The Added Value of CLIL by David Marsh
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The Added Value of CLIL by David Marsh

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Seminario Interactivo: "The Added Value of CLIL in Enhancing Educational Outcomes" by David Marsh

Seminario Interactivo: "The Added Value of CLIL in Enhancing Educational Outcomes" by David Marsh

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  • Thank you for having pointed out the benefits of Clil in learning to realize effective outcomes working in a real context of language that gives the possibility to extend, explore, imagine and have results.
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  • Ladies & Gentlemen Distinguished colleagues Warmest thanks to our hosts The Gaztelueta Foundation (JJavier Cabado, Juan Dotras, and Rosa Aliaga) And Air France for getting me here before the strike tomorrow!

The Added Value of CLIL by David Marsh The Added Value of CLIL by David Marsh Presentation Transcript

  • CEP Luisa Revuelta de Córdoba - 15 November 2012 - David Marsh The Added Value of CLIL in Enhancing Educational Outcomes
  • Change Agents in Fast Developing Systems & CLIL Moujaes et al. 2012 Canada, New Zealand, Korea
  • Change Agents in Fast Developing Systems & CLIL Moujaes et al. 2012 Singapore, Finland, Australia
  • The Evidence-base is Steadily Growing Globally
  • School LeadershipPage  5
  • Effects from Learning Activities – 0.40upwards considered Strong Self-reported grades 1.44 Formative Evaluation 0.90 Classroom Discussion 0.88 Teacher-student Relationships 0.72 Concept Mapping 0.60 Cooperative Learning 0.59 Visualization 0.55 John Hattie Visible Learning (2012)Page  6
  • Dimension 1Simultaneous Pressure for Change 1990-2012 e ur ss e Pr ts oo sr as Gr
  • Examining Existing Educational Practices Total Immersion Sheltered Instruction Observation Protocol Partial Immersion Cognitive Academic Language Learning Double Immersion Cross-curricular Language Teaching Bilingual Education Content-based Language Teaching Two-way Immersion Task-based Language Instruction Dual language Immersion English as medium of Instruction Foreign language Immersion English for Specific Purposes Heritage Language Immersion Content-based Instruction Content and Language Integrated Learning CLIL
  • Stability over CLIL Definitions 1994 - 2012
  • SECTION II – FOREIGN LANGUAGE PROVISION IN THE CONTEXT OF CLIL IN PRIMARY AND SECONDARY EDUCATIONK-12 Current Status - Europe 2012 – 2006 (Eurydice) CONTENT AND LANGUAGE INTEGRATED LEARNING IS PART OF MAINSTREAM PROVISION IN ALMOST ALL COUNTRIESIn nearly all European countries, certain schools offer a form of education provision according to whichnon-language subjects are taught either through two different languages, or through a single languagewhich is foreign according to the curriculum. This is known as content and language integratedlearning (CLIL – see the Glossary, Statistical Databases and Bibliography section). Only Denmark,Greece, Iceland and Turkey do not make this kind of provision. 2012 Figure B9: Existence of CLIL provision 2006 in primary and/or general secondary education, 2010/11 CLIL provision in all schools CLIL provision in some schools CLIL provision within pilot projects only No CLIL provision Source: Eurydice.Explanatory note Eurydice 2006 & 2012CLIL provision in some schools: The practice is not necessarily widespread. For detailed information on CLIL
  • The CLIL Development TrajectorySummarising Dimension 1 Political integration Professional inter-linking of language teaching with other disciplines Parent and student Trajectory expectations Simultaneous with other integrative trajectories influencing education Impact of competence- building on curriculum
  • Dimension 2Mainstreaming and Student DiversitySpecial Needs Specific Needs(often through psycho- (often throughmedical paradigm) includes educational paradigm)single or multiple disabilities, includes migrantsor disorders students, those hospitalized,generally longer-term giftednesschallenges generally shorter-term challenges
  • Significance of Scale: Special Needs Indicative Rates Around 20%Page  13 Finland 30% of all students receive special education each year NNDR 2012
  • Significance of Scale: Special & Specific Needs Indicative rates vary considerably and can be 40%+ UK 55% London primary students not having English as first language (2010) due to migration, National: 0.5m (MW 2012)
  • Stresses a Triple Focus for Teaching & Learning The Learner If everyone is percieved as the same, we don’t find the need to think about thinking n itio For SEN language experts gn cognition and student Co engagement is crucial Individualizing learning paths means combining cognition, content & language as in CLIL
  • Inclusion, Innovation & Integration
  • The CLIL Development TrajectorySummarising Dimension 2 Inclusion into mainstream classes, and equity of access to effective language learning Migration and changing composite of classrooms Trajectory Recognition & diagnosis Cognition, thinking skills & individualized learning paths Understanding how to overcome learning challenges leads to culture of individualized learning & implementation of solutions such as socio-constructivist holistic teaching and learning
  • Dimension 3CLIL as Holistic Practices & LA Coyle et al. 2010
  • Challenges, Constraints & Opportunities
  • The CLIL Development TrajectorySummarising Dimension 3 Enhanced competences in language awareness is a long-standing goal in quality language education Increasing access to digital information requires acute critical thinking skills Media-rich lifestyles of Trajectory young people impact on L1 and L2 Interactive basis of new digital landscape strengthening case for socio-constructivist educational practices Power of language awareness to promote learner autonomy
  • Dimension 4Impact of Languages on IndividualsEC 2009, plus projected
  • New Knowledge Driven by Innovative Research PracticesMBE: To improve the state of knowledge in & dialogue betweeneducation, biology, and the developmental & cognitive sciences University of University of Cambridge, Centre for Harvard, Graduate Neuroscience in School of Education Education International Mind, Brain & Education Society OECD:CERI
  • Significance of Plasticity for (Languages) Education‘Weak enough to yield to an influence, but strong enough not to yield all atonce’ William James, The Principles of Psychology (1890) cerebral architecture is heavily influenced by experiences such as when learning at school, or immersion in a new environmentThe brain as adaptive andmalleable and not ‘hard-wired’Athanasopoulus et al. 2010
  • Significance of Plasticity on Media Use8-18 year olds – USA – hours of exposure 1999-2009 2009: Multi-tasking 1999: Multi-tasking alongside use at alongside use at 29% of time 16% of time. 2004: Multi-tasking alongside use atRideout, Foehr & Roberts 2010 26% of time
  • The CLIL Development TrajectorySummarising Dimension 4 Ideas emerging from authentic neuroscience with relevance for education (Howard-Jones 2011 ) Technological advances through fMRIs, PET, OT, and others have a major impact on understanding processes of language & thought (Ojima et al. 2010) Advantages of using two languages on regular basis Trajectory outweighs disadvantages (Bialystock 2010) Broad advantages from using two languages on a regular basis that support learning of other subjects (EU 2009) The neurocognitive mechanisms for learning the L1 have implications for learning an L2 in CLIL-type immersive environments (Morgan-Short et al. 2012)
  • which is foreign according to the curriculum. This is known as content and language integratedlearning (CLIL – see the Glossary, Statistical Databases and Bibliography section). Only Denmark,Greece, Iceland CLIL Provision Europe provision. - 2012 Reported and Turkey do not make this kind of - K-12 Figure B9: Existence of CLIL provision in primary and/or general secondary education, 2010/11 CLIL provision in all schools CLIL provision in some schools CLIL provision within pilot projects only No CLIL provision Source: Eurydice.Explanatory noteCLIL provision in some schools: The practice is not necessarily widespread. For detailed information on CLILprovision in each country, see Annex 2.
  • Student Admission - CLIL Programmes - K-12 - 2012-2006 2006 2012 Eurydice 2006 & 2012
  • Status of Target Languages - K-12 - 2012-2006 2006 2012 Eurydice 2006 & 2012
  • Conclusion – The Development Trajectory development has been driven by real-time pressures no single blueprint for implementation or export requires facing challenges and re-thinking of practices strengthened by inter-disciplinary dialogue, breaking ‘silo’ mindsets, recognition of the potential of diversity, & professional capacity-building further strengthened by identified generic features of good practice in educational transformation, and research on mind & brain acts as open-source, different agendas, and differing approaches leading to educational experience relevant to language and literacy rising significance of language and literacies in education is likely to drive future development of CLIL