Werf Koenraad Clil2010

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Werf Koenraad Clil2010

  1. 1. 02-10-2010 Overview   •  CLIL  issues  and  technology   Text  corpora  and  web  services   •  Adap6ve  soJware   –  Using  text  corpora   for  automated  content  genera6on   –  Adap6ve  content  genera6on   •  The  smart  newsreader  soJware   •  Towards  CLIL  applica6ons   Rintse  van  der  Werf     Edia  –  Educa6on  Technology,  www.edia.nl/en   Ton  Koenraad  www.koenraad.info   Utrecht  University  of  Applied  Sciences,  TELLConsult    A  quick  scan  of  issues,     CLIL  in  EU  context:  some  findings     concerns  &  needs  in  CLIL   •  Diversity:  target  groups,  aims,  programmes,  ..     •  Growth  (numbers,  sectors)  •  Windows  on  CLIL  (20  country  profiles,  Maljers  et  al.,  2007)  •  The  Interna6onal  CLIL  Research  Journal  (ICRJ)   •  Need  for  customised  materials   •  Emergent  CLIL  methodology:  scaffolded,  but  autonomous,  •  Criteria  for  CLIL  Learning  Materials     student-­‐centred  learning    (March  et  al.,  2007)   ((de  Graaf  et  al.,  2009;  Mehisto,  forthcoming)   •  More  learning  skills  development    needed  •  Introducing  the  CLIL-­‐Pyramid  (Meyer,  forthcoming)   •  Teacher  availability  +  CLIL  competences  •  Vienna  CLIL  Teacher  Ed.  Master  theses   •  Inadequate  produc6ve  skills:  wri6ng  (Vollmer,  2008)  •  Google  searches   •  Increased  use  of  Internet  based  resources   •  Limited  publica6ons  on  prac6ce  &  research  of  ICT-­‐use   Documented  ICT  use  in  CLIL   It  is  &me  for    •  Generic  tools  for  materials  development   more  passion    •  Addi6onal  resources  :  YouTube,  websites,  podcasts,  wiki,  blog  •  Tools  for  scaffolding  webbased  input:            TEXTblender  (POOLS  –T  Project)   between  CLIL  and  CALL:  •  Tools  for  consul6ng  and  annota6ng    video  interviews:            Backbone  Project  •  Tasks  involving  Internet  consulta6on:          WebQuest    (Koenraad  &  Westhoff,  2003;  Luzon,  2009)     CACLIL,  TECLIL  ?  •  CMS  plaborms  to:   -­‐  organize  blended  &  distance  CLIL  learning:  VLEs,  ALI-­‐CLIL   -­‐  community  building  and  content  sharing:  CCN,  e-­‐CLIL,  BEP  •  More…?   1
  2. 2. 02-10-2010 CLIL  Materials!   CLIL  Materials  Issues:   Availability,  quality,  equal  access  (e.g.  special  needs),  diversity  •  [..]  the  availability  of  materials  has  been  an  ongoing  issue  in   (content  areas,  target  groups,  language  levels)   Finnish  CLIL.  It  is  clearly  difficult  and  Tme-­‐consuming  for   teachers  to  find  suitable  materials  for  content  and  language   •  Armenia,    Belgium,  Bulgaria,  (lack)     teaching  that  would  be  in  accordance  with  the  na6onal   •  Czech  Republic,  Germany  (adaptaTon  needed)   curriculum  and  suitable  for  the  students’  language  level.   •  Estonia,  (teacher  made  materials)                          (Marsh  et  al.,  2007)   •  France  (localisaTon  needed)   •  Hungary  (quality  of  translated  content)   •  Austria  (content  available  locally,  but  copyright  issues)  •  CLIL  is  currently  gaining  considerable  momentum  and  it  is   •  Norway  (lack  of  suitable  textbooks,  naTonal  curriculum)   being  integrated  into  curricula  all  across  Europe.  However,   •  Poland  (textbook  import,  translaTon)   there  is  s6ll  a  lack  of  appropriate  teaching  materials  and  a   •  Slovakia  (local  adaptaTon  &  elaboraTon  of  imported  textbooks)   comprehensive  and  integra6ve  CLIL  methodology  has  yet  to   be  developed.              (Meyer,  forthcoming)     •    Spain  (lack  of  resources,  regional  diversity) Input  Materials   Adap6ve  personalised  soJware  •  […]The  (imported)  textbook  used  was  too  difficult  for  pupils  of  average   and  below-­‐average  ability.     •  Applica6ons  for  (non  CLIL)  “When  the  pupils  have  to  tackle  work  on  their  own,  they  will  not  show  any   –  L1  Dutch,  L2  Dutch,  L2  German  and  L2  English   progress  unless  they  can  fully  comprehend  what  they  are  asked  to  do.     Also,  if  the  pupils’  intrinsic  moTvaTon  is  low,  providing  books  which  have  a   •  Strongly  rooted  in  scien6fic  research     high  level  of  prose  difficulty  is  more  likely  to  lead  to  non-­‐comprehension   (vd  Werf  &  Vermeer,  2008)   and  frustraTon.”                      (Sollars,  1988)   (Hootsen  et  al.  2007)  •  […]  Words  need  to  be  understood  and  learned  within  the  contextual   •  Moving  towards  method  integra6on   seEng  provided  by  the  subject  mamer.    This  means  that  a  basic  level  of   –  Word  lists,  specific  learning  goals   general  English  proficiency  is  not  sufficient  for  successful  content  learning.   •  New  possibili6es  for  content  integra6on   It  seems  that  not  enough  is  being  done  in  the  classroom  in  order  to  ensure   that  learners  grasp  the  relevant  register.       –  In  L1  and  in  L2                  Farrell  and  Ventura  (1998);  Farrugia  (2003)   Comprehensible  input   Input  for  CLIL  •  not  too  difficult  yet  enough  opportuni6es  for   •  Linguis6c  and  non  linguis6c   learning.   •  Has  a  cogni6ve  and  language  level   –  SLA:  Krashen:  i+1   •  Must  be  comprehensible,  yet  challenging   –  Vygotsky:  Zone  of  proximal  development   enough  to  provide  opportunity  for  learning   •  Focus  on  text  comprehension  •  Opera6onalisa6on?   –  Vocabulary  size   –  Ac6vate  exis6ng  knowledge   –  Knowledge  of  the  ‘world’   –  Na6on:  90%  of  lemmas  in  a  text  known   –  Textbook  sequencing   2
  3. 3. 02-10-2010 Text  Corpora   Adap6ve  personalised  soJware  •  As  a  source  of  textual  (lesson)  materials   •  Selec6on  of  textual  materials   –  Representa6ve   –  Comprehensible,  target  word  list   –  Web  As  a  Corpus   •  Amen6on  on  relevant  aspects  •  As  a  source  for  linguis6c  analysis   –  Language  and/or  content   –  Frequency  informa6on   –  Related  to  learning  goals   –  Keyword  analysis   •  Adding  help  and  guidance   –  Part  of  Speech  tagging   –  Web  services  such  as  TTS,  online  dic6onaries   –  Informa6on  analysis  (clustering)   •  Automated  task  genera6on   –  Cloze  tasks,  dictate   Smart  Newsreader  applica6on   Smart  Newsreader  applica6on  •  Web  mining  of  news  ar6cles   •  Genera6ng  tasks   –  Dutch  corpus  size:  936000  texts,     –  Cloze,  drag  and  drop,  dictate,  open  ques6ons   –  German  corpus  size:  235000  texts   –  English  corpus  size:  195000  texts   •  Monitor  usage  •  Selec6on   –  Words  read,  help  asked,  task  results   –  Text  coverage  (%  of  known  lemmas)   •  Give  feedback   –  Unknown  words  are  learning  goals   •  Update  model  of  the  user  •  Adding  help  with  unknown  words   –  Profficiencies,  preferences,  interests   –  TTS,  dic6onary,  contexts,  morphology   3
  4. 4. 02-10-2010 Adap6ve  Tools     Towards  CLIL  reader(s)   &     CLIL    materials  quality  criteria  &  methodologies  •  Specific  purpose  text  corpus   •  Rich,  authen6c,  mul6modal  content  input  at  appropiate  level   –  Economics,  history,  osmosis,  etc.   (i  +  1)   –  Manual  crea6ons  and  web  crawlers     •  Scaffolded  input  provision  (just  in  6me  help)    •  Text  analysis   •  Lexical  approach  (concepts  in  context)   –  Wordlists   •  Academic  Language  Proficiency  (focus  on  form:  register  features     •  General  vocabulary   e.g.  colloca6ons)   •  Subject  terminology          Reading  –  Wri6ng  integra6on  (Loranc-­‐Paszylk,  2009)     •  Academic  words   •  Development  of  (language)  learning  skills    (learner  as  researcher)  •  Text  selec6on   •  Learner-­‐centred,  safe  environment,  learner  autonomy   –  Comprehensible  subject  and  language  input   •  Meaningful  repe66on,  (immediate)  feedback   Adap6ve  Tools  &  CLIL  issues  •  Assessment  of  learning  •  Data  collec6on  for  research  •  Teacher    educa6on    &  development:  language     &  register  and  content  terminology   4

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