Universiteit Utrecht IVLOS Subject learning and teaching in a second language: promoting content and...

Universiteit UtrechtIVLOS

Subject learning and teaching in a second language:

promoting content and language integrated learning in linguistically diverse settings

Subject learning and teaching in a second language:

promoting content and language integrated learning in linguistically diverse settings

Rick de GraaffIVLOS Institute of Education

Utrecht University


This workshopThis workshop

CLIL in the Netherlands Effective ingredients for language focus in

subject classes Role of subject teachers and language

teachers in CLIL Design principles for integration of subject

and language aims Opportunities for content and language

integration in linguistically diverse settings


CLILCLIL

“a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (Coyle, Hood & Marsh, 2010).

“achieving this twofold aim calls for the development of a special approach to teaching in that the non-language subject is not taught in a FL, but with and through a FL (Eurydice, 2006).


CLIL in the Netherlands (TTO)CLIL in the Netherlands (TTO)

Since early ’90s; now about 120 schools for upper level secondary education

From 12 yrs; most students Dutch L1 Emerging in primary and vocational educ. Mainly 50% Dutch – 50% English Science + soc. science + creative subject European international orientation National final examination in Dutch Most teachers non-native speakers (B2+)


Research on effectiveness of CLIL, immersion and CBLT

Research on effectiveness of CLIL, immersion and CBLT

Johnson & Swain; Swain & Lapkin; Genesee; Harley; Lyster; Huibregtse:

High levels of reading and listening comprehension

High levels of fluency, complexity and adequacy in oral and written prodction

Lower levels of oral and written accuracy No negative consequences for subject

knowledge and for L1 academic proficiency


Effective language teaching:what does theory tell us?

Effective language teaching:what does theory tell us?

Rich input at appropriate level Focus on meaning Focus on form Goal-oriented production and interaction Strategies for language use

Does this also apply to CLIL?


Research projectResearch project

What effective teacher repertoire for language acquisition can be observed in CLIL practice?

3 TTO-schools around Utrecht Observation of 10 subject lessons Template for effective language pedagogy Inventory of good practices Recommendations for CLIL practice


Exposure to INPUTExposure to INPUT

MEANING focussed

processing

MEANING focussed

processing

FORM focussed

processing

FORM focussed

processing

OUTPUTproductionOUTPUT

production

Use of

STRATEGIES

Use of

STRATEGIES

Westhoff’s Penta-pie (2004)


INPUTINPUT

Offer learners lots of target language at a (just) challenging level

Select material: authentic functional stimulating

and adapt if necessary Tune your own language use


MEANINGMEANING

Require learners to do something with the content to understand it

Pre-teach and recycle useful vocabulary and expressions

Design tasks that focus pupils on understanding of relevant terminology


FORMFORM

Direct the learners’ attention to form (language awareness)

Draw attention to relevant language forms Explain problematic and relevant forms Give feedback and organize peer feedback


OUTPUTOUTPUT

Stimulate learners to practise and be creative with the language

Ask for reactions and interaction Stimulate ‘authentic’ use of English Give feedback on language use Organize functional writing


STRATEGIESSTRATEGIES

Help learners to develop language learning strategies

Encourage the use of reading strategies Encourage the use of compensatory

strategies in speaking Encourage reflection on strategy use and

language learning


ResultsResults

All categories were present Individual teacher differences No main differences between subject and

language teachers Except for: focus on form

Many teachers not aware of their language pedagogical repertoire e.g.: focus on form “just good teaching”


Preliminary conclusionPreliminary conclusion

If subject teachers implicitly apply language teaching pedagogy

Then collaboration between subject and language teachers should be feasible

However: only incidental collaboration between subject and language teachers


Follow-up surveyFollow-up survey

What’s the role for language teachers in CLIL? Language expert for their colleagues L2 pedagogy expert for their

colleagues Co-designing CLIL projects Pre-teaching content-specific

language Supporting content-class assignments

Follow-up study: Design principles for effective integration/collaboration between subject and language classes/teachers

Practice?

yesno

someno

no


Input

subjects Geo,

His, Bio, …

English lessons

Output

Existing situation

focus on form


Input

subjects Geo, His, Bio, …

English lessons

Output

Desired situation

focus on form


How does it workHow does it work

in language class support pupils with subject material and assignments

subject teacher and language teacher design tasks/assignments together

Learning objective

subject

Learning objective

english

Task


The projectThe project

5 TTO schools: Produced examples of integrated tasks and

projects

Tools for teachers: Checklist for lesson planning Rubric on integrating content and language


Project example IProject example I

“The increasing globalization of business makes cross-cultural skills mandatory”

Pupils of Geography, Economics, English and Drama prepare and present a short film on the effects of globalization on cross-cultural interaction. The film consists of a theatrical/drama part and an informative part, and is assessed for content, language and performance.


Criteria for integrated projectsCriteria for integrated projects

Organization and collaboration between teachers

Integration of subject and language: Aims Input Tasks and performances Assessment and feedback


Check on cross-fertilization criteriaCheck on cross-fertilization criteria

Subject teachers and language teachers work together during various stages of the project and have clear and complementary roles and responsibilities.

Both subject and language aims are formulated in CAN DO statements and are related to the main subject/language aims of the specific class/year.

It is clear which part of the input is provided in the language class and which part in the subject class

It is clear which part of the task is carried out in the language class and which part in the subject class

The outcome/product is relevant for both subject and language, in terms of medium/audience, content and skills.

It is clear what is being assessed for both English and the subject.


Example rubric category:Tasks and performancesExample rubric category:Tasks and performances

Partly integrated

Fairly integrated

Considerably integrated

Completely integrated


Partly integratedPartly integrated

Tasks for both language and subject are carried out parallel but separately, sharing a similar topic. Performances and products are inspired by but different from real-life situations.


Fairly integratedFairly integrated

Tasks dealing with a shared topic are mainly carried out in one subject with the other supporting on specific aims or activities. There is occasional reference between subject and language within the lesson. Performances and products are related to real-life situations.


Considerably integratedConsiderably integrated

The tasks carried out lead up to and prepare for the final performance or product and mix language and subject.Tasks might involve transformation i.e. the output is in a different form to the input. For example, the input is a video, the output is a magazine article. Both performances and products are related to subject and language real-life situations


Completely integratedCompletely integrated

Activities and performances stimulate language awareness, a lot of output and interaction. Subject and language are fully integrated in all activities and performances. Spoken and written performances and products are realistic and authentic. A clear genre (text type), audience and aim are stated for each performance or product.


Practical case IIPractical case II

History in fiction and non-fictionPupils read a historical novel (for English)

and an informative essay (for History) on WW I, and compare genre, target audience and terminology. They then prepare interview questions for the main character on the historical context.

Support and assessment by both teachers.


Opportunities for integrationOpportunities for integration

Not only in ‘mainstream’ CLIL: Also in between subject and L1

(academic proficiency) Also for immigrant L2 learners

(language support) Also for regional or minority languages

(language promotion) Subject-related tasks/projects with a special focus

on authentic and functional language use Complementary roles for subject and language

teachers: crossing the border

Universiteit Utrecht IVLOS Subject learning and teaching in a second language: promoting content and...

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