intervento di Maria Jesus Frigols - Board of Education, Valencia Cremona, 25.ott.2011 convegno "GLOCLIL, fron thoery to practice in the global village"

1. GLO. CLIL: From Theory to Practice in the Global Village
October 2011
Shifting from the Knowledge Society to
the Learning Society
María Jesús Frigols Martín

2. Globalisation, Integration

3. From the Information to the Knowledge Society
 Information Society: Transmission models
 Knowledge Society: Construction models

4. The Learning Society

5. The Learning Society
 The Lifelong Learning concept
 Key Competences for Lifelong Learning (2006):
- Learning how to do
- Learning how to learn
Competence: The demonstrated ability to use knowledge,
skills and personal, social and/or methodological abilities, in
work or study situations and in professional and personal
development. In the context of the European Qualifications
Framework, competence is described in terms of
responsibility and autonomy

6. New educational paradigm
 It is time for a new paradigm – new educational models which shift
from fragmentation to integration (e.g. from teacher isolationism to
teamwork)….
 Paradigm shift requires long-term investment and multi-agency
dialogue and commitment
 Paradigm shift requires a catalyst for structural change – for
changing the ‘status quo’
 Paradigm shift could happen through cautious introduction of CLIL
(Marsh, 2009)

7. CLIL as a catalyst for change
“Thinking how we teach what we teach”
(Marsh & Frigols, 2007)

8. CLIL: Innovation and change
CLIL is an innovation which requires:
 Curricular adaptation
 Methodological adjustments in the teaching practice
 New ways of designing teaching materials
 New ways of assessing learning processes and results
 A new way of approaching the teaching/learning process
(holistic, democratic, integrative vision)

9. CLIL teachers’ main concerns
 Linguistic competence (C1)
 Methodological competence:
- Accessing and developing quality CLIL materials
- Making content accessible without any conceptual loss
- Making content relevant for students
- Shifting from teacher-centred to student-centred models
- Promoting and supporting critical thinking and learning skills
 Managing the affective side of CLIL, including
students’, parents’, school directives’, and school
administrators’ expectations
 Teacher cooperation

10. How to manage change and overcome disjuncture in CLIL:
Methodological resources and practical guidance
 Using a sound theoretical and methodological
foundation for planning lessons and developing
materials: Do Coyle’s 4 Cs framework
 Using rich input, and promoting students co-operation
and rich interaction to produce rich output
 Using language and content scaffolding strategies
 Making it H.O.T.
 Accomodating different learning styles
 Using assessment as a learning tool

11. How to manage change and overcome disjuncture in CLIL:
Methodological resources and practical guidance
 Creating a safe and enriching learning environment
 Acting as a facilitator (not a sage on the stage, but a
guide on the side)
 Supporting language learning in content classes and
content learning in language classes
 Cooperating with CLIL and non-CLIL teachers
 Creating opportunities for learners to use the language
 Involving all stakeholders in the process

12. „CLIL represents a major development step in the field of
education. The evidence-base emerging from the
neurosciences is likely to be decisive in CLIL changing
current educational practice‟.
(Marsh & Frigols, 2010)
http://eacea.ec.europa.eu/llp/studies/documents/study_on_the_contribution_of_multilingualism_to_creativity/

13. Evidence clusters…
… Pointing to a greater potencial for creativity amongst those who
speak several languages
 Enhanced mental flexibility: Seeing the world through different lenses.
 Enhanced problem-solving capacity: Superior performance in cognitively-
demanding problem solving. Inhibitory control. Multitasking.
 Expanded metalinguistic ability: “Reading between the lines” (better
understanding how language is used to achieve specific communication
goals)
 Enhanced learning capacity: Superior memory function (especially short
term memory). Holds information for longer whilst the thinking processes
are engaged.
 Enhanced interpersonal ability: Superior potential for social
communication. Better perceiving communicative needs of others.
 Reduced age-related mental diminishment (in the range of 2-4 years)

14. “The major future challenges in the
educational field are how to reform our
learning systems to prepare our young
people for jobs that do not exist yet, using
technologies that have not been invented
yet, in order to solve problems that
haven’t been identified yet.”
(Jan Figel, 2009)

15. mariajesus.frigols@campusviu.es
Thank you!
¡Muchas gracias!