This document discusses the need to train teachers to implement Content and Language Integrated Learning (CLIL) as the "World English Project" increases the global use of English. As more education systems begin teaching some subjects in English, there will be a lack of teachers with the necessary language proficiency, subject knowledge, and CLIL methodology skills. The author argues that teacher training programs need to incorporate CLIL training for both pre-service and in-service teachers at primary, secondary, and university levels. The author draws on their experience providing CLIL training to European teachers to demonstrate the demand for such professional development opportunities.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
John Morales, alumno de la Maestría en Lingüística Aplicada a la Enseñanza del Inglés como Lengua Extranjera, presenta su proyecto final de Maestría titulada "Efficacy of the SIOP model in content teaching with Foreign Language Learners"
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
John Morales, alumno de la Maestría en Lingüística Aplicada a la Enseñanza del Inglés como Lengua Extranjera, presenta su proyecto final de Maestría titulada "Efficacy of the SIOP model in content teaching with Foreign Language Learners"
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Help You Kick-start your Career as a Graphic DesignerDubSEO
With the advent of the Internet, learning new things have never been easy. It allows you to interact with people from your own field. Posting your work can help you get a global exposure and build your reputation. Visit https://www.dubseo.co.uk/
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
Director: Dr Manuel E. Cortés, Dean of the Faculty of Education, Universidad Bernardo O’Higgins
Chief Editor: Prof. Lorena Maluenda, Head of Departamento de Idiomas, Universidad
Bernardo O ́Higgins
Prof. Claudia Rodríguez, Departamento de Idiomas, Universidad Bernardo O ́Higgins
Associate Editors:
Prof. Diego Monasterio, Departamento de Idiomas, Universidad Bernardo O ́Higgins
Prof. Mirona Moraru, Escuela de Idiomas, Universidad Bernardo O ́Higgins
Collaborators:
Prof. Ulises Sánchez, Head of Escuela de Idiomas, Universidad Bernardo O ́Higgins
Prof. Bárbara Echard, President TESOL Chile 2021
Prof. Mireya Aguilera, President IATEFL Chile 2021
Prof. Billy Forward, Vice-president IATEFL Chile 2021
EDITORIAL BOARD
MESSAGE OF THE DIRECTOR
OF THE EDITORIAL BOARD
Dear Community,
It is a pleasure to be part of this academic project that started last
year — amid the COVID-19 pandemic— and that today rises under Departamento de Idiomas and Escuela de Idiomas at Universidad Bernardo O’Higgins, in conjunction with the recognised professional associations TESOL Chile and IATEFL Chile.
On behalf of the Editorial Committee, I would like to thank each of the authors who are part of this first issue of ELT Connections. We hope to be a bridge for expanding new knowledge and an anchor to socialise critical and contemporary issues
emerging from the ELT world that often need more communication channels, thus giving space to an
audience that requires permanent updates in the field. We trust that this E-zine will be a valuable
contribution for teachers, students, and the academic community in general
immersed in the learning, teaching, and dissemination of the English language both nationally and internationally.
Kind regards,
Prof Manuel E. Cortés, PhD
Dean Faculty of Education
Universidad Bernardo O’Higgins, Chile
Each involved country in the Erasmus+ Hands On CLIL partnership presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
Each involved country in the partnership Erasmus+ Hands On CLIL presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
Vàrem iniciar un blog a internet amb la intencióIniciamos un blog en internet con la intención de aumentar la motivación de nuestros alumnos por lo que se refiere a la impartición de contenidos en una lengua extranjera (AICLE-CLIL) y posibilitar que pudiesen seguir los aprendizajes desde casa mediante internet. Además, nuestra idea era la de servir como fuente de recursos para otros maestros que estén impartiendo AICLE. Pretèn ser una eina útil per al professorat, com a banc de recursos i idees que fan referència a la impartició de l’àrea de Medi Natural en anglès al cicle mitjà i superior d’educació primària. CLIL (Content and Language Integrated Learning) o AICLE (Aprenentatge Integrat de Contingut i Llengua Estrangera) fa referència a les situacions en què tota una àrea o una part d’aquesta s’ensenya mitjançant una llengua estrangera amb l’objectiu doble d’estudiar els continguts propis de l’àrea i l’aprenentatge simultani de la llengua estrangera.
Enriching Vocabulary to the Students of English as Second Language Learners (...Naresh Arruri
This paper focuses on enriching vocabulary to the students of the English as Second
Language learner (ESL) through the approach Content–Integrated–Language–Learning
(CILL). Previously many approaches have been developed, such as language across
curriculum, task based instruction, activity based communicating (ABC model) instruction,
content based instruction and immersion programmes etc. In this paper I shall present a
model for learning Vocabulary of English as Second Language Learner through his/her
preferred content.
The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.
Creating Spheres of Interculturality through Paerformative ActivitySusan Hillyard
Performativity will be shown to replace more abstract conceptions of language as a structure of meaning or as a symbol system and one way of introducing the concept of spheres of interculturality into ELT. The emphasis will be on the role of language in the concrete, particular transactions of the speaking body in specific contexts and in specific moments of time. It focuses on language as action, and also on meaning as the effect of embodied processes of meaning-making.
Teaching English as a Challenge.
This experiential workshop relates the theory and practice of a programme, English in Action, teaching English through Drama, designed especially for the Ministry of Education’s Special Education department in the City of Buenos Aires, Argentina.
The specific needs and challenges of the population of the 500 students currently in the programme are outlined, from students with ADHD, phobia, emotional trauma, or dyslexia to wheel chair users and students confined to their houses or hospitals with terminal diseases.
The theory will be briefly explained, based on sound evidence, while plenty of practice will serve to illustrate the efficacy of the methodology. The participants will leave with ideas for planning the why, the what and the how of teaching English to students with a challenging range of learning difficulties.
An extensive webography and bibliography will be provided.
Content with your Content? Why Teach Global Issues in ELT?Susan Hillyard
The first part of this paper aims to examine the concept of the globalised world from a number of different angles and poses questions related to the relevance and validity of the curriculum currently presented to EFL students. A number of methodological suggestions related to the field of education with a big E will be observed such as motivation, metacognition, learner autonomy, use of widely accessible resources and “The University of Life”. Thus the role of the teacher in ELT will shift towards that of faclitator and educator, raising awareness in self and in students of the need to become global citizens who are lifelong learners and putting the learner at the centre of the educational process. The second part of this paper examines the overriding factor of using English as a global language to examine global issues through the practice of critical, comparative and creative thinking skills. The framework for the paper is based on Robert Fisher’s thinking skills language learning model.
Introduction: Are You a Manager or a Leader?Susan Hillyard
This introductory workshop for coordinators and heads of departments, compares new leadership skills with old management skills in the administrative office. We will look at existing structures and consider the current calls for change in educational settings. We will analyse the needs of organizations, the nature of the change process and question to what extent you and your school are on the change-ready paradigm. We will examine a number of theories through the reflective process and look at the notion of creative leadership.The thrust is on forging sound relationships through listening, developing a system of effective communication and modelling natural authority rather than authority by position.
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the inter-relatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
Introduction: Are you a Manager or a Leader? Susan Hillyard
This introductory workshop for coordinators and heads of departments, compares new leadership skills with old management skills in the administrative office. We will look at existing structures and consider the current calls for change in educational settings. We will analyse the needs of organizations, the nature of the change process and question to what extent you and your school are on the change-ready paradigm. We will examine a number of theories through the reflective process and look at the notion of creative leadership.The thrust is on forging sound relationships through listening, developing a system of effective communication and modelling natural authority rather than authority by position.
Games for the 21st Century Creative Learner: Use it or Lose it!Susan Hillyard
This presentation, on creative games in the language classroom, will explore teacher beliefs about the nature of creativity, break down myths about creativity being difficult and only for the gifted few and will suggest strategies for getting students started on the process of creative speaking. There will be lots of strategies modelled for teachers to find their creative selves and to tap into the creative nature of all students. This will be a reflective plenary which will offer teachers food for thought for changing their classroom practice.
Readers' Theatre. An alternative to the school play pcSusan Hillyard
1. Definition
2. The value of RT in ELT
3. The value of RT for developing literacy skills
4. The value of RT for education
5. How to prepare an RT performance
a) Procedure
b) Selection of Materials
c) Scripting
d) Creating self made scripts
e) Staging
f) Rehearsal
g) Performance
Readers' Theatre. An alternative to the school play pcSusan Hillyard
This presentation covers the following areas of Readers' Theatre:
1. Definition
2. The value of RT in ELT
3. The value of RT for developing literacy skills
4. The value of RT for education
5. How to prepare an RT performance
a) Procedure
b) Selection of Materials
c) Scripting
d) Creating self made scripts
e) Staging
f) Rehearsal
g) Performance
Story sacks for Teaching English through Drama in the Primary ClassSusan Hillyard
This presentation shows the development of a team of teachers in Special Education in Argentina in designing a StorySack each to teach English through Drama for inclusion. It explores the rationale and shows the contents of the StorySack including types of activities used in ELT.
This is a summary of an essentially practical session for dealing with discipline differences in the middle years. Drama is used as a means to train students in conflict resolution techniques and explore their own emotions and reactions. Fight techniques are developed, confrontations improvised and characters in crowd scenes role played.
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. First Steps in CLIL: Training the Teachers
Los primeros paso para el AICLE: Formación de los docentes
Susan HILLYARD
Author
Ministry of Education, City of Buenos Aires, Argentina
Abstract
As David Graddol’s “World English Project” gains momentum (Graddol, 2006), CLIL is
increasingly being taken up by Ministries of Education as an innovative approach to teaching
modern languages, as a motivating method for teaching subject areas, or simply as a
contribution to internationalisation and the ideal of multilingualism. With this exponential
growth, the lack of competent, trained CLIL teachers has become more evident. Content teachers
are not infrequently monolingual and may not recognize the benefits of becoming bilingual,
while language teachers may not feel proficient in the subject-area knowledge required for
content teaching. Education ministries insist on CLIL implementation, but do not oversee a
workforce sufficiently competent in all three necessary areas: target language ability, subject
knowledge, and CLIL methodology. This paper explores the need to design quality training
modules at ITT (Initial Teacher Training) colleges, for PGCSE (Postgraduate Certificate in
Education) courses at universities, and INSET (In-Service Education and Training) courses so
that teachers to feel confident in embarking on CLIL courses at primary, secondary, and tertiary
levels.
Key Words: training, competences, target language, content knowledge, CLIL methodology.
Resumen
Como el “Proyecto Mundial del Inglés” de David Graddol gana ímpetu (Graddol, 2006), el
AICLE es cada vez más asumido por los Ministerios de Educación como un enfoque innovador
para la enseñanza de lenguas modernas, como método de motivación para la enseñanza de las
materias, o simplemente como una contribución a la internacionalización y al ideal del
multilingüismo. Con este crecimiento exponencial, la falta de docentes competentes, formados en
AICLE se ha vuelto más evidente. Los docentes de contenido, no pocas veces, son monolingües y
no pueden reconocer los beneficios de ser bilingüe, mientras que los docentes de idiomas no se
sienten competentes en el conocimiento de la materia del área requerida para la enseñanza de
contenidos. Ministerios de Educación insisten en la aplicación de AICLE, pero no supervisan
una fuerza de trabajo suficientemente competente en las tres áreas necesarias: la capacidad de
la lengua meta, conocimiento de la materia, y la metodología de AICLE. Este trabajo explora la
necesidad de diseñar módulos de capacitación de calidad en las universidades de ITT (Initial
Teacher Training), para los cursos de PGCSE (Postgraduate Certificate in Education) en las
universidades, y en cursos de INSET (In-Service Education and Training) para que los maestros
se sientan seguros al embarcarse en cursos de AICLE en los niveles primario, secundario, y
terciario.
Hillyard, S. (2010). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language
Integrated Learning. 4(2). 1-12. ISSN 2011-6721.
2. Hillyard 2
Palabras Claves: formación, competencias, lengua meta, conocimiento de contenido,
metodología de AICLE.
INTRODUCTION
As long ago as the publication of the ―Bullock Report‖ (Department of Education and Science,
1975) in England, I was interested in the connection between content and language. What
Bullock said, in a nutshell, was that all content teachers had to be language teachers and, as a
corollary, I myself supplemented this notion with the understanding that all language teachers
had to be content teachers. To quote from the Bullock Report‘s principal recommendations:
Each school should have an organised policy for language across the curriculum, establishing
every teacher's involvement in language and reading development throughout the years of
schooling. (p. 514)
Of course, it was not called ―CLIL‖ in those days; it was a matter of raising the level of language
development in first-language English speakers. As I was teaching English Language, English
Literature, Maths, and Geography in what was then the remedial department of a huge
comprehensive school in downtown Coventry, England, I found myself very interested in this
issue.
As I went on to live and work in a number of other countries—in Singapore, teaching
teenagers in a trilingual school; in Saudi Arabia, as K-12 curriculum co-ordinator in a bilingual
Muslim girls‘ school; in Spain, as department head in an international school; and finally in
Argentina as head of secondary in three bilingual schools, as director of a teachers‘ centre that
served the professional development needs of 100 bilingual schools, and as a professor at two
training colleges in Buenos Aires—finally, as an associate trainer of CLIL at NILE in UK, I
began to see how neither language could be separated from content, nor content from language.
Graddol (2006) has observed:
A new orthodoxy appears to have taken root in the last few years which could be described as
‗The World English Project‘. If this project succeeds, it could generate over two billion new
speakers of English within a decade. (p. 96-97)
If this is so, then how shall education ministries around the world cope with this situation?
IMPLICATIONS OF THE WORLD ENGLISH PROJECT
For a start, Graddol (2006) suggests that global English may mean the end of ‗English as a
Foreign Language‘ and that the language will shift over to becoming a basic skill. If so, many
constructs will change, among them:
Ministries will start teaching English at primary school in first grade—or at least by thjird
grade.
Many will begin teaching at least part of the curriculum through English in secondary
school.
Students will be required to be proficient in English at the stage of entry to universities.
Universities will teach more courses through English or will at least expect students to be
able to access and use materials in English.
If this is so—and it would seem so—my questions are:
From where are these teachers going to come?
Are we going to let anybody teach English, even if their language competence is very
low?
Hillyard, S. (2010). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language
Integrated Learning. 4(2). 1-12. ISSN 2011-6721.
3. Hillyard 3
Are we going to import thousands of native speakers, at great expense, either to teach the
teachers the language or to teach the students directly?
Are we going to advertise for all current backpackers to apply for jobs with ministries of
education around the world?
Are we going to establish thousands of training colleges with express training courses to
train teachers of English to young learners, or to University students, or to the new
generation of advanced adolescent learners who will no longer require those pre-
intermediate courses since they have been learning English for years?
And, if we are going to train much larger numbers of teachers, in what methodology do
we train them?
These are indeed burning, urgent, and complex questions. But there are additionally many further
issues to concern the new ―World English Project Teacher‖:
CLIL in primary school.
CLIL in secondary school.
CLIL in vocational schools.
CLIL in state schools.
CLIL at University.
And:
What age?
What level?
What subjects?
What weightage?
Where does mother tongue fit into this new paradigm?
Education ministries all over the world are juggling budgets, numbers in the work force, and
conflicting solutions. They are seeking advice from so-called experts but without really receiving
many answers. The basic problem is that it is all happening too fast and without time to weigh up
the consequences, nor to investigate, adequately, the little research that has been published.
THE TREND TOWARDS CLIL
As education ministries worldwide seek new methodologies, new curricula, and new paradigms
in general education, the firmly entrenched mindset must change. As Pistorio (2007), exploring
CLIL in Argentina, says,
Given the importance of Content and Language Integrated Learning (CLIL) for bilingual
institutions, Argentine universities and teaching training colleges need to incorporate this
approach in their curricula to certify that graduate teachers are qualified to teach not only English
as a foreign language (EFL) but also content based subjects. (p. 1)
I myself am witness to this need. Over the last five years, I have been involved in the training
and re-training of teachers, almost all from Europe, for taking up the challenge of the CLIL
approach, mainly at NILE, the Norwich Institute of Language Education in Norfolk, UK and also
in pockets of interested communities in Argentina and Colombia. At NILE, I have trained the
following groups on two-, three-, or four-week intensive courses:
Catalonian secondary-level content teachers.
Austrian MA candidates.
French secondary-level content teachers.
Madrilenian primary-level language teachers (3 groups).
Hillyard, S. (2010). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language
Integrated Learning. 4(2). 1-12. ISSN 2011-6721.
4. Hillyard 4
Madrilenian primary-level content teachers (2 groups).
Majorcan primary-level content and language teachers.
Austrian secondary-level content and language teachers.
Polish university academic content professors (teaching MA-level courses through
English).
When the groups arrive, I always ask them to complete an initial questionnaire to analyse
feelings, impressions, and expectations. Below, I cite some real comments made by teachers in
the different groups:
―How do I plan a CLIL lesson? I have no idea!‖
―I‘m really worried. I don‘t know the English for the language of sports!‖
―I don‘t want to do this. I want to teach my subject in my language!‖
―I‘m an English-language teacher, not a science teacher.‖
―The parents aren‘t going to like this.‖
―I‘m supposed to teach music in English in September. But how?‖
―This is not for university. The students expect lectures.‖
It has been interesting to see how these teachers take up the challenge, and how they can be
trained well enough to feel confident to go back home to teach—sometimes in as little as two
months after the training course—and then seeing them again a few years later to hear about their
experiences.
Of course, there are as many models of CLIL as there are teachers, but the basic types of models
can be summarised as follows:
Monolingual: Students are in their home country, learning a subject through CLIL. Some
students may be non-native speakers. (For example: Slovenia.)
Bilingual: Students learn 50 % or more of their curricular subjects in a second or foreign
language. (For example: Argentina‘s private sector, The Netherlands, and Canada.)
Multilingual: Students learn curricular subjects in three or more languages. (For example:
the Basque Country and Cataluña.)
Plurilingual: Students learn several languages, one or more of which may be learned
through CLIL. (For example: Australia.)
THE CLIL APPROACH
CLIL, itself, is not new. Rather it is a new label for an integrated and well-defined approach
deriving from the following non-exclusive methodologies that have been employed in EFL
environments for many years:
project work.
thematic cycles.
Content-Based Instruction (CBI).
Content-Based Learning (CBL).
English for Specific Purposes (ESP).
Cognitive Academic Language Learning Activities (CALLA).
Language Across the Curriculum (LAC).
Task-Based Learning (TBL).
Graddol (2006) suggests that:
Hillyard, S. (2010). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language
Integrated Learning. 4(2). 1-12. ISSN 2011-6721.
5. Hillyard 5
English seems so much in demand in the world today that it may be perverse to suggest that
English teachers are becoming an endangered species. This, however, may be one consequence of
a global shift towards CLIL. (p. 1)
What he means by this is that English teachers, as we know them and their methods today, will
become defunct. It will be important to compare the differences between the old EFL/ESL
approaches, already espoused at ITT (Initial Teacher Training) colleges and updated in INSET
(In-Service Education and Training) courses worldwide, with the new CLIL approach and to see
if teachers can be retrained to take up new positions in the new CLIL era.
With regard to CLIL itself, the glossary produced by University of Cambridge ESOL
Examinations (2009) offers the definition:
CLIL is an approach in which a foreign language is used as a tool in the learning of a non-
language subject in which both language and the subject have a joint role. (p. 1)
In another form, Marsh (2002) describes CLIL as:
Any dual-focused educational context in which an additional language, thus not usually the first
language of the learners involved, is used as a medium in the teaching and learning of non-
language content. (p.15)
In other words, CLIL teachers need three separate but intertwined abilities in order to operate
within this new approach: target language ability, content knowledge, and CLIL methodology. In
order to combine these three areas, the course content and methodology I devised at NILE
consisted of
Intensive language development, input, and output, stressing classroom language and
content-orientated language (appropriate to the content in question).
Content knowledge in terms of syllabus contents, concepts, and skills at the cognitive
level.
CLIL methodology, especially in terms of output from students, the use of graphic
organizers, Bloom‘s taxonomy of thinking skills, Cummins‘s BICS and CALP, the
diversity of CLIL approaches (as expressed in Figure 1), and ―learning as doing‖ in
interaction.
Hillyard, S. (2010). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language
Integrated Learning. 4(2). 1-12. ISSN 2011-6721.
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Key Features Foreign language teaching Subject teaching in
Conventional FL Content-based FL
teaching language teaching (CLIL)
Priority in Language language teaching Subject
Planning
Taught by: Language or class Language or class Class teacher
teacher teacher
Assessed as: Language Language Subject
Viewed as: Language teaching Language teaching Subject teaching
Materials Language Language/Subject Subject
Syllabus Language syllabus: Language syllabus: Content syllabus and
general purposes CALP CALP
Methodology FLT methodology Language-supportive Language-supportive subject-teaching
teaching desirable
Figure 1. Primary foreign language teaching and subject teaching in FL compared
(after Clegg, 2003).
TEACHER COMPETENCES FOR CLIL
The teacher competences required for successful CLIL teaching in real classrooms are extensive
and clearly delineated in The CLIL teacher’s competencies grid (Bertaux, Coonan, Frigols-
Martín, & Mehisto, 2009) but can be summarised as follows (Mehisto, P., Frigols, M.-J., and
Marsh, 2008, pp. 232-236):
Knowledge of methodology for integrating both language and content.
Ability to create rich and supportive target-language environments.
Ability to making input comprehensible.
Ability to use teacher-talk effectively.
Ability to promote student comprehensible output.
Ability to attend to diverse student needs.
Ability to continuously improve accuracy.
I would add that an essential first element in developing such competences is a shift in attitude to
include a willingness to change, the desire to learn something new, motivation to learn the
―whys, whats, and hows‖, a willingness to work with others (and to link the CLIL programme
with school ethos), a willingness to design materials, and—above all—a belief in the efficacy of
CLIL.
As should be clear from the list above, the teacher competences needed for CLIL are
extensive and require considerable assimilation time for any teacher embarking on teaching in a
CLIL programme. In terms of professional skills, a teacher needs to be prepared to be able to
show themselves adept at defining CLIL, adopting an approach to CLIL, adapting CLIL to the
local context, integrating CLIL into the curriculum, and articulating quality-assurance measures.
Perhaps the greatest innovation pertains to the teachers‘ new understanding and application of
Hillyard, S. (2010). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language
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7. Hillyard 7
the difference in practice between Basic Interpersonal Communication Skills (BICS) and
Cognitive Academic Language Proficiency (CALP) (Cummins & Swain, 1996).
Cummins‘s research has had a profound effect on teacher-training policy and is
producing a new breed of teacher aware of the great need to teach thinking skills alongside the
language and content knowledge. The two models represented in Figure 2 and Figure 3 show the
essential skills a teacher must develop in order to design suitable materials in their own context.
Figure 2. Cummins’s “Iceberg” model of BICS and CALP
(after Cummins, 1984, p.138).
Figure 3. The range of contextual support and degree of cognitive involvement in
communicative activities (after Cummins & Swain, 1996, p. 153).
In addition, CLIL teachers must master the implementation of Bloom‘s New Taxonomy (Bloom,
1956) at the level of the Higher Order Thinking Skills (HOTS) rather than the Lower Order
Thinking Skills (LOTS), as well as Vygotsky‘s scaffolding techniques for knowledge and
Hillyard, S. (2010). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language
Integrated Learning. 4(2). 1-12. ISSN 2011-6721.
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language, which is to say ―the temporary assistance by which a teacher helps a learner know how
to do something, so that the learner will later be able to complete a similar task alone‖ (cited in
Gibbons 2002, p. 10).
In terms of teachers‘ own language abilities, they must be proficient, preferably at C2 in
the Common European Framework of Reference for Languages (2001) or holding a Certificate
of Proficiency in English (CPE) from the University of Cambridge Local Examinations
Syndicate (UCLES). More importantly, CLIL teachers need to be effective in the language of
teaching, explaining, giving instructions, eliciting techniques, the language of classroom
management, and the language of learning activities. They must be comfortable in using English
at all times in the classroom and never resorting to the mother tongue except in special
circumstances.
Because CLIL is such a complex approach and so different from traditional ELT
methods, although many new ELT techniques are included in CLIL, teachers must be thoroughly
trained in lesson planning and have knowledge of lesson preparation, translating plans into
action, ensuring outcomes, understanding of second language attainment levels, promoting
cultural awareness and interculturality, applying knowledge about second-language acquisition
in the classroom, and having knowledge and awareness of cognitive and metacognitive processes
and strategies in the CLIL environment.
If the CLIL approach is to work, teachers must change their perception of their role,
becoming both proficient and sensitive, taking into account the affective side of learning. They
must be sure in knowing about and applying assessment and evaluation procedures and tools.
Because CLIL is still evolving, teacher must be prepared to keep up with new developments in
the field and must learn to use ICTs as a teaching resources in the development of interactive
methodologies.
DEVELOPING CLIL TRAINING IN THE UK
Although CLIL has become widespread in Europe, the situation is somewhat different in the UK.
As Hunt, Neofitou, and Redford (2009) state, ―this approach is still considered to be innovative
practice and is not widespread‖ (p. 110). They additionally report on:
trainees‘ evaluations of their teaching of CLIL lessons in a range of secondary schools,
and the impact of the CLIL approach on learners, their own teaching, and the school
departments in which they were teaching.
challenges trainees encountered in using this approach.
The stated aim of their project was to develop and enhance CLIL practice in schools by
designing training input for modern foreign language trainees over a controlled four-year period:
Consequently trainees received an initial in-service training programme on the CLIL approach, a
more detailed session on how to plan CLIL lessons, as well as a planning surgery before they
embarked on the final planning and teaching of CLIL lessons during the final placement.
(Hunt, Neofitou, & Redford, 2009, p. 113).
They go on to explain the process in detail and—despite citing some challenges, such as
maintaining good pace without leaving anyone behind, finding CLIL lessons more time
consuming to plan than normal lessons, needing to start from the basics, and to make time to
meet with colleagues from other subject departments—the comments were more positive than
negative:
Hillyard, S. (2010). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language
Integrated Learning. 4(2). 1-12. ISSN 2011-6721.
9. Hillyard 9
The teachers‘ experience of CLIL was very positive: they found that the enriched content gives
language learning a purpose, it is challenging and discursive, and encourages thinking skills,
opinion giving and justification. (Hunt, Neofitou, & Redford, 2009, p. 114)
Trainees reported interest from all teachers who were willing to embrace new ideas and involve
themselves in collaborative work. In addition, they particularly appreciated pupils‘ involvement,
the fact that pupils were responsible for their own research, and even the fact that pupils with
special educational needs were particularly successful. The CLIL approach has an impact on
attainment of transferable skills: independent learning, risk taking, problem solving, listening
skills, and thinking skills. Moreover, it seems likely the teachers included themselves as part of
this new learning paradigm.
In summarizing the findings, one teacher spoke very positively when asked to present the
CLIL approach to their whole department and to write an article for their school magazine:
―I hope the positivity and enjoyment that we all got out of these sessions may be understood by
the lesson plans and evaluations as they were a fantastic experience for all concerned. The
Geography Teacher, Head of Department and Director of Studies were present and the lessons
were video recorded.‖ (Hunt, Neofitou, & Redford, 2009, p. 115)
The project culminated in five trainees being set the task of showcasing their experiences at a
conference organised by the Association for Learning, UK. Following the success of this action
research, there was a plan to repeat it for primary trainees at Warwick University, UK, beginning
in 2009.
AN EXAMPLE CLIL TEACHER-TRAINING INITIATIVE FROM ITALY
Recent years have seen significant advances in the development of CLIL in Italy. Issues of
provision and access, syllabus and certification, quality assurance, and training of trainers are
core items for CLIL implementation at national and regional level. As Langé (2005) indicates, it
has been a gradual and varied process:
The regional education authority in Lombardy provided face-to-face courses, but in 2001 it opted
for a web-based in-service training course, ALI-Clilonline (Apprendimento Linguistico Integrato-
C), for both language teachers and subject teachers. A team of experts and trainers was organised
and a precise programme designed.
In order to spread the methodology more widely, a team of experts and trainers was organised
and a precise web-based programme designed. Teachers were encouraged to create CLIL
didactic modules as a team and to work in small, online groups. Participants were able to use
data communication services autonomously and, through interaction in professional
development, they have created productive dynamics in the schools. They have also gone on, as
in the Hunt research cited above, to describe their positive experiences at conferences and in
media interviews. (For further similar example, see Appendix).
As Langé (2005) observes for her context, ―In the space of this short period, CLIL
materials and teacher training no longer seem to be an Achilles heel in Lombardy.‖ This may
well prove to be the future method of developing teacher competences in CLIL methodology all
over the world.
TRAINING MODELS
The question of teacher training is massive and complex. It must be understood that this type of
training does not happen overnight. It is a long process. The most efficient approach, if neither
the speediest nor cheapest, may be to train a group of teachers who then teach in real classrooms
Hillyard, S. (2010). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language
Integrated Learning. 4(2). 1-12. ISSN 2011-6721.
10. Hillyard 10
for two years while attending monthly meetings to reflect on problems and successes, and who
then participate in a ―train the trainers‖ course in which they learn how to train other teachers
using a ―cascade‖ model, thereby disseminating the methodology as widely as possible.
CLIL can be a motivating force for both teachers and students, but it is important that the
training is planned in a controlled and positive manner if it is to be implemented successfully. As
one of Do Coyle‘s trainee teachers confirms (Doyle, 2007):
You change your mind about what is possible – I would never have believed it before doing this that beginners
could make so much progress so quickly [...] other more older kids with attitude have responded in such a mature
way because they see it as relevant and special and so do I … (p. 7)
It is also important to learn from the Malaysia English Policy (Graddol 2010), in which
the Malaysian government switched to teaching science and maths through the medium of
English in 2003 but, six years later, in July 2009, announced that the policy was to be reversed.
The then-Minister of Education admitted that only 10% of primary teachers were sufficiently
proficient in English when the policy was introduced. As Graddol warns (2010), ―The Malaysian
experience shows the dangers of introducing a ‗one size fits all‘ national policy, without first
ensuring that it can be effectively implemented‖ (p. 93).
CONCLUSION
If a new paradigm in ELT is to be implemented in accordance with the paradigm of the World
English Project to propel both teachers and learners into a more efficacious and speedy language
development plan, then the most important areas of initial teacher training programmes (such as
ITT, INSET, Master‘s programmes) need to include carefully designed modules in their
curricular planning. At least, the following suggestions should be considered:
ITT programmes:
o A module on language and globalization.
o A module on CLIL.
o Comparative studies of models for ELT.
INSET programmes:
o networking.
o professional development courses.
o centres of excellence.
o school led initiatives: pairing, clustering, international networking.
o pilot experiences, dissemination of experiences, training courses.
o online courses.
o MA Degrees (face-to-face, on-line, at distance, or blended).
Likewise, education ministries must always remember the vital maxim ―think globally, act
locally‖ if plans are to be successful and if new paradigms are to have a positive impact on both
teachers and learners alike.
APPENDIX
Remarks from the NILE RUCLIL Course (July 2010)
The following are comments from a group of Polish University professors lecturing in such
subjects as MBA, Chemistry, Economics, Maths, Marketing, Physics at Masters level about their
experience in the course:
Hillyard, S. (2010). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language
Integrated Learning. 4(2). 1-12. ISSN 2011-6721.
11. Hillyard 11
Paulina: When I first started the course … I felt that it was easy. It was a different way of
teaching. At the end of the course I knew that it isn‘t easy. It requires me to be a teacher at 100%. I
have to prepare new materials and change my thinking for the role of teacher.
Mariola: When I came to England I didn't know much about CLIL and its methods. I was curious
to know about its practical applications. Working with students is interesting, but sometimes
requires a lot of teacher's involvement. While carrying out lessons it‘s worth knowing various
techniques, which are very helpful. In the end, I was very satisfied that I was able to get to know
different techniques increasing student's level of activity. In my opinion they will help students to
understand the particular subject and remember the most important problems. I am sure I am going
to use them in improving the quality of lessons.
Iza: I was very excited! I was afraid a little ... and I hoped I would learn a lot of new things and I
would speak English all the time. I am sure I will use all these CLIL techniques during my classes,
both in Polish and in English. I felt better with my English language skills.
Bogdan: I thought it is something strange. I cannot use it in my teaching. I have changed my mind
and now I am still working on my lessons in the context of what I have learnt.
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BIODATA
Susan Hillyard holds a B.Ed.(Hons) from Warwick University in the U.K. She has work
experience in seventeen countries as a speaker, workshop facilitator, consultant, researcher, on-
line tutor. She was Prof. Language IV in Lenguas Vivas and UTN, Bs As., and is now a NILE
Associate Trainer in Norwich, U.K. She has co-authored a resource book for teachers, Global
Issues for Oxford University Press and a TDI-TKT on-line course for Pearson. She is also the
coordinator for the programme ―English in Action: teaching English through Drama in Special
Education‖ for the Ministry of Education of Buenos Aires, Argentina.
Hillyard, S. (2010). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language
Integrated Learning. 4(2). 1-12. ISSN 2011-6721.