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Mª CRUZ ARCOS SORANDO
Centro de Profesores y Recursos de Teruel
PAINTINGS IN EFL AND CLIL CONTEXTS
Strenghts and weaknesses of CLIL:
Integration of content and language
Flexibility
The learning situation
Foreign language competence
Cooperation
Affective factors
Economic, cognitive, health benefits…
Research...
INCREASING INTEREST IN CLIL EDUCATIONAL APPROACH:
CEFR (2001) ‘Key competences for lifelong
learning’ 2006 (in Spanish curricula incorporated through a law LOE, 2/2006). European C.
Council of Europe White Paper, 2008. Educational organisations & intercultural exchange through the arts
Eurydice survey, ‘Arts and cultural education in Europe’, 2009 (in 30 countries). European C.
Council of Europe websites: ‘Arts Exhibition’ or ‘Artists for dialogue’
CLIL oriented centres: Social Science (History & History of Art)
INCREASING INTEREST IN ARTS EDUCATION:
PAINTINGS AS A RESOURCE FOR TEACHING-LEARNING LANGUAGES IN CLIL & EFL CONTEXTS
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SPANISH MINISTRY OF EDUCATION, CULTURE & SPORTS - BRITISH COUNCIL AGREEMENT SIGNED IN 1996
To provide children from ages 3 to 16 with a bilingual and bicultural education through the integration of Spanish and English curricula
12 communities involved in the project: ARAGÓN, ASTURIAS, CANTABRIA, CASTILLA Y LEÓN, CASTILLA LA MANCHA, CEUTA, EXTREMADURA, MADRID, MELILLA, MURCIA, THE BALEARIC ISLANDS & NAVARRA
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THE STUDY
CP ANEJAS + OTHER PRIMARY SCHOOLS IES FRANCÉS DE ARANDA
TERUEL
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PARTICIPANTS
N. SEX AGE
TOTAL
• 83 PARTICIPANTS • 4TH YEAR OF SECONDARY EDUCATION (4º ESO) • 43% MALE, 57% FEMALE
CLIL 31 41.9 male 58.1 female
14 years old - 6.5% 15 years old - 93.5%
EFL
31 35.5 male 64.5 female
14 years old – 12.9% 15 years old – 51.6% 16 years old – 32.3% 17 years old – 3.2%
Pilot Study
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52.4 male 47.6 female
14 years old – 4.9% 15 years old – 81% 16 years old – 14.3%
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PARTICIPANTS weekly hours of instruction in English in primary school
(native teachers of English)
COURSE AGE SUBJECT CLIL EFL
INFANT 3/4 4/5 5/6
English English English
5 7 8
1 1 1
PRIMARY
6/7 7/8 8/9
English Science
Physical E. Art
3 3 1 1 8
2
2
PRIMARY 9/10 10/11 11/12
English Science
Art
3 5 2 10
3
3
8
PARTICIPANTS weekly hours of instruction in English in secondary school
(non-native teachers of English)
COURSE AGE SUBJECT CLIL EFL
1 ESO 12/13 English Social Science
Natural Science
5 3 3 11
3
3
2 ESO
13/14 English Social Science
Natural Science
5 3 3 11
4
4
3 ESO 14/15 English Social Science
Natural Science
5 3 2 11
3
3
4 ESO 15/16 English Social Science
Natural Science (optional)
5 3 3 11
4
4
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THE INSTRUMENT
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Standardised 60-item multiple choice - language proficiency
10-item questionnaire - general attitude & difficuties to the skill of
writing
13-item questionnaire - paintings as stimuli, development of 4 skills,
resource for language & content
Statistical analysis carried out by means of SPSS (Statistical Package
for Social Science)
Lead-in activity and stimulated written composition based on
paintings
Ratio & percentage measures used to analyse written production
1. STRONGLY AGREE
2. DISAGREE
3. NEITHER AGREE NOR DISAGREE
4. AGREE
5. STRONGLY AGREE
LANGUAGE PROFICIENCY (standarised proficiency test)
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HYPOTHESIS 1: CLIL learners will
have a more positive attitude to writing than EFL learners
10 ITEM QUESTIONNAIRE
9 items presented on a five-point Likert scale (4 items had to be removed to increase reliability)
FACTOR I: Difficulties when writing in English
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DIFFICULTIES
grammar mistakes
lack of vocabulary
don’t know how to write a composition
don’t know what to say
don’t know how to organise ideas
topics of compositions seem to be motivating (low saturation- item removed)
HYPOTHESIS 1: CLIL learners will
have a more positive attitude to writing than EFL learners
QUESTIONNAIRE
Reliability-Cronbach’s Alpha – 5 items: CLIL (.738) & EFL (.787)
FACTOR I: Experience of writing in English (item 10)
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CLIL EFL Piilot Study
Useful (81%)
Useful (61%)
Useful (67%)
Creative (71%)
Heavy going (42%)
Boring (38%)
Interesting (65%)
Easy (42%)
Heavy going (34%)
WRITTEN TASK
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HYPOTHESIS 2: The general attitude
towards using paintings as stimuli to develop the four skills will be more positive in CLIL than EFL learners
13-ITEM
QUESTIONNAIRE:
11 items presented on a five-point Likert scale (none of them had to be removed, high saturation levels)
FACTOR III: paintings as stimuli
FACTOR IV: paintings and development of 4 skills
FACTOR V: paintings as a resource for language and content
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VARIMAX ROTATED FACTOR MATRIX
FACTOR CLIL EFL
III .554 .442
IV .624 .502
V .575 .406
RELIABILITY
.867
.746
Total Variance Explained 72.903% 74.049%
HYPOTHESIS 2:
The general attitude towards using paintings as stimuli to develop the four skills will be more positive in CLIL than EFL learners
QUESTIONNAIRE:
ITEM 11: -the writing activity we have done with paintings has been …(you can underline all the adjectives that best describe your opinion)
Exciting, boring, easy, difficult, useful, not useful, motivating, not motivating,
interesting, heavy going, entertaining, creative
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CLIL EFL Piilot Study
Creative (77%)
Creative (65) Creative (76%)
interesting (70%)
Entertaining (65%)
Easy (71%)
Entertaining (55%)
Exciting (55%)
Entertaining (67%)
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CLIL EFL Piilot Study
Creative (77%)
Creative (65) Creative (76%)
interesting (70%)
Entertaining (65%)
Easy (71%)
Entertaining (55%)
Exciting (55%)
Entertaining (67%)
CLIL EFL Piilot Study
Useful (81%)
Useful (61%)
Useful (67%)
Creative (71%)
Heavy going (42%)
Boring (38%)
Interesting (65%)
Easy (42%)
Heavy going (34%)
LANGUAGES/ PAINTINGS
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HYPOTHESIS 2: The general attitude
towards using paintings as stimuli to develop the four skills will be more positive in CLIL than EFL learners
QUESTIONNAIRE:
ITEM 12: If we had more time (or in another moment of the course), I would like to do more activities related to these or other paintings. Answer YES or NO and justify your answer
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80% of participants would like to do more activities related to paintings
(80.6% CLIL; 74.2 EFL; 85.7 Pilot Study)
HYPOTHESIS 3: CLIL learners will do better than EFL
learners in the following
variables: syntactic complexity,
fluency & accuracy
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STIMULATED WRITTEN
PRODUCTION
SYNTACTIC COMPLEXITY
21
ESSAY LENGTH
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ACCURACY (percentage of Error-free (EF)
Clauses (C), T-units (T) & complex T-units (CT)
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ACCURACY (average of errors in Clauses (C), T-units (T)
& complex T-units (CT)
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CONCLUSION
PAINTINGS/ ART
CLIL/ EFL
4 SKILLS/ CONTENT
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Mª CRUZ ARCOS SORANDO
Centro de Profesores y Recursos Teruel
