"MAGANIZE OF BILINGUAL EDUCATION”

PUEBLA

JULY 4TH

“We know that all good things take time. Therefore, be patient, little by little we will go

far. The destination Bilingualism

is worth the time invested.”

(Yolanda Lucero, two-way Kindergarten teacher)

PRESENTER:

LIC. FABIOLA ZEPEDA SUÁREZ

INTRODUCTION

This magazine provides the results obtained from the different articles read and analyzed

during the Bilingual class. The information in this magazine is divided into seven different

parts. The first part of this work shows the theoretical considerations included in a

methodology called CLIL (Content Language Integrated Learning). The second part

highlights CLIL practices, obstacles, lesson plan designing and teachers suggestions. The

third part of this work gives a complete description of the core elements included in CLIL.

Section number four provides a chart which contains important and essential elements in

CLIL. Section number five highlights lesson phases which need to be follow in order to

successfully work with CLIL methodology. In section number six different parts of a

program are explained in order to analyze an appropriate example of a CLIL program. In

section number seven the four Cs framework proposed by Coyle (2000) as well as the CLIL

pyramid of planning, units’ organization and materials. The last section of this magazine,

the conclusion of all this work are provided.

SECTION ONE

SUMMARY TO CONTENT AND LANGUAGE INTEGRATED LEARNING

There are different terms to understand. First, CBI: Bilingual dual teaching language program and International context: it started in Europe in 1990’s for immigrants so that they can be immersed in the use of language. The first language to be used was Latin and was basically used in Europe. Because of the use of Latin they decided to create this programs for internationalization and globalization. It also has some other reasons such as social and political reasons. Based on this assumption it was decided to create a mediums of instruction by adding content subjects. To achieve this, they take into consideration Communicative approach and Task Based Learning. This approaches were decided to be used because of the necessity to learn through acquisitions.

The relation of knowledge. There are three relationships in knowledge: the first one is the challenges, the fight to achieve content or language and finally teachers’ perception. There are also two main concerns: coverage which involves that the language may slow down the process and the second is depth which concerns lower language proficiency may affect cognitive complexity. The study also mentions the professionalism where teachers must be qualified in both fields so that the teachers may need to be trained. Then the study talks about the European context where in Europe prefer to apply context and then language used. To this concern Snow (1998) mentions to approaches which are content driven or language driven. It may depend on the school’s preferences. Both approaches cannot work together and this works as the main implication.

Then, the approaches followed concern a constructivist and participatory understanding of learning. The first one was presented by Bruner’s theory (1966-1990) who mentions that learning needs to be an active event which involves human activity, process, experience and previous knowledge. It also includes cognitive structures which includes including students’ experience which helps to integrate students new information into their knowledge system. The focused of this approach is to focus on mental organization through experience and interaction. The second type of learning is called Participatory. This approach was proposed by BROWN, COLLINS & WENGER (1989) who mentioned that there is less focused on language. It also includes a term called: Cognitive apprecenticeship (learning by acquiring, developing and using cognitive tools in authentic domains). Then VIGOTSKY (1978) also says that language is used for social reasons and interaction. Language is also used as a way of communication in order to develop competences.

Finally, CLIL mentions five important points for language dimensions: improve overall target language competences, develop oral communication skills, deepen awareness of both mother tongue and target language, develop plurilingual interest and attitudes and introduce a target language. Moreover, there are some questions which need to be considered into classroom discourse about ideational and textual aspect and interpersonal aspects.

For me this information was really useful because it gave a wide and helpful perspective of content and language integrated learning. The implications it has as well as the wide varieties of information that can be included.

SECTION TWO

BILINGUAL EDUCATION

It involves teaching content in two languages. It also implies the use of two languages during school. Languages also play an important role in communication in order to fulfill social and economic necessities.

REASONS FOR BILINGUAL EDUCATION

The main two reasons for bilingual education include: Global issues need and depend on managing more than one language. It means the importance of including another language, in this case English, for the necessity to incorporate global situations in students’ language development.

GOALS

Bilingual education has two main goals:

Students would learn English as soon as possible (so that the time and exposure to the language may facilitate their language progress)

Keep language and culture on children’s background in both languages (students may have and develop skills and knowledge of both languages)

TYPES OF BILINGUAL EDUCATION

There are three types of Bilingual Education:

1. Transitional Bilingual Education Native language instruction English time exposure and content increase through time

2. Immersion All students’ instructions are in English -ESL techniques are used Students start from 1-3 years

3. Late exit Education (maintenance) Students from different backgrounds take and share knowledge and

culture Instructions are in both languages.

BENEFITS

Different benefits can be identified in Bilingual Education which include:

More freely in English language domains Economic advantages Job advantages Study in another language or in another country

SECTION 3

CLIL CONTENT AND LANGUAGE INTEGRATED LEARNING

There are important elements to consider in CLIL, some of them include:

Language can be learnt by using simple and ell-organized graphics. Language has to be based on vocabulary and use different texts for discussion Language to be successful needs more than grammar

CLIL has some aims which include:

Target language needs to be used in order to acquire knowledge Skills are an essential part when learning the language For having a successful designed in class, it is necessary to accomplish the

following elements. Content (curriculum) and communication (type of language) cognition (knowledge)

culture (type of culture)

This methodology may provide some outcomes which are highlighted in the following way:

CLIL is able to provide activities which foster attention to students. Students are able to construct their own knowledge Learners have the chance to see their progress and difficulties

Methods-CLIL: this methodology follows this specific patterns

Learn by practicing or by doing. The methodology includes talking, discussing, exploring and sharing. Knowledge is supported by using mind maps, word clouds and graphs. Learners may learn English by their own experiences Language instruction in target language Teacher are just guides

CLIL OBSTACLES

Some concepts are difficult to learn Teachers are not qualified or trained. Lack of appropriate content material There is not enough support

Best practices in CLIL include:

Based on subjects Based on groups Use of many materials Subjects is important and then language

CLIL MODEL has four basic characteristics:

Think(outcomes, analysis and assessment) Belongings (interests –local or global) Subjects (skills and culture) Communication (involve, support and discuss)

CLIL –main aspects

Multiple focus (integration of subjects and language teaching) Learning environment (typical tasks by using authentic material) Authenticity (creation of their own material) Active Learning (students construct and teachers guide) Support structure (start learning by activating prior knowledge) Co-operation (teachers, parents and students are involved)

How a dozen ways (activities in which students need to be involved

Language camps Students exchange Project work Language practice abroad Immersion Language showers One or several subjects CLIL modules

CLIL should include all the skills

Listening: through explanations Reading: includes all reading seen in class Speaking: by adding and provoking discussion Writing: is used through lexical activities

CLIL characteristics

Integrated language skills Classes based on reading or listening Language does not consider structural grading Language is functional and needs to include vocabulary to be used in all skills Language’s role is concerned on lexis rather than grammar Learners’ styles need to be included.

How to begin

Lesson framework: be focused on content and language in an equal way. Processing the text: use text with illustrations, work on the foreign language to get

structural markers, organize and analyze the texts seen. Identification and organization of knowledge: text need to be presented by diagrams

such as classification, groups, hierarchies, flows, timelines etc. Tasks for students: a variety of tasks are needed in order to foster students learning

preferences and styles. Task are designed based on language production. o The types of activities include: listen and label diagrams, listen and make

notes, listen and identify etc.o The types of activities (speaking): question loops, questions, information

gaps and trivia search, word guessing, class surveys.

Planning CLIL lessons

Based on language ability and academic language proficiency Learners get language skills, academic language skills and new subject concepts Classes need to be planned in order to give support on language and content

teaching

SECTION 4

CLIL CHART

SECTION 5

LESSON PLAN

Lesson plans success are due to: you need to know everything about the school and the district polices, also you have to create an organized group with rules in order to get a better environment. You need to be careful in choose the correct procedures, schedules and materials.

LESSON PLAN PHASES EXPLANATION1) Introduction Describe the reason of the lesson – create a

warm up and make a significant and relevant learning.

2) Foundation Establish objectives and goals, explain the things that they will learn at the end of the lesson, check previous knowledge and give key vocabulary.

3) Brain activation Get the attention of the students; allow them to expand their thinking.

4) Body of new informationPresent the body of the lesson, providing original materials, promote collaborative learning but always the teacher has to be a guide or a supervision.

5) ClarificationTeacher has to verify if the students understand the lesson.

6) Practice and review Students put in practice the new information, teacher and student work together.

7) Independent practice The students work independently just in case that some students did not get it they have to work in a small group. As a result, they can prepare a successful homework or it can be useful for future learning.

8) Closure Is the unification of the lesson phases an information. In this phases teacher can evaluate the learning that students can achieve from this class. It can be by using questions or problems.

ELEMENTSTS OF A UNIT PLAN:

SECTION 6

Purpose, main topics,skills academic goals, academic standarts...

cross- curricular conections, methods to make a relevant

learning...past learnig- new learning- future learning, vocabulary,

assessment, clear expectations.

PARTS OF A PROGRAM

EXPLANATIONInstitution information Institution’s information and key of the

subjectCourse information Name, course, hours, subject description,

theory and practice hours. General purpose of the course It contains the foundations which

essentially cover the importance of the subject. Then the Curricular Orientation Lines which concern the elements of the program held. Development Thinking Abilities is the next assumption and includes the development of such thinking abilities when teaching. Then Communication abilities which the abilities to communicate the things seen in class. Then, Methodology includes the teachers’ students’ and language roles. Then Quality which describes the evaluation process which involves co-evaluation, self-evaluation and teachers’ evaluation. Vales is the next element and it is related with the values promoted. Environmental Education concerns with activities that develop consciousness on students. Democracy and Humans rights are concerned with cooperative learning. The content.

General Planning It includes the module description of the topics seen in class. It also has the time concerns of theory and practice.

Evaluation system It contains the factors and the periods to be considered in the evaluation

Module Planning It includes the module’s description and considerations, the objectives, the competences, the dates and the teachers and students activities.

SECTION 7

CLIL LESSON PLANING

THE 4CS FRAMEWORK (COYLE)

Content Students’ development of skills. Learners need to create their own learning and understanding and developing skills.

Cognition To enable learners to create their own interpretation of content.

Communication Interaction plays and important role because language needs to be transparent and accessible; interaction in the learning context is fundamental to learning.

Culture Intercultural awareness is fundamental in this process because in this way culture can be promoted.

Meyer’s CLIL-Pyramid suggests a systematic sequence for planningCLIL units and materials, starting with:

BRIEF EXPLANATION

1.- Content selection The starting point for material construction.

2.-Input Providing multimodal input produces highly differentiated materials which accommodate different learning styles and activate various language skills.

3.- The nature of the selected input It is essential to determine how much and what kind of input-scaffolding is needed.

4.-Task design It involves critical thinking skills. It needs to generate both higher order thinking skills and lead to authentic communication/interaction in

different interactive formats.5.-The nature of the desired output Determines how much and what kind of output

scaffolding is necessary. (Giving support of knowledge little by little.

What is the 3As tool?

Oliver Meyer (2010) considers six quality criteria for successful and Sustainable CLIL teaching process:1.- Rich Input: With this criterion he focuses on the idea that appropriate classroom materials should be based on the triple idea of meaningful, challenging and authentic2.- Scaffolding learning: According to the author, students need scaffolding to make sure they deal with authentic materials and to become as much input as possible intake

3.- Rich interaction and pushed output: Feedback obtained during conversational interaction promotes interlanguage development because interaction “connects input, internal learner capacities, particularly selective attention, and output in productive ways”

4. - Adding the (inter-)cultural dimension: Students do not only have to learn how to talk about key issues in the lingua franca. They also need to become aware of the hidden cultural codes

5. - Make it H.O.T. (Higher Order Thinking skills): students should be taught by creating environments in which they are engaged, challenged and saturated with various types of thinking.

Analyze content for the language of

learning.A

Identify key words phrases,Identify grammatical functions for concept formation and comprehension.

Add to content language for learning.

Adding language experiences to the lesson plan for specific attentionMetacognitive strategies

Apply to content language through

learning.

Cognitive capital Cultural capital

6. - Sustainable learning: teachers must ensure that what they teach in class is taught in a way that new knowledge becomes deeply rooted in our students’ long-term memory.

To make learning more sustainable in the CLIL classroom, teachersshould:

Create connections with students’ attitudes, experience and knowledge.

Make the learning process transparent and provide clear structuring.

Make sure that results of group work are shared with all students of the class.

Use effective methodology balance between teacher-centered communication and cooperative student-centered activities.

Promote autonomous learning and introduce (digital) portfolio work.

Adopt a translanguaging approach by making strategic use of the mother tongue to support the learning process.

Use paraphrasing games such as Taboo and Transmediation activities (newspaper, videos etc.)

Embrace a lexical approach to teaching and move away from isolated words and word lists and focus on collocations and chunks instead.

Promote spiral learning and put great emphasis on learning and study skills.

SECTION 8

CONCLUSION

Based on the information seen in class, it is important to highlight the essential elements when planning a CLIL class. The first one concerns the 4Cs elements which are culture, content, cognition and communication. All of them may work together in order to achieve sustainable learning. Based on this information the second important part come up which is related with the pyramid of planning. This part contains five different steps which have essential roles in CLIL. Then the 3As gives a clear idea of the expectations from this methodology. Finally, some teachers’ suggestions are given in order for them to succeed in CLIL methodology.