Videoconferencia 1 - 08GEPR

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Grado en Educación Primaria

El inglés como lengua vehicular en el aprendizaje integrado de contenido y lengua (CLIL)

Andrea Enciso Acosta

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Grado en Educación Primaria

TODAY´S GOALS: VC.1

1.Discuss about the term “bilingualism”.

(p. 7-9)

1.Learn about different types of bilingual programs and different positions

related to bilingualism.

(p.10- 16)

1.Introduce CLIL definition and discover CLIL essesntials.

(p. 17- 27)


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EXCELENT WAY

TO DEVELOP

L2L COMPETENCE

TEACHER TIP: Setting daily objectives

*L2L = learning to learn

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1. BILINGUALISM AND BILINGUAL EDUCATION

Bilingualism can be defined, in a general way, like the abilityto communicate in more than a language.

From an educational point of view, bilingualism refers to use both languages in order to learn contents.

1st Bilingualism examples in Canada:- Lambert ( 60´s)

Recently, AAS and Granada University confirm that bilingualism improves attention and memory.

Pennsylvania Univ. after some experiments, cloncludes that bilingual education does not imply that students are going to be smarter. But, bilingual students are more capable of proccess diferent tasks at the same time and select information.

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Positioning's and ideologies towards bilingualism.

Language as a problem.

Language as a right.

- Revitalization of some languages (i.e Irish language)

Language as a resource.- XXI century challenges. Plurilinguism, UE, globalized world…

https://www.youtube.com/watch?v=MMmOLN5zBLY

Video:

https://www.youtube.com/watch?v=MMmOLN5zBLY

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2. CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)

'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994)

This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners. (Marsh, 2000)

*Learn this slide by heart!!!

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CLIL seminar Madrid 2013

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CLIL – AICLE – EMILE = Teaching content subjects in a FL.

Although politicians and educationalists seem to have understood the necessity of learning other foreign languages, agreement as to the most efficient methodological approachto reach this goal has not been reached yet.

LOMCE:

Students must acquire the communicative competence in at least one foreign language, at the end of the compulsory education.

f) Adquirir en, al menos, una lengua extranjera la competencia comunicativa básica que les permita expresar y comprender mensajes sencillos y desenvolverse en situaciones cotidianas. RD 126/2014 ( Educación Primaria)

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COMMUNICATIVE APPROACH = COMMUNICATIVE COMPETENCE CC

In order to attain the communicative goal, new approaches which are more content and process oriented have been proposed and seem to be better suited to attain these goals.

Communicative competence is a term in linguistics which refers to a language user's grammatical knowledge of syntax, morphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately.

The term was coined by Dell Hymes in 1966 reacting against the perceived inadequacy of Noam Chomsky's (1965).

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CLIL is based on the well-known assumption that foreign languages are best learnt by focussing in the classroom not so much on language --- its form and structure --- but on the content which is transmitted through language.

Despite the fact that CLIL as a general educational concept is quite homogeneous in the countries in which it has been introduced, variation in its interpretation can be observed. According to David Marsh there is no single blueprint for CLIL.

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“ Teaching subjects in a foreign language can be done well, or it can be done badly. If done well, excellent results can be achieved. If done badly, opportunities may be lost, and the quality of learning reduced” D. Marsh

3 way focus:

content

Language

Learning skills

Changing the medium of instruction places

increased organizational and

cognitive demands on both educators and

students.

The core features of CLIL methodology (multiple focus, safe and enriching learning environment, authenticity, active learning, scaffolding, and co-operation)

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SCAFFOLDING = SUPPORT

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1. Language learning is included in content classes (eg, maths, history, geography, computer programming, science, civics, etc).

2. Content from subjects is used in language-learning classes. The

language teacher, working together with teachers of other subjects, incorporates the vocabulary, terminology and texts from those other subjects into his or her classes. Students learn the language and discourse patterns they need to understand and use the content.

CLIL is a tool for the teaching and learning of content and language. The essence of CLIL is integration. This integration has a dual focus:

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CONTENTS GOALS ARE SUPPORTED BY LANGUAGE GOALS

CLIL is an umbrella term covering a dozen or

more educational approaches (e.g. immersion,

bilingual education, multilingual education,

enriched language programs…). What is new

about CLIL is that it synthesizes and provides a

flexible way of applying the knowledge learnt

from these various approaches.

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FACES IN CLIL

Many of the core features of CLIL are not just specific to CLIL, but are part of basic best practice in education.

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Thinking drives the teaching/learning process. The more powerful the thinking, the greater the learning. CLIL is no exception: good CLIL practice is driven by cognition

Holistic development of learners: • Becoming capable• Motivated• Bilingual/multilingual• Independent learners

CLIL focuses on content as opposed to form.

In order to acquire new knowledge and skills, people usually need not only to access new information, but also to connect that information with their own existing knowledge, skills and attitudes.

- Moreover, as meaning-making is both a personal and a social process (community), new knowledge and skills develop through personal as well as co-operative reflection/analysis (cognition) and through a communicative process (communication).

Mistakes are seen as part of the learning process.

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Initially, we have to use a lot of support:-Visual aids, posters, realia, videos, songs…. Later, teachers speak at a more natural pace and encourage peer co-operative and independent learning.

More language is learnt when the focus on direct language is reduces and the content teaching increased.

TEACHER TIP: classblogTEACHER TIP: classblog

The importance of materials

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CREATIVE AND CRITICAL THINKING IN THE CLIL CLASSROOM

Creative thinkinginvolves the creation/generation or further development of ideas, processes, objects, relational links, synergies and quality relationships. -effective planning.Critical thinking involves the evaluating of all of the above.

In order to cope with all the learning skills we can follow Bloom´s taxonomy.

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This will lead to greater levels of learning.

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LEARNING STYLES AND MULTIPLE INTELLIGENCES

Howard Gardner has identified eight different types of intelligences that each individual has the capacity to possess. The idea of multiple intelligences is important because it allows for educators to identify different learning styles and also contradicts the idea that intelligence can be measured through IQ

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WHAT ABOUT YOU?

http://www.edutopia.org/multiple-intelligences-assessment

http://www.edutopia.org/multiple-intelligences-assessment

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DudasSugerenciasInquietudes.Propuestas de mejora

THANKS!

Documents

Videoconferencia 1 - 08GEPR