rick de graaff ivlos institute of education utrecht university
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Subject learning and teaching in a second language: promoting content and language integrated learning in linguistically diverse settings. Rick de Graaff IVLOS Institute of Education Utrecht University. This workshop. CLIL in the Netherlands - PowerPoint PPT PresentationTRANSCRIPT
Universiteit UtrechtIVLOS
Subject learning and teaching in a second language:
promoting content and language integrated learning in linguistically diverse settings
Rick de GraaffIVLOS Institute of Education
Utrecht University
Universiteit UtrechtIVLOS
This workshop CLIL in the Netherlands Effective ingredients for language focus in
subject classes Role of subject teachers and language
teachers in CLIL Design principles for integration of subject
and language aims Opportunities for content and language
integration in linguistically diverse settings
Universiteit UtrechtIVLOS
CLIL
“a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (Coyle, Hood & Marsh, 2010).
“achieving this twofold aim calls for the development of a special approach to teaching in that the non-language subject is not taught in a FL, but with and through a FL (Eurydice, 2006).
Universiteit UtrechtIVLOS
CLIL in the Netherlands (TTO)
Since early ’90s; now about 120 schools for upper level secondary education
From 12 yrs; most students Dutch L1 Emerging in primary and vocational educ. Mainly 50% Dutch – 50% English Science + soc. science + creative subject European international orientation National final examination in Dutch Most teachers non-native speakers (B2+)
Universiteit UtrechtIVLOS
Research on effectiveness of CLIL, immersion and CBLT
Johnson & Swain; Swain & Lapkin; Genesee; Harley; Lyster; Huibregtse:
High levels of reading and listening comprehension
High levels of fluency, complexity and adequacy in oral and written prodction
Lower levels of oral and written accuracy No negative consequences for subject
knowledge and for L1 academic proficiency
Universiteit UtrechtIVLOS
Effective language teaching:what does theory tell us?
Rich input at appropriate level Focus on meaning Focus on form Goal-oriented production and interaction Strategies for language use
Does this also apply to CLIL?
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Research project
What effective teacher repertoire for language acquisition can be observed in CLIL practice?
3 TTO-schools around Utrecht Observation of 10 subject lessons Template for effective language pedagogy Inventory of good practices Recommendations for CLIL practice
Universiteit UtrechtIVLOS
Exposure to INPUT
MEANING focussed
processing
FORM focussed
processing
OUTPUTproduction
Use of STRATEGIES
Westhoff’s Penta-pie (2004)
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INPUT
Offer learners lots of target language at a (just) challenging level
Select material: authentic functional stimulating
and adapt if necessary Tune your own language use
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MEANING
Require learners to do something with the content to understand it
Pre-teach and recycle useful vocabulary and expressions
Design tasks that focus pupils on understanding of relevant terminology
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FORM
Direct the learners’ attention to form (language awareness)
Draw attention to relevant language forms Explain problematic and relevant forms Give feedback and organize peer feedback
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OUTPUT
Stimulate learners to practise and be creative with the language
Ask for reactions and interaction Stimulate ‘authentic’ use of English Give feedback on language use Organize functional writing
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STRATEGIES
Help learners to develop language learning strategies
Encourage the use of reading strategies Encourage the use of compensatory
strategies in speaking Encourage reflection on strategy use and
language learning
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Results All categories were present Individual teacher differences No main differences between subject and
language teachers Except for: focus on form
Many teachers not aware of their language pedagogical repertoire e.g.: focus on form “just good teaching”
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Preliminary conclusion
If subject teachers implicitly apply language teaching pedagogy
Then collaboration between subject and language teachers should be feasible
However: only incidental collaboration between subject and language teachers
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Follow-up surveyWhat’s the role for language teachers
in CLIL? Language expert for their colleagues L2 pedagogy expert for their
colleagues Co-designing CLIL projects Pre-teaching content-specific
language Supporting content-class assignments
Follow-up study: Design principles for effective integration/collaboration between subject and language classes/teachers
Practice?
yesno
someno
no
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Input
subjects Geo,
His, Bio, …
English lessons
OutputExisting situation
focus on form
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Input
subjects Geo, His, Bio, …
English lessons
OutputDesired situation
focus on form
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How does it work
in language class support pupils with subject material and assignments
subject teacher and language teacher design tasks/assignments together
Learning objective
subject
Learning objective
english
Task
Universiteit UtrechtIVLOS The project
5 TTO schools: Produced examples of integrated tasks and
projects
Tools for teachers: Checklist for lesson planning Rubric on integrating content and language
Universiteit UtrechtIVLOS
Project example I
“The increasing globalization of business makes cross-cultural skills mandatory”
Pupils of Geography, Economics, English and Drama prepare and present a short film on the effects of globalization on cross-cultural interaction. The film consists of a theatrical/drama part and an informative part, and is assessed for content, language and performance.
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Criteria for integrated projects
Organization and collaboration between teachers
Integration of subject and language: Aims Input Tasks and performances Assessment and feedback
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Check on cross-fertilization criteria Subject teachers and language teachers work together
during various stages of the project and have clear and complementary roles and responsibilities.
Both subject and language aims are formulated in CAN DO statements and are related to the main subject/language aims of the specific class/year.
It is clear which part of the input is provided in the language class and which part in the subject class
It is clear which part of the task is carried out in the language class and which part in the subject class
The outcome/product is relevant for both subject and language, in terms of medium/audience, content and skills.
It is clear what is being assessed for both English and the subject.
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Example rubric category:Tasks and performances
Partly integrated
Fairly integrated
Considerably integrated
Completely integrated
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Partly integrated
Tasks for both language and subject are carried out parallel but separately, sharing a similar topic. Performances and products are inspired by but different from real-life situations.
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Fairly integrated
Tasks dealing with a shared topic are mainly carried out in one subject with the other supporting on specific aims or activities. There is occasional reference between subject and language within the lesson. Performances and products are related to real-life situations.
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Considerably integrated The tasks carried out lead up to and prepare
for the final performance or product and mix language and subject.Tasks might involve transformation i.e. the output is in a different form to the input. For example, the input is a video, the output is a magazine article. Both performances and products are related to subject and language real-life situations
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Completely integrated Activities and performances stimulate
language awareness, a lot of output and interaction. Subject and language are fully integrated in all activities and performances. Spoken and written performances and products are realistic and authentic. A clear genre (text type), audience and aim are stated for each performance or product.
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Practical case II
History in fiction and non-fictionPupils read a historical novel (for English)
and an informative essay (for History) on WW I, and compare genre, target audience and terminology. They then prepare interview questions for the main character on the historical context.
Support and assessment by both teachers.
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Opportunities for integration Not only in ‘mainstream’ CLIL:
Also in between subject and L1 (academic proficiency)
Also for immigrant L2 learners (language support)
Also for regional or minority languages (language promotion)
Subject-related tasks/projects with a special focus on authentic and functional language use
Complementary roles for subject and language teachers: crossing the border