The Added Value of CLIL by David Marsh

The Added Value of CLIL in Enhancing Educational Outcomes

CEP Luisa Revuelta de Córdoba - 15 November 2012 - David Marsh

Change Agents in Fast Developing Systems & CLIL

Moujaes et al. 2012Canada, New Zealand, Korea

Change Agents in Fast Developing Systems & CLIL

Moujaes et al. 2012 Singapore, Finland, Australia

The Evidence-base is Steadily Growing Globally

School Leadership

Effects from Learning Activities – 0.40 upwards considered Strong

Self-reported grades 1.44

Formative Evaluation 0.90

Classroom Discussion 0.88

Teacher-student Relationships 0.72

Concept Mapping 0.60

Cooperative Learning 0.59

Visualization 0.55

John Hattie Visible Learning (2012)

Dimension 1Simultaneous Pressure for Change 1990-2012

Gra

ssro

ots

Pre

ssur

e

Examining Existing Educational Practices

Content and Language Integrated Learning

CLIL

Total Immersion Partial ImmersionDouble ImmersionBilingual Education Two-way ImmersionDual language Immersion Foreign language ImmersionHeritage Language Immersion

Sheltered Instruction Observation Protocol Cognitive Academic Language Learning Cross-curricular Language Teaching Content-based Language Teaching Task-based Language Instruction English as medium of Instruction English for Specific Purposes Content-based Instruction

Stability over CLIL Definitions 1994 - 2012

K-12 Current Status - Europe 2012 – 2006 (Eurydice)

2012 2006

Eurydice 2006 & 2012

The CLIL Development Trajectory

Summarising Dimension 1

Trajectory Trajectory

Professional inter-linking of language teaching with other disciplines

Parent and student expectations

Impact of competence-building on curriculum

Political integration

Simultaneous with other integrative trajectories influencing education

Dimension 2Mainstreaming and Student Diversity

Specific Needs

(often through educational paradigm)

includes migrants students, those

hospitalized, giftedness

generally shorter-term challenges

Special Needs

(often through psycho-medical paradigm) includes single or multiple disabilities, or disorders

generally longer-term challenges

Significance of Scale: Special Needs

Indicative RatesAround 20%

Finland 30% of all students receive special education each year NNDR 2012

Significance of Scale: Special & Specific Needs

Indicative ratesvary considerablyand can be 40%+

UK 55% London primary students not having English as first language (2010) due to migration, National: 0.5m (MW 2012)

Stresses a Triple Focus for Teaching & Learning

The Learner

For SEN language experts cognition and student engagement is crucial

Individualizing learning paths means combining cognition, content & language as in CLIL

If everyone is percieved as the same, we don’t find the need to think about thinking

Cog

nitio

n

Inclusion, Innovation & Integration




Migration and changing composite of classrooms

Recognition & diagnosis

Understanding how to overcome learning challenges leads to culture of individualized learning & implementation of solutions such as socio-constructivist holistic teaching and learning

Inclusion into mainstream classes, and equity of access to effective language learning

Cognition, thinking skills & individualized learning paths

Dimension 3 CLIL as Holistic Practices & LA

Coyle et al. 2010

Challenges, Constraints & Opportunities




Increasing access to digital information requires acute critical thinking skills

Media-rich lifestyles of young people impact on L1 and L2

Power of language awareness to promote learner autonomy

Enhanced competences in language awareness is a long-standing goal in quality language education

Interactive basis of new digital landscape strengthening case for socio-constructivist educational practices

Dimension 4 Impact of Languages on Individuals

EC 2009, plus projected

New Knowledge Driven by Innovative Research Practices

MBE: To improve the state of knowledge in & dialogue between education, biology, and the developmental & cognitive sciences

International Mind, Brain & Education Society

University of Cambridge, Centre for Neuroscience in Education

University of Harvard, Graduate

School of Education

OECD:CERI

Significance of Plasticity for (Languages) Education‘Weak enough to yield to an influence, but strong enough not to yield all at once’ William James, The Principles of Psychology (1890)

The brain as adaptive and malleable and not ‘hard-wired’

cerebral architecture is heavily influenced by experiences such

as when learning at school, or immersion in a new environment

Athanasopoulus et al. 2010

Significance of Plasticity on Media Use

8-18 year olds – USA – hours of exposure 1999-2009

2004: Multi-tasking alongside use at

26% of time


29% of time


16% of time.

Rideout, Foehr & Roberts 2010




Technological advances through fMRIs, PET, OT, and others have a major impact on understanding processes of language & thought (Ojima et al. 2010)

Advantages of using two languages on regular basis outweighs disadvantages (Bialystock 2010)

The neurocognitive mechanisms for learning the L1 have implications for learning an L2 in CLIL-type immersive environments (Morgan-Short et al. 2012)

Ideas emerging from authentic neuroscience with relevance for education (Howard-Jones 2011 )

Broad advantages from using two languages on a regular basis that support learning of other subjects (EU 2009)

Reported CLIL Provision Europe - K-12 - 2012

Student Admission - CLIL Programmes - K-12 - 2012-2006

2012

2006


Status of Target Languages - K-12 - 2012-2006

2012

2006


Conclusion – The Development Trajectory

development has been driven by real-time pressures

no single blueprint for implementation or export

requires facing challenges and re-thinking of practices

strengthened by inter-disciplinary dialogue, breaking ‘silo’ mindsets, recognition of the potential of diversity, & professional capacity-building

further strengthened by identified generic features of good practice in educational transformation, and research on mind & brain

acts as open-source, different agendas, and differing approaches

leading to educational experience relevant to language and literacy

rising significance of language and literacies in education is likely to drive future development of CLIL

The Added Value of CLIL by David Marsh

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