CLIL AND ETWINNING FreeMind Mapping Stories

CLIL (Content Language Integrated Learning)

A controversial definition.

“CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language.”

(Marsh, 2002)

Very significant level of positive scores on the CLIL students’ tests and performances (Ball & Lindsay, 2010; Lorenzo et. al, 2009)

Moot points such us the influence of time of exposure or the starting level of FL of students enrolling CLIL programmes (Burton, 2010)

CLIL is nowadays considered a revolutionary learner-centered approach that enhances the student’s motivation (Marsh, 2002; Coyle, 2008; Ting, 2010)

But how can the practicioners (teachers) contribute to the originality of the material design in order to achieve L2 student’s motivation within the CLIL frame?

Computer Assited Language Learning (CALL) seems to share pedagogical roots and implications with CLIL (Fernández Fontecha, 2007) which indicates the possibility of applying this two methodologies together to stretch their benefits through the use of activities that promote collaborative learning. We are not talking about the student using the computer in just one directional learning affair, (Dooly, 2008) rather

computer student

Using the network as a tool that connects students from different countries cutting geographical distances.

ETwinning is the Community for schools in Europe.

Teachers from all participating European countries can register and use the eTwinning online tools.

FreeMind Mapping = A free software that helps students creating collaborative stories, connecting ideas and if desired, presenting them in public.

Why choosing FreeMind Mapping?

One of the proposed Marsh, Maljers & Hartiala's dimensions for the implementation of CLIL (as cited in Ruiz de Zarobe, 2010) is the “culture dimension”. This concept explores the building of intercultural knowledge and understanding.

MOTIVATION

CLIL

CALL

ETWINNING

MOTIVATION

Does the collaborative story project increases motivation in the

CLIL classroom? (Questionnaires)

INTERCULTURAL AWARENESS

LANGUAGE COMPETENCES & USE

POSSIBLE RESEARCH QUESTIONS

Do student's spoken discourse benefit from this activity?

(Measure= Fluency)

Do CLIL students’s reflection on cultural aspects benefit from

this exercise?

THANK YOU VERY MUCH FOR YOUR ATTENTION

REFERENCES

Ball, P. and Lindsay, D. (2010). Teacher training for CLIL in the Basque Country: The case of the

Ikastolas in search of parametres. In Lasagabaster, D. & Ruiz de Zarobe, Y. (eds.) CLIL in Spain:

Implementation, results and teacher training (150-187). Newcastle upon Tyne: Cambridge Schoolars

Publishing.

Bruton, A. (2011) “Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A

reply to Lorenzo, Casal and Moore (2010)” Applied Linguistics (2011: 32/2 :236-241).

Coyle, D., “Foreword”. In Ruiz de Zarobe, Y. & Lasagabaster, D. (eds.) CLIL in Spain. Implementation,

Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars, 2010.

Coyle, D. (2008). Along the continuum- An exploration of integrating language and content learning in

England. In Dooly, M. & Eastment, D. (eds.) “How we're going about it”: Teachers' Voices on Innovative

approaches to teaching and learning languages (139-151). Newcastle upon Tyne: Cambridge Schoolars

Publishing.

Coyle, D., “Foreword”. In Ruiz de Zarobe, Y. & Lasagabaster, D. 2010. (eds.) CLIL in Spain.

Implementation, Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars.

Eurydice European Unit. 2006. Content and Language Integrated Learning (CLIL) at School in Europe. Brussels.

Fernández Fontecha, A. (2007). The design of ICT materials for L2 teaching :state of the art.

Interlingüística, 17 (333-344).

Lorenzo, F. , Casal, S. & Moore, P. (2010).“ The Effects of Content and Language Integrated leraning: Key Findings from the Andalusian Bilingual Sections Evaluation Project”. Applied Linguistics. 31(3), (418-442).

Marsh et al, Project D3-CLIL Matrix, 2005. archive.ecml.at/mtp2/CLILmatrix/ Last retreived 12th December.

Oxford, R.L and Shearin, J. (1996). Language learning motivation in a new key. In Oxford, R.L (ed.), Language learning motivation: Pathways to the new century (120-144) Honolulu : University of Hawai'i Press.

Ruiz de Zarobe, Y. 2008. “CLIL and Foreign Language Learning: A Longitudinal Study in the Basque Country”. International CLIL Research Journal, 1(1), (60-74).

Ting, T. 2010. “CLIL Appeals to How the Brain Likes Its Information: Examples From CLIL (Neuro)Science” International CLIL Research Journal,1(3). Last retrieved 11th Dec.