SMALA CLIL Programs in Schools

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    Simone Smala The University of Queensland

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    I dont teach languages, but I am from a LOTE-teaching background with degrees in German as a

    foreign language, German literature and linguistics

    and TESOL (Erstes und Zweites Staatsexamen fr

    das Lehramt in Deutsch und Englisch) My PhD is in Education, and I am a lecturer in

    teacher education at UQ

    Combining the two, my main research area areCLIL programs

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    Content and Language Integrated Learning CLIL Dual focus on teaching a second language and

    teaching key learning areas Internationally used term In Australia usually referred to as: Second language immersion or Bilingual

    programs

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    An overview of contextual and pedagogicalvariables in CLIL programs in Queensland

    Based ondocument analyses and contextual multimedia discourseanalyses of published data, official documents, news

    reports and ethnographic observationssemi-structured interviews in 2010 and 2011 with teachers

    in CLIL programs

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    1) Classroom pedagogy 2) Globalisation theories and governmentality 3) School choice and diversification

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    Themes include:Native and non-native speaker dichotomiesMobile and blended learning in CLIL programsScaffolding techniques for language learning in subject-

    specific areasForthcoming book chapter:

    CLIL Down Under External Support Structures to Overcome theTyranny of Distance. In Oliver Meyer and David Marsh (eds.)(2011), Quality Interfaces: Examining Evidence & Exploring Solutions in CLIL.

    Eichsttt, Germany: University of Eichsttt

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    Themes include:Global nomads and Third Culture KidsTransnational linguistic sitesMultilingual schooling provisionsForthcoming article:Smala, S. & Sutherland, K. (2011). A Lived Curriculum in Two

    Languages. Curriculum Perspectives, 31, 3 (on Telopea Park French Immersion School and Queensland CLIL

    programs)

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    Themes include:Contexts and agents of CLIL in QueenslandLanguages as positional goodsSchool positioning and parental positioningDifferentiation of government schools in the marketForthcoming article:Smala, S., Bergas Paz, J. & Lingard, R. (under revision). Languages as

    added value in school choice distinction and secondlanguage immersion programs. InBritish Journal of Sociology of

    Education.

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    12 programs in seven different languages Japanese, Indonesian, Chinese, German, French, Italian,

    Spanish Most are in the larger metropolitan area of Brisbane

    and the Gold Coast First program started in 1985, and there has been a

    steady increase since then On average, one new program is established every

    second year Part ofprograms of excellence to stem the exodus from state

    schools to private schools

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    Name of School and Location Language Start Year Of ProgramBenowa SHS (Gold Coast) French 1985Mansfield SHS (Brisbane) French 1991Kenmore SHS (Brisbane) German 1992Park Ridge SHS (Brisbane) Indonesian 1993Stanthorpe SHS (Stanthorpe) Italian 1995Crescent Lagoon SS (Rockhampton) Japanese

    (primary program)

    1995

    The Glennie School (Toowoomba) French 1998Ferny Grove SHS (Brisbane) German 2003Varsity College, (Gold Coast) Chinese 2005Robina SHS (Gold Coast) Japanese 2008North Lakes College (North Brisbane/Sunshine Coast) Italian 2008

    Indooroopilly SHS (Brisbane) Spanish 2008

    Immersion programs in Queensland

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    The second language is the medium of instruction inmaths, science and social science

    The immersion curriculum parallels the local firstlanguage (L1) curriculum.

    The teachers are bilingual. Late onset partial program of offering approximately

    half the key learning areas in a second language in Years8-10

    CLIL is intertwined with local school discourses aboutlanguage maintenance, and language transfer

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    development of appropriate curriculum content in thetarget language

    selection and sequencing of language items dictated bycontent sources rather than a predetermined language

    syllabus Language- and content-teacher collaboration (and

    sourcing) Systematic assessment to demonstrate (1) students

    language and content learning and (2) program

    effectiveness (based on Stoller, 2004, pp.267-268)

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    Approximately 1700 students from mixed socio-economicbackgrounds, in the Western suburbs of Brisbane, close tothe University of Queensland

    German Immersion Program established in 1992 Program runs in years 8, 9, and 10 From 1992-2000, there was one class of about 25 students

    per year level Because of high demand, there are now two parallel classes

    per year level (one combined with either music extension oran ICT specialisation class)

    Currently, there are about 150 students enrolled in theGerman immersion program at Kenmore High retention rate of students moving into senior German

    (currently two parallel Year 12 classes)

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    Classroom pedagogy:Example of PASCH school initiative for German CLIL programs

    indicates support for scaffolding in CLIL classrooms through a web ofmobile learning possibilities (Facebook, Moodle, in-country PD)

    Globalisation theories and governmentalityCLIL programs in Queensland are accessed for positional goods in a

    global job markets, as well as for language maintenance and languagetransfer by global nomads and heritage speakers as a form ofmultilingual schooling provision

    School choice and diversification:Levels of external support structures, background and composition of

    the teaching staff, community demographic pressures and parentalexpectations of a social and academic peer group for their childrenare leading factors in shaping local school site structures

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    CLIL Progams as a promising languages education model in schools High retention rate into senior years language studies,

    and into tertiary studies Languages linked to core subjects such as maths and

    science Prestige program which attracts high-achieving

    students to government schools Parent support groups highly active

    Nexus of ethno-linguistic diversity and the desire forglobal skills