Scaffolding content and language
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Scaffolding content and language

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II Cogreso Internacional de Enseñanza Bilingüe. Madrid 2011

II Cogreso Internacional de Enseñanza Bilingüe. Madrid 2011

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Scaffolding content and language Scaffolding content and language Presentation Transcript

  • SCAFFOLDING CONTENT AND LANGUAGE CIEB-MADRID 2011 Fernando Zapico Teijeiro
  • AIMS
    • Showing that the terms 'bilingual' and 'CLIL' might be too versatile
    • Defining the role of FL teachers
    • Presenting 'scaffolding' as one of the key elements in bilingual teaching
  • SUMMARY
    • Our CLIL Programme
    • The outcomes
    • The problems
    • Solutions: scaffolding content and language
    CIEB 2011-Fernando Zapico Teijeiro
  • ASTURIAS
  • OUR CLIL PROGRAMME
    • Two extra hours of EFL
    • One or two subjects taught through English
    • Cooperation between EFL and Content teachers is essential
  • OUTCOMES (I)
    • Most schools report good results, mainly in terms of:
      • FL Fluency
      • Receptive skills (Reading and listening)
      • Specific vocabulary
      • Cultural awareness
      • Motivation
      • A Mirage? What students are attending the programme?
    CIEB 2011-Fernando Zapico Teijeiro
  • OUTCOMES(II)
    • The same schools see little improvement (or do not mention) remarkable progress in:
      • Creative writing
      • Accuracy
      • Mother Tongue or third FL learning
      • Cognitive development
    CIEB 2011-Fernando Zapico Teijeiro
  • THE ‘BIG PROBLEMS’
    • Some schools are just teaching some subjects in an additional language.
    • There’s no joint role of content and language teachers
    • Is that CLIL at all? ( Bilingual Programmes?)
    CIEB 2011-Fernando Zapico Teijeiro
  • THE ‘PROBLEMS’ (What teachers say)
    • ‘ This programme is mainly favouring EFL learning, not content subjects’
    • ‘ EFL teachers find it very difficult/do not want to introduce 'Content' in their lessons’
    • ‘ Subject teachers want to teach exactly the same content in both languages’
    • ‘ Cooperation; team work and material design are really difficult to achieve’
    CIEB 2011-Fernando Zapico Teijeiro
  • THE FIRST STEP: TRAINING
    • Creating a team: there’s no content or language teachers, just bilingual stream teachers.
    • Both content and EFL teachers need to achieve an integrated methodological approach.
    CIEB 2011-Fernando Zapico Teijeiro
  • MOVING FORWARD:MATERIALS
    • Material design:
      • Determine the Content
      • Revise the language
      • Activities and skills they involve
      • Identify key functions
      • Provide scaffolding (both in the Content and in the FL lessons)
      • Pneumatics
    CIEB 2011-Fernando Zapico Teijeiro
  • MOVING FORWARD (I)
    • Outcomes
      • Very positive Team building
      • Useful materials for Content and Language teachers.
      • Students’ motivation increases
      • Limited validity (time and subjects)
      • Cognition partially ignored
      • Little or no impact on other subjects
    CIEB 2011-Fernando Zapico Teijeir o
  • MOVING FORWARD
    • Material design
      • Determine the Content
      • Check what key competences are involved
      • Revise the language: identify key vocabulary; structures and functions.
      • Agree on methodological approach
      • Design scaffolding strategies
      • GENETICS
    CIEB 2011-Fernando Zapico Teijeir
  • CLIL LESSON PLANNING Extra-Curricular Activities Materials Assessment Grouping Tasks Skills Key vocabulary Key functions Language Objectives Content Objectives
  • MOVING FORWARD (II)
    • OUTCOMES
      • Effective team work
      • CLIL methodology in practice
      • Cognition becomes a key issue
      • Allows interdisciplinary work
      • Limited validity
      • Little impact on other subjects
    CIEB 2011-Fernando Zapico Teijeir
  • MOVING FORWARD (III)
    • PROJECT WORK
      • Term Projects suggested by Content teachers (why?)
      • Activities agreed with language teachers
      • ICT introduced
      • Newsletters
    CIEB 2011-Fernando Zapico Teijeiro
  • MOVING FORWARD (III)
    • OUTCOMES
      • Task-based methodology
      • Learning to learn becomes crucial
      • All teachers/students can take part
      • School community involved
    CIEB 2011-Fernando Zapico Teijeir
  • SCAFFOLDING
    • Content scaffolding versus trivialization
    • EFL Content must be relevant
    • Team work is only worth if we produce some tangible material
    • Free
    CIEB 2011-Fernando Zapico Teijeiro
  • EFL MATERIAL
    • Content-driven
    • Relevant
    • Linguistic component
    • Doesn't trivialize
  • Thanks for your attention!!! [email_address] [email_address]