CLIL COMMUNITY UNIVERSIDAD DE GUADALAJARA July, 2017
Through scaffolding we create learning. Through collaboration we create innovation. Through….
TASK 1 - CLIL & DIVERSITY Diversity can make teaching contexts more complex and has become a reality in many European Union schools over the past decades. Greater complexity in the classroom can be turned into an advantage, not so much a problem as an opportunity. Diversity in schools is not only related to the impact of migration. It is also linked to the inclusion into mainstream classes of young people with special or specific needs, which is commonplace across the European Union, and lifestyle differences of children with respect to use of technologies. Content and Language Integrated Learning involves a range of teaching and learning practices which accommodate diversity. In so doing emphasis has been made on the issue of cognition, and how individuals learn. The correlation between individualized learning approaches and educational outcomes in being increasingly examined as a success factor in educational practice. David Marsh The CLIL Trajectory: Educational Innovation for the 21st Century iGeneration (pp. 74-75)
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TASK 2 – ENHANCING THE QUALITY OF CLIL Success in CLIL depends on making students able to understand and express academic material. In theory, a high linguist competence will enable students to smoothly deal with the content, although there might be occasions in which the students are not equipped with a solid command of the basic linguistic skills. The idea posited in this article is that, in parallel with other procedures and measures brought up to promote a correct employment of the language , the construction of a structure of collaboration between the language and the content teachers could contribute to attain positive results in CLIL, and may help mitigate the consequences of a possible linguistic deficit. In particular, the collaboration between the language and content teachers, the collaboration between the content teachers themselves, and the collaboration between all the languages present in the curriculum (mother tongue, language of instruction/foreign language and other languages), may result in a better ability to work with academic materials on the part of the students, and may provide them with the necessary linguistic support to understand and express this content. Victor Pavón Vázquez Encuentro: Revista de Investigación e innovación en la clase de idiomas (23: 2014)
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TASK 3 – TEACHING IN ENGLISH Developing the conditions and competences for successfully launching English-taught programmes is eased if we consider certain megatrends which are now re-shaping the role of languages in higher education. The use of the term languages here includes emergent literacies created through the use of digital technology developments. The megatrends include socio-demographic changes; scientific and technological innovation; new work and organizational cultures; new knowledge and competence demands, and competition for regional, national and sector resources. In responding to these changes, there are specific drivers enabling higher education organizations and individuals to respond. These include adapting teaching and learning methods to suit the newly emergent cognitive, motivational and social bases of learning; utilizing technology advanced learning environments; enabling learning through value-creating peer, community and other network relationships; timely engagement with clusters of innovation; and focusing curricula on technology-based working and operating environment. Teaching in English/Enseùando en ingles Wendy Diaz (2017)
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TASK 4 – FORCES, MECHANIMS AND COUNTERWEIGHTS It is a form of intellectual power, vigour or energy that has the capacity to affect people and events. A force is more than an idea or principle, for ideas and principles do not necessarily lead to any action. Forces can lead to the creation of mechanisms and they fuel or are capable of being harnessed to fuel action. In contrast to forces, mechanisms are tangible. They belong to the material realm. A mechanism is part of a system that interacts with other parts and lead to something else being done or created. Forces are often more powerful than any one mechanism and as such need to be carefully identified and managed to ensure that mechanisms operate as intended. A counterweight can be either a positive or negative force or mechanism. Many of the world’s success stories in innovation and development of bilingual and trilingual education are represented in the chapters of this book, as are the five continents. Each country or region is to some extent unique. Forces, mechanisms and counterweights that influence and regulate bi- and trilingual education systems vary. The New Meaning of Educational Change Peeter Mehisto (2016)
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JESTER
TASK 4 – INNOVATION Scaffolding a video on innovation