COUNTRIES HAVE STIPULATIONS AS TO THE SUBJECTS FOR CLIL PROGRAM.
• THERE ARE SOME DIFFERENCES BETWEEN PRIMARY AND SECONDARY
STIPULATIONS
Primary
•are virtually non-existent whit the exception of Estonia and the German-speaking region of Belgium
Secondary
•many countries also give freedom to schools in the choice of subjects
SUBJECTS MORE CITED
Natural Sciences
• Mathematics• Biology• Physics• Chemistry•Technology
Social sciences
• History, • Geography • Economics
Creative
• Music• Art
THE NUMBER OF HOURS OF CLASS IS DECISIVE
It´s depends on every country
It is not established in a fixed way and it is depends on every school.
Have aproximate procedure
Established concret numbers
MALTA & LUXEMBOURG 50% – 66 %
EXPOSURE TIME
EUROPEAN PROJECTS
ITALIC: INTERACTION FOR
TEACHING AND LEARNING IN CLIL
• 11 SECONDARY SCHOOLS ACROSS ENGLAND AND SCOTLAND
• 24 TEACHERS
• OVER 650 LEARNERS 11-14 YEARS OLD
• DIFFERENT CLIL EXPERIENCES, DIFFERENT TYPES OF SCHOOLS
ITALIC: INTERACTING FOR TEACHING
AND LEARNING IN CLIL
• MOTIVATION TO LEARN AND STUDENT 'GAINS' IN CLASSROOMS WHERE A MODERN LANGUAGE IS THE MEDIUM FOR LEARNING NEW CONTENT KNOWLEDGE
• MOTIVATION AND 'SUCCESSFUL' LEARNING
• THREE DIMENSIONAL MOTIVATION MODEL
• LEARNER IDENTITY,
• LEARNER ENGAGEMENT
• THE LEARNING ENVIRONMENT
• PRPOFESSIONAL LEARNING COMMUNITIES.
• SHARING THEIR IDEAS AND PRACTICES WITH EACH OTHER
CORE CLIL
ACTIVATOR
S
Synthesis of good
pedagogy and good CLIL
practice
Cooperating for
programme
consolidation Talking
through planned learning
and progress
with students
Making it real
Engaging
students
Stretching
thinking
Managing the
affective side of
learning
Reflecting on
practice
COOPERATING FOR PROGRAMME CONSOLIDATION
Contribute to planning ways of
working with programme
participatns to improve students’
learning
TALKING THROUGH PLANNED LEARNING AND PROGRESS WITH STUDENTS
Teachers
•Make a daily•Guide students•Organize a formative assesment
MAKING IT REAL
- - Learning trhought the students’ interests- Apply lerning in the here and now- Communication with speakers of the CLIL language
ENGAGING STUDENTS
STRETCHING THINKINGApplynig
Analysing
Evaluating
Use new konowledge and skills
Activities focused
MANAGING THE AFFECTIVE SIDE OF LEARNING
Create a participitacion and respect climate
Teachers and studen
ts
Commited and belive
in the capacities
of the students
REFLECTING ON PRACTICE
Teachers
Reflect and make changes for adapted to students’ needs
Early language and intercultural acquisition studies
ELIAS
Studies on theEffectiveness
ofBilingual
Using innovativeTechniques
(zoo)
Bilingual as the best way
to learn
Learn other important things besides language
Report results after
the research
This proyect instructs
teachers to teach
bilingual
TIECLIL – TRANSLANGUAGE IN EUROPE – CONTENT AND LANGUAGE
INTEGRATED
5
MO
DU
LE
SMain features of CLIL
Second language acquisition for CLIL
Practical aspects of teaching in CLIL
Language awareness in bilingual teaching
CLIL for the learner
Aim
Target group
Trainers
Expected outcomes
Subject
Content
Methodology
Evaluation and
certification
STRUCTURES
MODULE 1: MAIN FEATURES OF CLIL
THE EXPECTED
The development and understanding of the potential of CLIL.
The analysis of CLIL case studies.
The contribution to a CLIL glossary
The design of an individual profile of competences
MODULE 2: SECOND LANGUAGE ACQUISITION FOR CLIL
SIX
UNITS 1. Learner's language: interlanguage.
2. Types of learning: incidental and
intentional.
3. Exposure to the language: input and
interaction.
4. Second Language Competence:
Communicative and Learning Strategies.
5. Individual Characteristics.
6. Findings in Bilingual Education research
which are relevant to CLIL.
MODULE 3: PRACTICAL ASPECTS OF TEACHING IN CLIL
FOCUSES ON THE LANGUAGE COMPETENCE
8 working units
Group work
School based work
Individual study
MODULE 4: LANGUAGE AWARENESS IN BILINGUAL TEACHING
ALL TEACHERS ARE CONSCIOUS OF THE CULTURAL, LANGUAGE AND TEXTUAL CHARACTERISTICS
MAKES POSSIBLE
Help them to work together more efficiently and to take care of student's difficulties approaching text in the target language.
THIS PROVIDES A PRACTICAL HANDS-ON APPROACH TO LEARNER CENTRED TEACHING IN CLIL
MODULE 5: CLIL FOR THE LEARNER
By end this module
and this program the participant will have…
• Reflected on the aims and objectives of his/her CLIL teaching.• Reflected on a learner-centred environment and the integration of a communicative teaching style into his/her classroom practices.• Investigated the needs and skills of the learner, whether at primary or at secondary level.• Worked on several teaching techniques appropriate to the CLIL context and selected his/her own approach to teaching in this context.• Explored a range of materials and topics available.• Examined several teaching sequences and created sequences for his/her own use.
CLIL-SI “SEMIIMERSIÓ EN LLENGUA
ESTRANGERA A L´AULA INCLUSIVA”
• WHERE IT IS?
DEPARTMENT OF DIDACTIC OF LINGUA IN FACULTY OF SCIENCE
OF EDUCATION IN AUTONOMOUS UNIVERSITY OF BARCELONA
• WHO GETS IT?
THEY ARE A COLLABORATIVE TEAM MADE UP OF BY PRIMARY,
SECONDARY AND UNIVERSITY TEACHERS INTERESTED IN
• WHICH IS THEIR OBJETIVE?
IMPROVE OUR UNDERSTANDING OF THE LEARNING OF SCHOOL
CURRICULAR CONTENT IN MULTILINGUAL ENVIRONMENTS.
WHAT THEY DO?
- THEY PROMOTE INCLUSIVE PRACTICES IN CLIL
CLASSROOMS.
- THEY CREATE TASKS AND MATERIALS FOR INCLUSIVE CLIL
CLASSROOMS.
- THEY ANALYZE THE STUDENTS' AND TEACHERS'
DISCOURSE
- THEY HELP CLASSROOM TEACHERS TO DEVELOP THEIR
OWN RESEARCH PROJECT IN CLIL CLASSROOMS.
- THEY PROMOTE THE EDUCATION OF CLIL TEACHERS.
- THEY PROMOTE THE DIALOGUE BETWEEN TEACHING EXPERTS FROM THE
LANGUAGE AND THE ACADEMIC CONTENT (SCIENCE, SOCIAL SCIENCE, MUSIC,
ETC.) AREAS.
- THEY HELP TEACHERS AND SCHOOLS WHICH START DEVELOPING CLIL PROGRAMS.
- THEY PUBLISH MONOGRAPHS ABOUT CLIL AND DIVULGATIVE AND RESEARCH
ARTICLES.
- THEY ORGANIZE COURSES AND CONGRESSES.
Teacher Education by learning through two
languagesTeaching language in all subjects (biology, maths)Socrates AcademyLearning a subject in other language is possibleCataluña and Vasc CountryIs emerging
TEL2L
ETWINNINGCommunicateCollaborate
Develop projects
Share, feel and be part of the most exciting learning community in Europe.
ICT
Offers a platform for staff
(teachers, head teachers,
librarians, etc.), working in a
school in one of the European
countries involved.
FEATURED PROJECTS
SPAINPek, the Traveller Flea 3
Miguel Ángel González Estévez high school
Vilagarcía de Arousa (Galicia)
Multilingual Comic
EXERCISE 1: PROYECTS AND CHARACTERISTICS
ITALIC
CORE CLIL ACTIVATORS
TEL2L
CLIL - SI
TIECLIL
ELIAS
Choose the Project you like more. Why?
EXERCISE 2:
1. HAVE YOU EVER HAD AN EXPERIENCE WITH A CLIL METHODOLOGY? WOULD YOU LIKE TO HAVE IT? WHY?
2. ABOUT ETWINNING, IF YOU WERE A TEACHER, WOULD YOU TRY TO TAKE PART IN A PROJECT WITH YOUR PUPILS? WHY?
THANK YOU FOR
YOUR ATTENTION