Scaffolding content and language

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II Cogreso Internacional de Enseñanza Bilingüe. Madrid 2011

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Scaffolding content and language

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

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