CONTENT AND LANGUAGE INTEGRATED LEARNING DESIGN by ELIZABETH VIDES

IED SOFIA CAMARGO DE LLERAS

The process of designing and implementing a Content and Language Integrated Language course for 10 graders focusing on personal development contents.

2012

Elizabeth Vides Orozco

Session outline:

1. Setting the scene. 2. Literature review. 3. Course Designing process 4. Implementing 5. Action research: Program evaluation 6. Methodology 7. Findings 6. Conclusion 7. Comments

Setting the scene 1. IED Sofia Camargo de LLeras. Public school. Girls. English for General Purspose (EGP). 2. Curriculum was not coherent with Mission-VisionPedagogical approach.

Needs-based approach to course design (questionnaires, observation and interviews).

Sandwich approach. Students needs/lacks: Interesting topics, cognitive strategies, socio affective strategies, communicative competence, speaking skills, technological tools and bilingual environment. Pedagogical implications: objectives, content, methodology, evaluation, cognitive and socio affective strategies.

TOPICS

80 70 60 50

30 20 10 0

TOPICS

Syllabus focus

Skillsbased (language and/or learning skills)

Learnercentred (process)

Learningcentred (task-based, procedural)

Contentbased

Languagebased (structures, functions, vocabulary)

CONTENT-LANGUAGE INTEGRATED LEARNING THEORY 1. What is CLIL? The syllabus is organized around topics; materials and activities are chosen for their relevance to the topic rather than according to language criteria. (Moss, forthcoming)

A dual focused educational context in which a second or foreign language is used as a medium in the teaching and learning of content. Attention can be either on a particular subject or linked to language (Marsh, 2002).

2. Long history. The acronym CLIL was originally defined in 1994, and launched in 1996 by UNICOM, University of Jyv채skyl채 (in Finland) and the European Platform for Dutch Education. It was meant to describe educational methods where....subjects are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language'. This was later extended to include learning through any language that is not the first language of the learner. CLIL quickly became a generic 'umbrella' term to cover a range of different approaches in diverse educational contexts.

3. Why now and here? If the methodology is right, if the sequencing has been coherent, if the students have prepared the discussion in the appropriate way and the language framework has been carefully considered, there is no reason why it cannot work, why it cannot be 'meaningful'. If the students are involved, then the discussion constitutes 'real communication'. And last but not least, within this process the language used (both functional and topical) will automatically be relevant (Ball, 2010).

4. Models / types Topic-based language classes (Where the language teacher plans her teaching around a series of themes/topics, thus moving away from the traditional planning of the syllabus on purely linguistic grounds).

4 Cs

Content â&#x20AC;&#x201C; Communication â&#x20AC;&#x201C; Cognition - Culture

DESIGN Targeted group: 20 students. 10th grade level 3. A2 â&#x20AC;&#x201C; A2+

IED SOFIA CAMARGO DE LLERAS 10th GRADE ENGLISH PROGRAM CLIL SPEAKING COURSE TO ENHANCE PERSONAL DEVELOPMENT NAME OF COURSE: CLIL 1 GRADE: 10th MODULES: 5 DURATION: 48 HOURS HOURS PER WEEK: 5 TERM: 3rd and 4th COURSE DESCRIPTION This is a two term English Content and Language Integrated course program that focus on the development of speaking skills through the enhancement of cognitive and socio affective strategies in order to acquire lifelong learning and communicative competences. This course will also help students to acquire strategic competences – “the ability to solve communication problems despite an inadequate command of the linguistic and sociocultural code” (Mariani, 1994) – in order to contribute to the development of an overall communicative competence. The type of content based instruction to be used is the Theme based model. Theme based CBI is usually found in EFL contexts. Theme based CBI will be taught by an EFL teacher with a content specialist on Natural science, Religion, Spanish, technology and Human Development school subjects. The topics of study and the teaching-learning strategies were carefully selected and built on students own interest and school demands. These topics to be dealt in the classes are tailored to enhance personal development through speaking activities and group and pair work interaction. The program is divided in 5 modules that will be covered in the third and fourth terms. A total of 48 hours. COURSE GOAL Target:  Building of speaking skills to get fluency. Learning:  Development of cognitive and socio affective strategies to promote speaking. Human:  Build foundation on personal development awareness about specific aspects. OBJECTIVES GENERAL OBJECTIVES Target: Students should be able to:  Use speaking skills to fluently interact in different situations that imply natural language. Learning: Students should be able to:

 Use cognitive and social affective strategies to promote speaking. Human: Students should be able to:  Discuss and reflect on personal aspects to grow. SPECIFIC OBJECTIVES  Understand and appreciate different viewpoints and arguments of extended speech and texts provided by topic that are reasonably familiar.  Understand various reasonably complex authentic or edited informative, descriptive and argumentative texts.  Produce clear, detailed viewpoints and supported arguments orally on subjects related to personal development.  Interact in discussions defending viewpoints with little difficulty.  Exchange opinion about different aspects related to their personal life and interest.  Discuss and speculate about different aspects that would raise awareness on the importance to grow personally to become a better person.  Interact with a degree of fluency and spontaneity that makes interaction with peers and teacher quite possible.  Take an active part in discussions in familiar contexts, accounting for and sustaining viewpoints.  Self-evaluate their learning process to help develop their life long learning competence. COMPETENCE  Strategic competence.  Oral communication competence.  Interpersonal competence  Life long learning competence ESTANDAR GENERAL  Participo en conversaciones en las que puedo explicar mis opiniones e ideas sobre temas generales, personales y abstractos. También puedo iniciar un tema de conversación y mantener la atención de mis interlocutores; cuando hablo, mi discurso es sencillo y coherente. Aunque mi acento es extranjero, mi pronunciación es clara y adecuada. ESCUCHA  Muestro una actitud respetuosa y tolerante cuando escucho a otros.  Me apoyo en el lenguaje corporal y gestual del hablante para comprender mejor lo que dice.  Utilizo las imágenes e información del contexto de habla para comprender mejor lo que escucho.

MONOLOGO  Narro en forma detallada experiencias, hechos o historias de mi interés y del interés de mi audiencia. 1, 2  Hago presentaciones orales sobre temas de mi interés y relacionados con el currículo escolar.  Utilizo un vocabulario apropiado para expresar mis ideas con claridad sobre temas del currículo y de mi interés.  Puedo expresarme con la seguridad y confianza propios de mi personalidad.  Utilizo elementos metalingüísticos como gestos y entonación para hacer más comprensible lo que digo.  Sustento mis opiniones, planes y proyectos.  Uso estrategias como el parafraseo para compensar dificultades en la comunicación. CONVERSACIONES  Participo espontáneamente en conversaciones sobre temas de mi interés utilizando un lenguaje claro y sencillo.  Respondo preguntas teniendo en cuenta a mi interlocutor y el contexto.  Utilizo una pronunciación inteligible para lograr una comunicación efectiva.  Uso mis conocimientos previos para participar en una conversación.  Describo en forma oral mis ambiciones, sueños y esperanzas utilizando un lenguaje claro y sencillo.  Uso lenguaje funcional para discutir alternativas, hacer recomendaciones y negociar acuerdos en debates preparados con anterioridad.  Utilizo estrategias que me permiten iniciar, mantener y cerrar una conversación sencilla sobre temas de mi interés, de una forma natural. 1 COURSE CONTENT THEMES: MODULE 1: Learning about yourself: The Unique you.

MODULE 2: Foods, nutrition and you.

SUB-THEMES 1. Your self image. 2. Improving the way you see yourself. 3. How are you like other people? 4. How can you deal with uncomfortable feelings 5. How can you get along with others better? 6. Growing and changing: Your body and how it grows. 7. Project: A movie biography. 1. Nutrition: what food does for you, your food choices, protein, carbohydrates and fats.

CONTENT SPECIALIST Religion and human development Natural science

TIME 12 hours

Technology Natural science

10 hours

MODULE 3: Values and Ethics MODULE 4: Communication skills

MODULE 5: Careers: preparing for your future

COGNITIVE AND SOCIO AFFECTIVE STRATEGIES -Analysis -Relating information -Repetition strategies -Note taking -Relate new information to visual concepts -Working cooperatively -Paraphrasing -Asking for clarification -Mind maps construction -Inferencing -Use of graphic organizers -Placing new word in context using its concepts

2. Developing healthy habits 3. Using the daily food guide. 4. Planning to make a meal: Basic kitchen skills. 5. Project: Building a healthy diet. 1. Definition. 2. Workshop 1. Verbal and non-verbal communication. 2. listening skills 3. asking the right question 4. Combating shyness. 5. Project: Senior class president. 1.Decisions about work 2. Preparing for your career. 3. Focus on the future. 4. Project: My Job perspectives SPEAKING SKILLS -Asking conversation controlling questions -Paraphrasing. -Using controlled fillers -Using minimal response -Using language to explain language -Avoiding getting blocked by controlled communication breakdowns expressions - Using physical response or sensation.

Technology

Ethics

Communication

practice (Spanish)

Counseling

LANGUAGE TEACHING POINTS Discourse markers Particle (such as oh, well, now, then, you know, and I mean) -Turn taking expressions: I just want to add something, well, I think that, the problem isâ&#x20AC;Ś -Mark the beginning and the end expressions: To sum up, in other words, First, one of theâ&#x20AC;Ś To start. -Formulaic expression -Useful expressions to express opinions -Useful expressions to show

-Imagery

disagreement in a polite way. -Polite expressions -Adequate expression of agreement and disagreement.

METHODOLOGY The methodology aims at encouraging students both intellectually and affectively in order to achieve a meaningful learning. The theory behind the nature of language and language learning will focus on Content based Instructions. These activities are designed for the purpose of remembering, understanding, practicing, obtaining information, thinking for themselves, learning by doing, going beyond memorization, reflecting on own thinking and feelings, monitoring own process and keeping a record of what it is done. These activities would also provide the learners with the opportunity to work with their peers in role playing, panels and to interact with teacherâ&#x20AC;&#x2122;s lectures and with the materials. The type of activities selected can pursue the following order: presentation, practice and evaluation. The activities design for the presentation phase can help the learners be introduced to the learning material for the first time. It can generate the input for speaking. It will involve authentic reading or listening texts. The practice phase will engross activities that provide learners with controlled practice, guided practice and free practice. This will lead to a set of comprehension and application activities where students must show understanding of written or spoken discourse and an integration of knowledge, personalized learning and creativity. INSTRUMENTS OF EVALUATION Oral testing: (After each module). Through familiar speaking activities in order to evaluate different cognitive and socio affective strategies. The use of rubrics will help the teacher to assess students learning process. The rubrics focus on fluency and content rather than accuracy. Decision making on what criteria to apply on the different techniques to evaluate speaking: Interpersonal mode and/or presentational mode, moving from skill building to skill using and moving from meaningful to communicative to situational activities. Teacherâ&#x20AC;&#x2122;s assessment: A subjective estimate of the learner`s overall performance Continuous assessment: observation of performance during assignments. Grading schemes that include some measure of class participation. Teacher records participatory action during the classes. Learning journal (Diaries): Students write what they have learned so far and what technique was very helpful for them. What they need to review or straighten. Personal growing (PEI demands). They write how they have grown as a person under the perspective of personal development and the value of respect. Self assessment: The learners themselves evaluate their own performance, using clear criteria and weighing systems agreed on beforehand MATERIALS AUTHENTIC READING PASSAGES TAKEN FROM THESE SOURCES

http://www.stevepavlina.com/ http://www.stevepavlina.com/articles/courage-to-live-consciously.htm http://seattlecentral.edu/faculty/baron/Winter_courses/ITP145/ITP145values_and_ethics_activity.htm http://changingminds.org/explanations/values/values_morals_ethics.htm http://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-dm/pt4ch15.html http://www.personalitytype.com/ http://www.personalitytype.com/career_quiz?type=1 AUTHENTIC SUBJECT TEXT BOOKS: Teen living. Prentice hall. Health for life. Scott, Foresman. 1990. Young living. Clayton, Nanalee. Mac Graw Hill. 2002} Science with me. Scott, B. Mc. Graw Hill (2010) TECHNOLOGICAL TOOLS: Excel Movie maker. Smart board Power point presentation University lab. OTHERS: Booklets for projects, Fine boards, water paints, markers, etc. CONTACT INFORMATION Instructor: Elizabeth Vides Orozco. E-mail: elizabethvides@gmail.com

IMPLEMENTATION

PROGRAM EVALUATION

To what extent are the CLIL 1 level 3 ESP program design structure, implementation, and results expected articulated with the target institution’s horizon and its learners’ identified needs?

Program evaluation theory.

Stufflebeam and Shinkfield (2007); Owen (2007); Lodico, Spaulding, and Voegtle (2010); Fitzpatrick, Sanders and Worthen (2004). -

Program evaluation as research.

Suchman and Tyler (Cited by Lynch, 1996), Glanz (2003); Stufflebeam and Shinkfield (2007); Cook (2009). - Content and language integrated language. Ball (2010); Brinton, Snow, and Wesche (1989); Marsh (2002).

RESEARCH OBJECTIVES

TECHNIQUES

INSTRUMENTS

Checklist on needs analysis report evaluation. Checklist on PEI (Mission, Vision, Pedagogical approach) analysis. Guiding Questions Document Checklist on program syllabus design. Observation Video class observation checklist or Focus group format Interview Guiding questions

Context

Observation Video Class observation format - To establish how the Focus group Direct observation format done by an course program implementation address Interview, outsider Journals Analysis of 7 journals the target needs Survey Discourse analysis - To determine to what Observation, Observation format, Survey, Guiding questions extent the topics and Focus group Oral performing comparing checklist classroom practices Interviews fostered studentsâ&#x20AC;&#x2122; oral skills?

Process/ Product

-To describe how the program addresses institutional purposes.

- To describe how the course program design helps address the targeted needs.

Document Interview

MODEL COMPONENTS

Input

Process/ product

FINDINGS 1. The program was coherent. 2. Students speaking skills improved. 3. Students noticed it was a different approach to learn English and it was effective: â&#x20AC;&#x153;Nos sentiamos como si estuvieramos en clases de Ă¨tica y hablabamos como si ingles fuera nuestra lenguaâ&#x20AC;?. It helped to develop self-confidence and emotional self-consciousness 4. It could make learning the language more interesting and motivating. 5. Students could use the language to fulfill a real purpose, which could make students both more independent and confident. 6. Students could also develop a much wider knowledge of themselves. Through CLIL classes, they could feed back into improving and supporting their general educational needs.

7. Teacher could help students to develop valuable study skills such as note taking, summarizing and extracting key information from texts. 8. Taking information from different sources, reevaluating and restructuring that information could help students to develop very valuable thinking skills that might then be transferred to other subjects. 9. The inclusion of a group work element within the framework given above could also help students to develop their collaborative skills, which can have great social value (Peachy, 2003).

Difficulties 1. Students took a while to get accustomed to the approach. 2. Material design 3. Content vocabulary was challenging. 4.

COMMENTS - QUESTIONS