The professional integrity of CLIL teachers

UNIVERSITY OF JYVÄSKYLÄ

The professional integrity of CLIL teachers

Josephine Moate, PhD

[email protected]

Department of Teacher Education,

University of Jyväskylä

STEPS seminar, Nov 19th 2013


Outline

What does it mean to be a teacher?

Why CLIL?

The implications of CLIL for teachers

Getting a clearer view


Being a teacher…

“… requires a tactful sensitivity toward the child’s subjective states, an interpretive intelligence, a moral intuitiveness, an improvisational resoluteness in dealing with young people, a passion for knowing and learning the mysteries of the world, the moral fibre to stand up for one’s beliefs, a certain understanding of the world, a deep sense of discipline, and not least a basic vitality and sense of humor” (van Manen, 1991, p. 124)


… requires sensitivity

Teachers need to actively understand … situations. This kind of practical understanding lies at the very heart of teaching – it is pedagogical sensitivity. Pedagogy is the ability of actively distinguishing what is “good” from what is not good, what is appropriate from what is less appropriate in interacting with children or young people.(van Manen 2008, p.4)


… and the ability to weave connections

Good teachers … are able to weave a complex web of connections among themselves, their subjects, and their students ... The connections made by good teachers are held not in their methods but in their hearts – meaning heart in its ancient sense, as the place where intellect and emotion and spirit and will converge in the human self. Palmer 2007, p.11


A moment to reflect

Why did you want to be a CLIL teacher?

What do you most appreciate/enjoy as a CLIL teacher?

What most frustrates you as a CLIL teacher?


Brief history of CLIL

“to provide learning outcomes in the chosen subject … at the same level as the standard mother tongue curriculum; and, to provide learning outcomes in the L2 which exceed the standard curriculum” (Masih, 1999:8)

CLIL has exceeded the expectations of many– With regard to language development– With regard to subject learning– With regard to range of learners

CLIL is suitable for

http://www.deviantart.com/morelikethis/332536437?view_mode=2


Challenges of CLIL

HOW – activities, materials, tasks & texts, organisation, support materials – real, immediate challenge

WHO – experience of teachers, pupils, support or otherwise of wider community (colleagues, administrators, parents…)

dynamic

engaging

presentcompetent

sensitive

Sustainability through a foreignLanguage is challenging for teachers and students


Foreign language mediation can create…

”Zones of disjuncture” are aspects of teacherhood that come to light when working through a foreign language, but are often hidden or assumed when working through a first language. The use of humour is one example (Moate, 2011).

Authentic opportunities for change and development


Three aspects of professional integrity

Pedagogic being – sense of self and orientation to others

Pedagogic doing – material and immaterial responsiveness of teachers

Pedagogic relating – webs of relationships within and around classrooms

UNIVERSITY OF JYVÄSKYLÄFor the teacher, FLM can be … Opportunity to (re)consider:

1. More demanding than “standard” pedagogy

Spending “quality” time around a subject is more worthwhile than flying through the textbook

2. “Reduced” self can create more space for others

How to be responsible in different ways

3. FLM can dull intuitive sensors New ways of keeping in-touch with the experiences of pupils

4. Quality criteria important for practice

Opportunity to agree common goals with learning partners

5. Relationship with FL is dynamic and can be over- as well as under-prioritised

The balance between ”just fine” in the present and ”no longer fine” in the future

6. Positive orientation isn’t enough to overcome struggles

A little bit of mercy can go a long way


What do you think?

Do you identify with these observations?

What should/could be added with regard to the personal experience of the teacher?

UNIVERSITY OF JYVÄSKYLÄZone of disjuncture Pedagogic doing includes:

1. Language demands Increased responsibility qualitatively and quantitatively

Dual responsibility to develop self and others

2. Management of resources Basic assumptions less assured Alternative resources brought into view Possible range of learner repertoires

broader than in standard classroom contexts

3. Real-time realisation of self through FL

Automatic responses less available and less flexible

Awareness of available resources

4. Conceptualising the role of talk in FLM education

Increased awareness of how language is used within learning contexts and how to support a transitional dynamic


Providing a given framework can…

Traditional English rhyme

Monday’s child is fair of face,Tuesday’s child is full of grace,Wednesday’s child is full of woe,Thursday’s child has far to go,Friday’s child is loving and giving,Saturday’s child works hard for a living,But the child that is born on the Sabbath dayIs bonny and blithe and good and gay.

Helmeri & Pia 5th grade

Monday’s balloon is big and fat,Tuesday’s balloon is small and flat,Wednesday’s balloon is ugly and bad,Thursday’s balloon is yellow and black, Friday’s balloon likes to dance and rap,Saturday’s balloon is like a colourful hat,Sunday’s balloon is as lovely as little puppy.


… provide space for creative language use

On Monday the rat lives in a hat,On Tuesday the hat fits on a cat,On Wednesday the cat eats the rat,On Thursday cat is now very fat,On Friday Pat owns the cat,On Saturday cat scratches Pat,On Sunday Pat throws out the cat.


1st grade class: Finland & England


An example: a virtual tour

http://www.parliament.uk/visiting/online-tours/virtualtours/commons-tour/

What do you see?– Photos – Map– Text

What is available resources are here? What can pupils make their ”own”?


Working with a model text

The Bar Lobby is the entrance to the Chamber from the Members' Lobby. It is also used as an informal gathering place for Members to discuss issues with each other on their way in or out of the Chamber. Members pass through here before a vote takes place and they enter one of the Division (voting) Lobbies.

The Bar Lobby is the entrance to the Chamber. It is an informal gathering place for Members to discuss issues with each other. Members pass through here before a vote takes place.

The (place) is the (description). It is a/an (type of) place for (who) to (why).

What about applying this structure to another more familiar place? The school? A house? A favourite theme park? A museum?


The world around us

What do we want to know?Why do we want to know?How can we know?How can we share want we know?

What is the framing task, i.e. the purpose?

What words/phrases do we need?What tools & teams would help?How can this become authentic?

http://www.avoinmuseo.fi/pienmaki/kuvakatselmus.htm

What kind of project could we develop?


What resources can/could we build on?

Taking learning out of the classroom provides greater scope for …?

What resources might we have in the pupils?

What resources would we need to help the pupils enter into this opportunity?

How can we build on the language and the activities of this project?


Alternative texts

http://www.bbc.co.uk/schools/websites/4_11/ www.lovereading4kids.com reviews, pdf

extracts for readers of all ages www.bbc.co.uk/cbeebies/games/ www.bbc.co.uk/iplayer http://www.oxfordowl.co.uk/reading-owl/find-a-bo

ok

http://learningstationmusic.com/

UNIVERSITY OF JYVÄSKYLÄWith regard to pedagogic relating: Opportunity to (re)consider:

1. A holistic picture of CLIL is important

- How does CLIL fit in with the wider values of education?

- How does CLIL draw on where the pupils have come from and where they are going?

- How does CLIL connect with the immediate life of the pupils?

2. New demands shift relationship with self and others.

3. Recognising and expressing understanding doesn’t always come easily4. The “being and becoming” of collegial relationships should be nurtured

5. Teachers inevitably belong to multiple communities. Different communities have different opportunities and limitations

”Bloom where you are planted”


Some examples of pedagogic relating:

Developing the school curriculum together – identifying key focal points

Sharing day-to-day experiences Discussing understanding with student-teachers

and colleagues from different contexts Sharing experiences from conferences

/seminars/ observation visits Building networks


Guidelines for community building

1. By invitation, not command

2. “No fixing, no saving, no advising, no setting straight.”

3. Ask honest, open questions to help “hear each other into speech,” deeper and deeper speech

4. Allow “talking around” to “talk towards” e.g. with metaphors, sharing critical moments

5. Positively anticipate value through engaging with others

1-4 Palmer, 2007


Metaphors or images for teaching


Sharing critical momentsBEGINNING NOW

The children panickedevery time I spokeEnglish

The children began touse more words and THAN I expected!


References

Masih, J. (1999). Learning through a Foreign Language: Models, Methods and Outcomes.

Moate, J. (Forthcoming). A narrative account of a teacher community. Journal of Teacher Development

Moate, J. (2013). Reconceptualising teacherhood through the lens of foreign-language mediation. JyU Dissertation

Moate, J. M. (2011). The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom. European Journal of Teacher Education, 34(3), 333-346.

Palmer, P. J. (2003). Teaching with Heart and Soul Reflections on Spirituality in Teacher Education. Journal of Teacher Education, 54(5), 376-385.

Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. suny Press.

The professional integrity of CLIL teachers

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