Flame
21
Challenges and Opportunities for Languages as a Medium of Education Do Coyle FLAME, January 2013 University of Aberdeen
Transcript of Flame
Challenges and Opportunities for
Languages as a Medium of Education
Do CoyleFLAME, January 2013
University of Aberdeen
Key Messages• CLIL is viral - debunking some myths• CLIL is about ‘meaning-making’• CLIL evidences academic progression across
languages (CALP +) (pluriliteracies)• CLIL is predicated on language(s) as learning tool • CLIL practitioner learning communities have to
agree their own set of shared principles - start small• CLIL is inclusive - all learners have the potential to
engage in high quality meaning-making provided that certain conditions are in place
Future perfect and present continuous
Pointing to the Critical Nature of Literacies
Council of Europe Programme 2012-2015
• Learning through Languages – promoting inclusive, plurilingual and intercultural education
www.ecml.at/learningthroughlanguages• Web 2.0 Literacies through CLIL: effective
learning across subjects and languagesDo Coyle, Oliver Meyer, Teresa Ting, Kevin Schuck, Ana Holbach UK, Germany, Italy, the Netherlands and Spain
The ITALIC project
• Investigating Student Gains: Content and Language Integrated Learning (2009-2011)
• Motivation and ‘successful learning’• Focus (i) learning environment, learner
engagement and learner identities• Focus (ii) student perceptions of CLILwww.abdn.ac.uk/italic
ITALIC: investigating CLIL in England and Scotland -the learners’ perspective
• 11 secondary schools across England and Scotland
• Different CLIL experiences, different types of schools
• Over 650 11-14 year olds• 19 French, German & Spanish
teachers and 6 subject teachers
Findings: Learner self perceptions in CLIL lessons
84% voted to continue with CLIL – it’s better than language learning
36.6%
A Learner Conference
• Organised by the learners for the learners• Class representatives• Learners as teachers• Reflecting on their projects• Teachers’ Charter• Chill and Spill [video room]• Interviewing teachers• Certificates/parental involvement
Teachers’ Charter for successful CLIL
• Explain things clearly• Listen to us pupils• Make a task hard but not too hard• Challenge and fun • Make lessons more interactive
The Top Five Recommendations
What we want is to....
• Communicate• Be challenged• Engage in learning meaningful new things• Interact• Use our language i.e. what we know
already• Construct our own talk i.e. what we want
to know• Learn for us
What the learners say:In CLIL lessons
• If it’s too hard you cannae really do it but if its normal hard and you teach it well, it’s easy and hard at the same time [S6]
• Using other languages to think in is hard but it really helps us understand the main ideas and I suppose its harder to forget [T2]
www.abdn.ac.uk/italic
What the teachers say:In CLIL lessons
• I know that for my learners to learn they have to be able to use language they don’t already know. It’s my job to make sure the tasks we do develop those opportunities in a systematic way – you know recycling [Ke9]
• For pupils to articulate what they have learnt they also need to create new language so they need scaffolding to support this. Osmosis takes too long [CX3]
• Rethinking classroom learning activities has been an eye-opener for me and the learners [pt3]
What the teachers say:In CLIL lessons
Analysing CLIL principles has been do-able because we have shared it, we have had to shortcut, we have explored 4Cs, BICS and CALP, classroom discourse and grammar and come up with our very own versions which work for us – a sort of collective understanding. We feel WE and our pupils are the innovators now [T5]
Unpicking ....progression through literacies
• Not achievement levels/descriptors• Concept complexity: meaning-making not
knowledge involves skills and understanding• Precision of expression (writing and speaking)
related to subject or trans-disciplinary discourse• Depth of understanding appropriate to learners• ‘Noticing’• Strategy awareness and use• Long-term memory So need to work with different texts
and take control of task sequencing.....
1 2 0 6 1 9 8 7 2 5 0 8 1 9 8 3
Opportunities & Challenges
• Timing policy, practice and research• Professional community building and
networking – out there viral ~ FLAME• Support: start small, take short cuts• Linking (e.g.literacy colleagues, other subject
areas)• Put the academic back into learning (CALP+)• Find an immediate classroom focus: task
sequencing & chunking
Transition them from‘bain linguistique’
to
‘bain d’apprentissage’
Classroom pedagogies based on Languages as the
Medium of Education
