1. GLO. CLIL: From Theory to Practice in the Global VillageOctober 2011Shifting from the Knowledge Society tothe Learning SocietyMara Jess Frigols Martn

2. Globalisation, Integration 3. From the Information to the Knowledge Society Information Society: Transmission models Knowledge Society: Construction models 4. The Learning Society 5. The Learning Society The Lifelong Learning concept Key Competences for Lifelong Learning (2006): - Learning how to do - Learning how to learn Competence: The demonstrated ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy 6. New educational paradigm It is time for a new paradigm new educational models which shiftfrom fragmentation to integration (e.g. from teacher isolationism toteamwork). Paradigm shift requires long-term investment and multi-agencydialogue and commitment Paradigm shift requires a catalyst for structural change forchanging the status quo Paradigm shift could happen through cautious introduction of CLIL(Marsh, 2009) 7. CLIL as a catalyst for change Thinking how we teach what we teach(Marsh & Frigols, 2007) 8. CLIL: Innovation and changeCLIL is an innovation which requires: Curricular adaptation Methodological adjustments in the teaching practice New ways of designing teaching materials New ways of assessing learning processes and results A new way of approaching the teaching/learning process(holistic, democratic, integrative vision) 9. CLIL teachers main concerns Linguistic competence (C1) Methodological competence: - Accessing and developing quality CLIL materials - Making content accessible without any conceptual loss - Making content relevant for students - Shifting from teacher-centred to student-centred models - Promoting and supporting critical thinking and learning skills Managing the affective side of CLIL, includingstudents, parents, school directives, and schooladministrators expectations Teacher cooperation 10. How to manage change and overcome disjuncture in CLIL:Methodological resources and practical guidance Using a sound theoretical and methodologicalfoundation for planning lessons and developingmaterials: Do Coyles 4 Cs framework Using rich input, and promoting students co-operationand rich interaction to produce rich output Using language and content scaffolding strategies Making it H.O.T. Accomodating different learning styles Using assessment as a learning tool 11. How to manage change and overcome disjuncture in CLIL:Methodological resources and practical guidance Creating a safe and enriching learning environment Acting as a facilitator (not a sage on the stage, but aguide on the side) Supporting language learning in content classes andcontent learning in language classes Cooperating with CLIL and non-CLIL teachers Creating opportunities for learners to use the language Involving all stakeholders in the process 12. CLIL represents a major development step in the field ofeducation. The evidence-base emerging from theneurosciences is likely to be decisive in CLIL changingcurrent educational practice. (Marsh & Frigols, 2010)http://eacea.ec.europa.eu/llp/studies/documents/study_on_the_contribution_of_multilingualism_to_creativity/ 13. Evidence clusters Pointing to a greater potencial for creativity amongst those who speak several languages Enhanced mental flexibility: Seeing the world through different lenses. Enhanced problem-solving capacity: Superior performance in cognitively-demanding problem solving. Inhibitory control. Multitasking. Expanded metalinguistic ability: Reading between the lines (betterunderstanding how language is used to achieve specific communicationgoals) Enhanced learning capacity: Superior memory function (especially shortterm memory). Holds information for longer whilst the thinking processesare engaged. Enhanced interpersonal ability: Superior potential for socialcommunication. Better perceiving communicative needs of others. Reduced age-related mental diminishment (in the range of 2-4 years) 14. The major future challenges in the educational field are how to reform our learning systems to prepare our young people for jobs that do not exist yet, using technologies that have not been invented yet, in order to solve problems that havent been identified yet.(Jan Figel, 2009) 15. mariajesus.frigols@campusviu.es Thank you!Muchas gracias!