Part 1. Sancho Guinda CLIL Murcia 2014

124 views

Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

Part 1. Sancho Guinda CLIL Murcia 2014

  1. 1. DIAPOSITIVA 1
  2. 2. DIAPOSITIVA 2
  3. 3. DIAPOSITIVA 3
  4. 4. The non-native teacher of CLIL/EFL Oh, my! How will I hold the reins? riding several horses at once… DIAPOSITIVA 4
  5. 5. Verbalisation of graphic information AmE/BrE (In)formal varieties REGISTER & DIALECTAL VARIETIES DISCIPLINARY VOCABULARY class in a FL Asking, interrupting, ordering, persuading, criticising, proposing, rejecting proposals, distributing materials, thanking, greeting, etc. Subgenre conventions GENRE CONVENTIONS Situational interactions Expression of emphasis (lexis & syntax) All-situ ation interac t iv functio e ns Rhetorical structure Markers of framing, transition, glossing, attitude, evidentiality, exemplification, conclusion, etc. DIAPOSITIVA 5
  6. 6. The non-native teacher of WHOOOA, Situation! GIDDY UP, GIDDY UP, Metadiscourse! Situation Terminolog y Genre Metadiscour se CLIL/EFL Goody, goody! Now I can call them by their names… Varieties riding several horses at once… DIAPOSITIVA 6
  7. 7.  I rule and control MY class  I am THE expert  I decide contents & assessment  I monopolize talk-time  I am authoritarian  I censor, penalize & evaluate  I facilitate (re)sources The traditional messianic teacher DIAPOSITIVA 7
  8. 8. HABITUAL ROUTINES IN THE CLIL CLASS DIAPOSITIVA 8
  9. 9. TEAM/PAIR PROBLEM SOLVING CLIL CLASS-START ROUTINES H AP ARY GR ENT M OM C DY TU ON S I SE USS CA SC DI DISCUSSION PRE-CLASS READING PIECE ELICITATION What do you know…? MULTIPLE CHOICE AS WARM-UP I NG RM TO INS A BR DIAPOSITIVA 9
  10. 10. HABITUAL ROUTINES IN THE CLIL CLASS Exchangeable roles Mutual scaffolding TEAM-TEACHING GOAL-ORIENTED LEARNING STYLES KNOW-HOW TECHNOLOGIES HANDS-ON COOPERATION / INTERDEPENDENCE SHARED EXPERT ROLE in KNOWLEDGE CO-CONSTRUTION Broader immersion outcome AUTHENTIC TASKS TOP-DOWN STUDENT-FOCUS NEGOTIATION TAILOR-MADE TRANSVERSAL SKILLS PEER FEEDBACK PEER WORK LEARNER AUTONOMY INTEGRATED LEARNING: Language + Skills + Content LEARNING AWARENESS LEARNER RESPONSIBILITY DIAPOSITIVA 10
  11. 11. Teacher Target Model COMPONENTS Teacher’s discourse CALP BICS Students’ discourse CONVERGING DISCOURSES IN THE LECTURE DIAPOSITIVA 11
  12. 12. A COMMUNITY OF PRACTICE ‘The way we do things’ ‘We engineers are visual people’ DIAPOSITIVA 12
  13. 13. 6 interrelated parameters Teaching style (Ogborn et al 1996) Visualizer Co-thinker Storyteller Verbalizer Operator Embedded genres Conversation Story/anecdote, joke Procedural description Demo Problem-solving Case study Discussion DIAPOSITIVA 13
  14. 14. Academic functions (Dalton-Puffer 2007, Hyland 2005) Definition Clarification/explanation Exemplification Inference Enumeration Contrast Relevance-marking Problem-solving Metadiscourse functions (Hyland 2005) Goal announcement Sequence Stage-labelling Endophoric signalling Topic shifting Code glossing DIAPOSITIVA 14
  15. 15. Structural phases of the lecture (Young 1994, simplified) Start Inductive Deductive Tangible or ‘hands-on’ Introduction Elicitation Brainstorming Problem- or task-solving Teacher’s monologue Conversation Teacher-Students Content delivery Contrastive Argumentative Descriptive Narrative (chronological, cause and effect, problem-solution pattern) DIAPOSITIVA 15
  16. 16. Recapitulation Progressive Final Closure Visual Verbal Stereotyped vs. Self-made formulas Round-off summary Assignment DIAPOSITIVA 16
  17. 17. DIAPOSITIVA 17

×