Clil methodology involved in bilingual sections by AlexConesa

Methodology involved in bilingual sections. CLIL-AICLE.

Alejandro Conesa Macías.

This part of the investigation is related with the methodology involved in bilingual sections. As we are English teachers this part explained the methodology used for bilingual sections in English. This methodology is well-known in Spanish as AICLE and in English as CLIL (Content and language integrated learning).

What is CLIL? Content and Language integrated learning is a dual-focused educational approach in wich an additional language is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content and not only on language. CLIL is not only a new form of language education. It is not a new form of subject education. It is an innnovative fusion of both. CLIL

is closely related to and shares some elements of a range of educational practices. Some of these practices, such as bilingual education and immersion, have been in operation for decades in specific countries and contexts; others, such as content- based language teaching or English as an additional language. There are some fundamental differences. CLIL is content-driven, and this is where it boths extends the experience of learning a language and where it becomes different to existing languageteaching approaches. The term CLIL is inclusive in that it binds together the essence of good practice found in the different environments where its principles have been adopted. It involves a range of models wich can be applied in a variety of ways with diverse types of learner. Good CLIL practice is realized through methods wich provide a more holistic educational experience for the learner than may otherwise be commonly achievable. The operational success of CLIL has been in transferability, not only across countries and continents, but also across types of school. The educational success of CLIL is in the content and language learning outcomes realized in classrooms. CLIL provides pathways to learning wich complement insights now emerging from interdisciplinary research within the neurosciences and education. Because of its potential, CLIL is gaining momentum and extending as an educational approach across continents.

Why is CLIL relevant to contemporary education? The forces of global change, converging technologies and adaptability to the subsequent Knowledge age present challenges for education. And within education as a whole, they present challenges for the teaching and learning of additional languages. This is true for the learning of English globally, and for the learning of regional, minority and heritage languages in different parts of the world. CLIL is not exclusive the promotion of English as a world language but is embedded in the socio-economic, political and cultural traditions of different nations. For example, some parts of the world such Australia promote LOTE (Languages other than English), where CLIL vehicular languages include Asian, European and heritage languages. In border areas such as between France and Germany, the CLIL language might focus on mutual sharing of both languages. However, I believe that CLIL as a promoter of LOTE has yet to reach its potential in the global arena and may not do so until after the saturation of English as the CLIL medium. Pioneering work using a wide range of languages is gaining momentum and making a crucial contribution to developing CLIL. One change brought about by the new technologies and lifestyle change concerns the learner ́s mindset. But young people have grown up with this technologies are prone to developing a mindset to wich educators need to respond. This has been described as a

desire to “ learn as you use, use as you learn” and differs from the older experience of “learn now for use later”. But educational practice always needs to adapt to the cultural demands of those involved, learners, teachers and communities. Integration has become a key concept in the modern age.

Common reasons for introducing CLIL Context Preparing for globalitazion, e.g. developing the whole school curriculum through the medium of other languages. Accesing international certification, e.g. outside a national examination system such as International Baccalaureate. Enhancing school profiles, e.g. offering CLIL gives strong messages about plurilingual education.

Content Multiple perspectives for study, e.g. modules in history where authentic texts are used in different languages. Preparing for future studies, e.g. modules wich focus on ICT wich incorporate international lexis. Skills for working life, e.g courses wich deal with academic study skills equipping learners for further study. Accessing subjectspecific knowledge in another language.

Language Improving overall target-language competence, e.g. through extended quality exposure to the CLIL language. Developing oral communication skills, e.g. through offering a wider range of authentic communication routes. Deepening awareness of both first language and CLIL language, e.g. those schools wich offer 50% of the curriculum in other languages in order to develop a deeper knowledge and linguistic base for their learners. Developing self-confidence as a language learner and communicator, e.g. practical and authentic language scenarios such as vocational settings. Introducing the learning and using of another language, e.g. lessons wich are activity-oriented are combined with language-learning goals, such as in playoriented “language showers” for young learners.

Learning Increasing learner motivation, e.g. CLIL vocational courses wich explicitly target confidence- building through the use of the CLIL language where learners feel they have failed in traditional language-learning classes. Diversifying methods and approaches to classroom practice, e.g. courses integrating learners who are hearing impaired, where the sign language is the CLIL language. Developing individual learning strategies, e.g. upper-secondary courses in science wich attract learners who are confident in the CLIL language, but much less confident in science, who might not

otherwise have opted for further study in the first language.

Culture Building intercultural knowledge, understanding and tolerance, e.g. module of psychology on causes of ethnic prejudice. Developing intercultural communication skills, e.g. student collaboration on joint projects across nations. Learning about specific neighbouring countries/regions/ and or minority groups, e.g. “school hopping”, wich engages students and teachers in border regions in sharing resources and curricular objectives. Introducing a wider cultural context, e.g comparative studies involving video links or internet communications.

Language learning and language using. Savignon (2004) highlights principles for communicative language learning wich are all relevant for CLIL since language learning is conceptualized within authentic contexts for use. These can be summarized as follows: Language is a tool for

communication. Diversity is recognized and accepted as part of language development. Learner competence is relative in terms of genre, style and correctness. Multiple varieties of language are recognized. Culture is instrumental. There is no single methodology for language learning and teaching, or set of prescribed techniques. The goal is language using as well as language learning.

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The language triptych LANGUAGE OF LEARNING CLIL linguistic progression Language learning and Language using LANGUAGE FOR LEARNING LANGUAGE THROUGH LEARNING LANGUAGE OF LEARNING is an analysis of language needed for learners to access basic concepts and skills relating to the subject theme or topic. There is a growing research interest in the role of genre analysis as it reveals the need to acquire language specific to subject and thematic content. LANGUAGE FOR LEARNING focuses on the kind of language needed to operate in a foreign language environment. Learning to use the language is challenging for both the teacher and the learner, each has a role to play. Learners need strategies to enable them to use the foreign language effectively. LANGUAGE THROUGH LEARNING is based on the principle that effective learning cannot take place without active involvement of language and thinking. When learners are encouraged to articulate their understanding, then a deeper level of learning takes place. The CLIL classroom demands a level of talk, of interaction and dialogic activity wich is different to that of the traditional language or content classroom.

From cultural awareness to intercultural understanding In the 1970s Hallyday defined language development as a sociological event, a semiotic encounter through wich meanings that constitute the social system are exchanged. If this social interactivity is transferred to learning settings where a foreign language is used, then language, cultural understanding, cognitive engagement and thinking are all connected to the content and context of CLIL. If we follow the idea that culture determines the way we interpret the world and that we use the language to express this interpretation, then CLIL opens an intercultural door, where learners can have experiences wich they could not have had in a monolingual setting. Vigotsky and Bakhtin said that language, thinking and culture are constructed through interaction. This means that language is not only part of how we defined culture; it also reflects culture. Culture associated with a language cannot be learned in a few lessons about celebrations, folk songs or costumes of the area in wich the language is spoken. Cultural awareness may focus on knowledge about different cultures, but the move towards intercultural understanding involves different experiences. The European Commision ́s policy “European Agenda for Culture in a Globalising world” outlines ways in wich the European Union supports the promotion of cultural diversity and intercultural dialogue that involves using skills to mediate between one ́s own

and other cultures. It starts with raising awareness about one ́s own cultures, including culturally learned attitudes and behavoiurs. It embraces the development of learners ́cultural knowledge, skills and attitudes in interactive settings.

Integrating content and language learning: a holistic view Mapping integration: The 4 Cs framework The 4 Cs framework integrates four contextualized building blocks: content (subject matter), communication (language learning and using), cognition (learning and thinking process) and culture ( developing intercultural understanding and global citizenship). Now, I will attached a scheme on CLIL essentials, how to plan a CLIL lesson, some activities to work specific vocabulary on a non linguistic subject and sheets with the standard vocabulary used in classroom.