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CEP Luisa Revuelta de Córdoba - 15 November 2012 - David Marsh         The Added Value of CLIL in Enhancing               ...
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 Ev...
Dimension 1Simultaneous Pressure for Change 1990-2012                    e                 ur              ss             ...
Examining Existing Educational Practices  Total Immersion                 Sheltered Instruction Observation Protocol  Part...
Stability over CLIL Definitions 1994 - 2012
SECTION II – FOREIGN LANGUAGE PROVISION IN            THE CONTEXT OF CLIL IN PRIMARY AND SECONDARY EDUCATIONK-12 Current S...
The CLIL Development TrajectorySummarising Dimension 1                  Political integration                        Profe...
Dimension 2Mainstreaming and Student DiversitySpecial Needs                              Specific Needs(often through psyc...
Significance of Scale: Special Needs  Indicative Rates  Around 20%Page  13             Finland 30% of all students receiv...
Significance of Scale: Special & Specific Needs Indicative rates vary considerably and can be 40%+             UK 55% Lond...
Stresses a Triple Focus for Teaching & Learning                        The Learner       If everyone is percieved as      ...
Inclusion, Innovation & Integration
The CLIL Development TrajectorySummarising Dimension 2                   Inclusion into mainstream                   class...
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    ...
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...
Significance of Plasticity for (Languages) Education‘Weak enough to yield to an influence, but strong enough not to yield ...
Significance of Plasticity on Media Use8-18 year olds – USA – hours of exposure 1999-2009 2009: Multi-tasking             ...
The CLIL Development TrajectorySummarising Dimension 4                    Ideas emerging from authentic neuroscience with ...
which is foreign according to the curriculum. This is known as content and language integratedlearning (CLIL – see the Glo...
Student Admission - CLIL Programmes - K-12 - 2012-2006                                        2006               2012 Eury...
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 imple...
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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

  • 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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The Added Value of CLIL by David Marsh

  1. 1. CEP Luisa Revuelta de Córdoba - 15 November 2012 - David Marsh The Added Value of CLIL in Enhancing Educational Outcomes
  2. 2. Change Agents in Fast Developing Systems & CLIL Moujaes et al. 2012 Canada, New Zealand, Korea
  3. 3. Change Agents in Fast Developing Systems & CLIL Moujaes et al. 2012 Singapore, Finland, Australia
  4. 4. The Evidence-base is Steadily Growing Globally
  5. 5. School LeadershipPage  5
  6. 6. 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
  7. 7. Dimension 1Simultaneous Pressure for Change 1990-2012 e ur ss e Pr ts oo sr as Gr
  8. 8. 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
  9. 9. Stability over CLIL Definitions 1994 - 2012
  10. 10. 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
  11. 11. 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
  12. 12. 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
  13. 13. Significance of Scale: Special Needs Indicative Rates Around 20%Page  13 Finland 30% of all students receive special education each year NNDR 2012
  14. 14. 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)
  15. 15. 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
  16. 16. Inclusion, Innovation & Integration
  17. 17. 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
  18. 18. Dimension 3CLIL as Holistic Practices & LA Coyle et al. 2010
  19. 19. Challenges, Constraints & Opportunities
  20. 20. 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
  21. 21. Dimension 4Impact of Languages on IndividualsEC 2009, plus projected
  22. 22. 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
  23. 23. 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
  24. 24. 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
  25. 25. 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)
  26. 26. 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.
  27. 27. Student Admission - CLIL Programmes - K-12 - 2012-2006 2006 2012 Eurydice 2006 & 2012
  28. 28. Status of Target Languages - K-12 - 2012-2006 2006 2012 Eurydice 2006 & 2012
  29. 29. 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

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