ARCHI21 is an EU-funded project which aims to get students to use 3D virtual immersive and Web 2.0 environments and to promote the potentialities of these environments in the fields of architecture and design. By adopting a CLIL (Content and Language Integrated Learning) approach, ARCHI21 also seeks to facilitate language learning, while accompanying the process of competence building in architecture and design.
ARCHI21 involves six institutional partners in four countries: - Coordination : École nationale supérieure d’architecture de Paris Malaquais (ENSA-PM, France) ; - Centre international d’études pédagogiques (CIEP, France) ; - The Open University (OP, United Kingdom); - Univerza v Ljubljani – Fakulteta za Arhitekturo (UL-FA, Slovenia); - Aalbord Universitet (AAU, Denmark) ; - The University of Southampton (SO, United Kingdom).
Produced by the Centre international d’études pédagogiques (CIEP) Sandrine Courchinoux - Manuela Ferreira Pinto - Manon Hübscher
Centre international d’études pédagogiques Département langue française 1, rue Léon-Journault – 92318 Sèvres cedex – France Téléphone : 33 (0) 45 07 60 00 Site internet : www.ciep.fr
Introduction Universities are carrying out an increasing number of their activities whithin the context of partnerships that help open them up to Europe and the international scene as a whole. With a view to nurturing and developing such initiatives, language teaching has become a focus of special 1
attention. The ARCHI 21 project , initiated by the École nationale supérieure d’architecture de ParisMalaquais (ENSAPM), aims to incorporate CLIL (Content and Language Integrated Learning) into the pedagogical approaches of the higher schools and faculties of architecture and design that are taking part in it: the Open University, United Kingdom (Design, Development, Environment and Materials Department); Univerza v Ljubljani, Slovenia (faculty of architecture); Aalbord Universitet, Denmark (Architecture, Design and Media Technology Department); and the University of Southampton, United Kingdom (Modern Languages Department).
In order to respond to training requirements and provide support to educational teams in practical implementation of a pedagogical approach with dual orientation, in which a foreign modern language is used for teaching and studying both architecture and the language in question, ENSAPM has called upon the widely recognised expertise of the Centre international d’études pédagogiques (CIEP). As a partner of the ARCHI 21 project, CIEP has been commissioned to create tools designed to be simple, shared points for the setting up of a CLIL project in an academic context, in the field of architecture and design.
The objectives of the two reference frameworks of skills presented in the following pages are firstly to explain the mission entrusted to teachers of architecture as a non-linguistic university discipline, and secondly, that entrusted to language teachers working in higher schools of architecture and design. Rooted in the professional logic of the actors to whom they are addressed, these tools describe the work situations that constitute these teachers’ fields of action, methodically associating them with the target skills expected of them, crosscutting (in the boxes with coloured backgrounds) and specific (in the boxes with dashed-lines) – in other words, resources to make use of in order to accomplish the various tasks required, in a CLIL context.
1
The ARCHI21 project is led within the framework of the programme « Languages (KA2) » of the European Lifelong Learning Programme : http://eacea.ec.europa.eu/llp/ka2/languages_en.php
5
Clarifying the knowledge, know-how and attitudes expected of architecture and foreign modern language teachers will enable European higher schools and faculties of architecture and design to provide better support for their teaching staff in the practice of their profession and, more widely, to adapt their management of human resources to training and recruitment. These tools may also be used for evaluation and self-evaluation of teachers, in order to identify professional needs and define training objectives integrating such needs, as well as to develop teamwork and synergies, and to assist with the accreditation of prior experience. In addition, they will facilitate targeted recruitment by helping schools create targeted job profiles which better describe the positions in question. The definition of quality criteria, presented in a framework accepted by the institution and by the teachers themselves, can only serve to further support and improve the quality of the programmes and education provided to students.
6
Skills reference base for teachers of architecture as a non-linguistic university discipline Reading indications: boxes with coloured backgrounds, skills common to language teachers and teachers of architecture in a foreign language; boxes with dashed lines, skills specific to teachers of architecture as a university discipline taught in a foreign language.
1. Engagement with the overarching objectives of the school or faculty
Being familiar with the institution’s pedagogical orientations (programmes, projects, organisation of courses, expectations with regard to CLIL education)
Being familiar with the issues involved in and principles of plurilingual education and CLIL
Defining the link between the school and the professional world of architecture
Identifying the institution’s partners
Identifying the functions of the various interlocutors
Acting in an international and multicultural context
Managing a project
Promoting and disseminating a project
Gaining a clear idea of their professional identity and communicating it to nonspecialists in their field of expertise (disciplinary and professional culture)
Finding their place within a team so as to complement other teachers’ specialisations (identifying professional complementarity)
Setting up collaborations and networks
Sharing a common language and conceptual tools
7
Being familiar with the issues involved in and principles of CLIL for the teaching of architecture
Acting as a linguistic and cultural mediator
Explaining the methodology and culture of architecture as an academic discipline to language-teacher colleagues
Positioning themselves in relation to language teachers and their professional specialisation
Being familiar with the Common European Framework of Reference for Languages
2. Designing a module
Analysing needs
Analysing needs with regard to architectural disciplines
Identifying the disciplinary and professional tasks to be carried out
Identifying the skills required to accomplish such tasks
Identifying the language- and culture-related components of the disciplinary and professional discourses of architecture
Drafting content drawing on adopting varied cultural perspectives
Bringing together disciplinary and professional culture
Planning and structuring a module
Constructing a curriculum in collaboration with colleagues who are not specialists in their field of expertise
Constructing a curriculum containing disciplinary content while incorporating the language component of the disciplinary and professional discourses of architecture
Promoting authentic learning and situations where the language can be used meaningfully
Selecting documents appropriate to the skills aimed at
Selecting authentic disciplinary and professional documents
Creating teaching aids
Using disciplinary and professional documents as teaching aids
8
3. Managing and facilitating
Explaining a student-teacher contract and the rules to be adhered to in classes
Teaching in the target language
Conducting and managing their class in such a way as to develop an intercultural and multilingual dynamic
Establishing a relationship between the target language and the culture of those speaking that language
Seeking and managing teacher/learner and learner/learner interaction
Acting as a linguistic and cultural mediator
Inciting learner motivation
Anticipating potential linguistic and cultural difficulties
Encouraging learner autonomy
Enabling the acquisition of knowledge and skills
Planning for how to effectively switch between languages in architecture classes (anticipating when and how to use the target language, including any possible metalanguage that might be needed in class)
Encouraging the co-building of knowledge and skills
Optimising group work
Varying teaching aids
Making use of the various media
Providing activities in line with learners’ skills and objectives
Linking the objectives of language learning with disciplinary content relating to architecture.
Providing clear activities in relation to objectives and formulating clear instructions
Facilitating activities, and co-facilitating with non-specialists in their field of expertise
Positioning themselves in relation to language teachers and their professional specialisation
Managing and co-managing an (architecture/language) interdisciplinary project
Explaining appropriate learning strategies and helping learners to develop them
Specifying architecture’s disciplinary methodology and culture
Managing the unforeseen
9
4. Evaluating
Integrating evaluation into the teaching/learning process
Mastering the functions, techniques and tools of evaluation
Defining the specific objectives and content of an evaluation
Defining the specific objectives of evaluation for the discipline
Defining objective evaluation criteria
Defining evaluation criteria for the discipline
Selecting reliable evaluation tools appropriate to learning objectives
Designing / co-designing and using evaluation tools
Designing and providing evaluation and co-evaluation activities explicitly related to course objectives
Adopting a formative approach
Providing evaluation activities encouraging the resolution of complex tasks (professional role-plays)
Explaining learning strategies specific to the disciplines of architecture and helping students develop them
Developing learners’ self-evaluation skills
Interpreting evaluation results
Being aware of and using the CEFRL
Drafting a diagnosis in view of remedial work
Distinguishing language errors from errors relating to disciplinary content
Implementing remedial solutions
Providing disciplinary and methodological remedial work
10
Skills reference base for language teachers in higher schools of architecture Reading indications: on coloured backgrounds, skills common to language teachers and teachers of architecture in a foreign language; surrounded by dashed lines, skills specific to language teachers working at higher schools of architecture.
1. Committing to a school project
Being familiar with the institution’s pedagogical orientations (programmes, projects, organisation of courses, expectations with regard to CLIL education)
Being familiar with the issues and principles of plurilingual education and CLIL
Defining the link between the school and the professional world of architecture
Identifying the institution’s partners
Identifying the functions of the various interlocutors
Acting in an international and multicultural context
Managing a project
Promoting and disseminating a project
Gaining a clear idea of their professional identity and communicating it to nonPromouvoirinettheir valoriser projet (disciplinary and professional culture) specialists field ofunexpertise
Finding their place within a team so as to complement other teachers’ specialisations (identifying professional complementarity)
Setting up collaborations and networks
Sharing a common language and conceptual tools
Being aware of the issues involved in and principles of multilingual education and CLIL
Acting as a linguistic and cultural mediator
Explaining the methodology of teaching/learning foreign modern languages
Positioning themselves in relation to teachers of architecture and their professional specialisation
Being aware of the specificities of architecture’s disciplinary and professional methodology
11
2. Designing a module
Analysing needs
Analysing language needs for architecture courses
Identifying the disciplinary and professional tasks to be carried out
Identifying communication situations
Identifying the skills required to accomplish such tasks
Identifying disciplinary documents and professional documents
Drafting content drawing on varied cultural perspectives
Analysing architectural discourses
Bringing together disciplinary and professional culture
Planning and structuring a module
Constructing a curriculum in collaboration with colleagues who are not specialists in their field of expertise
Constructing a curriculum defining language content, guided by disciplinary documents in the field of architecture
Promoting authentic learning and situations where the language can be used meaningfully
Being aware of and using the CEFR
Aligning language content with accepted disciplinary and professional discourses
Selecting documents appropriate to the skills aimed at
Using disciplinary and professional documents as teaching aids
Creating teaching aids
12
3. Managing and facilitating
Explaining a student-teacher contract and the rules to be adhered to in classes
Conducting and managing their class in such a way as to develop an intercultural and multilingual dynamic
Seeking and managing teacher/learner and learner/learner interaction
Inciting learner motivation
Encouraging learner autonomy
Enabling the acquisition of knowledge and skills
Encouraging the co-building of knowledge and skills
Optimising group work
Varying teaching aids
Making use of the various media
Providing activities in line with learners’ skills and objectives
Providing clear activities in relation to objectives and formulating clear instructions
Facilitating activities, and co-facilitating with non-specialists in their field of expertise
Managing and co-managing an (architecture/language) interdisciplinary project
Explaining appropriate learning strategies and helping learners to develop them
Managing the unforeseen
13
Teaching in the target language
Establishing a relationship between the target language and the culture of those speaking that language
Acting as a linguistic and cultural mediator
Anticipating potential linguistic and cultural difficulties affecting acquisition of knowledge and skills in architecture, and remedying them
Providing activities and tasks that can be transferred to the disciplines of architecture or the architect’s profession
Setting realistic tasks which provide scope for interaction with documents, interlocutors and media which are characteristic of architecture as an academic discipline
Positioning themselves in relation to teachers of architecture and their professional specialisation
Specifying language teaching’s disciplinary methodology and culture
4. Evaluating
Integrating evaluation into the teaching/learning process
Mastering the functions, techniques and tools of evaluation
Defining the specific objectives and content of an evaluation
Defining the specific objectives of evaluation for the language component
Defining objective evaluation criteria
Defining evaluation criteria for the language component
Selecting reliable evaluation tools appropriate to learning objectives
Designing / co-designing and using evaluation tools
Designing and providing evaluation and co-evaluation activities explicitly related to course objectives
Providing evaluation activities encouraging the resolution of complex tasks (professional role-plays)
Adopting a formative approach
Developing learners’ self-evaluation skills
Explaining learning strategies specific to languages and helping students develop them
Interpreting evaluation results
Being aware of and using the CEFRL
Drafting a diagnosis in view of remedial work
Distinguishing language errors from errors relating to disciplinary content
Implementing remedial solutions
Providing remedial work on language and discourse
14
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This work is licensed under a Creative Commons Attribution-NoncommercialNo Derivative Works 3.0 License.