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An EFL CLIL material design integrating Social
Emotional Learning (SEL) in a unit addressing
the Responsible Use of Social Media
platforms among High School Students
Presented by: Egle K.
Matos Herrera
Director: Dr. Elena Caixal
Area of Faculty of Social
Science and Humanities
1.Introduction
• How the internet changed the World forever
1.Introduction
• Social media platforms have changed global human interactions
1.Introduction
• The raising of concerns over the impact of social media platforms
on the lives of young users. Creating unhealthy social behaviours
that can interfere with the emotional well-being and psychosocial
development
1.Introduction
• The SEL a proactive and comprehensive approach to supporting the
development of students' social and emotional abilities.
1.Introduction
• The combination of the SEL strategy and the CLIL approach as a
powerful learning strategy tool.
2.Justification of Academic and
Personal Interest
2.Justification of Academic and
Personal Interest
It is our responsibility as members of
society to step in and educate and
encourage our children and teens to think
critically, act securely, and actively engage
in our digital environment.
Using the CLIL and
SEL techniques,
ESL students can
learn, practise, and
use L2 skills in
meaningful and
natural ways. In
addition, it enables
students to develop
empathy, resilience,
and interpersonal
connections.
3.Objectives
3.1 Main Aim of The Project
To design an B1+-level EFL CLIL material integrating Social
Emotional Learning (SEL) in a unit addressing the responsible use
of social media platforms for high schools’ students at the English
Academy private Yes School in the Basque Country.
3.Objectives
3.1.1 Specific aims
1.- To design an B1+-level EFL CLIL material integrating Social Emotional Learning
(SEL) strategies to promote communicative skills, and development of emotional
intelligence for high school students who attend classes in an English private
academy in the Basque Country, “Yes School”.
2.- To design an B1+-level EFL CLIL material addressing the responsible use of social
media platforms among high school students, by using real life scenarios, through
tasks-based activities based on the CLIL approach(…)
3.-To integrate the 4 Cs (Coyle 1999) and 5 core SEL competencies through the
design of a CLIL unit(…)
4.-To design an B1+-level EFL CLIL material promoting students’ personal growth and
foreign language learning.”
3.Objectives
3.1.2 Personal aims
1. To provide students with information on the effects of cyberbullying(..)
2. To prompt students to engage in introspection regarding their online conduct
(..),
3. To provide opportunities for students to improve their English language skills (..)
4. To empower students to be catalysts for positive change (..)
5. To create inclusive and equitable learning environments that embrace and
celebrate diversity, ensuring that all students feel valued, respected, and
supported.
6. To keep exploring the CLIL scopes(..)
7. To improve teaching skills, it is important to keep up to date with current
educational trends (…)
4.Theoretical Background
4.1 EFL Materials Design
• It is a chance to create materials that not only aid language acquisition but also
spark students' curiosity and imagination.
• In the words of Garton and Graves (2014, p. 11), "Materials are crucial to
language learning and teaching."
• Once the objectives have been identified, the next step is to choose appropriate
content for the materials.
• After deciding on the content, the teacher must decide on the format and
structure of the materials.
• EFL materials design is a complex and challenging process that requires careful
planning, creativity, and attention to detail
4.Theoretical Background
4.2 The Communicative Method
4.Theoretical Background
4.2 The Communicative Method
• CLT prioritises all four linguistic abilities, but with an emphasis on the
speaking.
• By integrating the communicative method with CLIL methodology,
teachers can create language learning experiences that are both
engaging and relevant to students’ content learning.
• Allows students to not only learn a language but also improve their
communication competence and critical thinking abilities in the context of
an authentic issue
4.Theoretical Background
4.3 CLIL Methodology
According to Do Coyle
(2006) CLIL, a term coined
by the European Network of
Administrators,
Researchers and
Practitioners (EUROCLIC)
in the 1990s, is a concept
that transcends the
boundaries of traditional
language education. It
involves utilising a foreign
language as a tool for the
acquisition of knowledge in
non-language subjects,
where both the subject and
the language have equal
weight.
4.Theoretical Background
4.3.1 Stage 1: a shared vision for CLIL
• A shared vision for CLIL involves defining the objectives of the program,
the content and language goals, and the roles and responsibilities of all
involved parties.
4.3.2 Stage 2: analysing and personalizing the CLIL context
• CLIL should be adapted to the reality of the classroom’s context.
4.3.3 Stage 3: planning a unit
• The component of the lesson preparation and planning.
4.3.4 Stage 4: preparing the unit
• The place where, the mental concepts to elaborate the CLIL unit are
translated into tangible things like materials, resources, activities, and
tasks.
4.Theoretical Background
4.3.5 Stage 5: monitoring and evaluating CLIL in action
• Coyle, Marsh, and Hood (2010) state that it is crucial at this point to
assess the processes and outcomes of a unit and monitor its
development
4.3.6 Stage 6: next steps – towards inquiry-based professional
learning communities
• In this last stage Coyle, Marsh, and Hood (2010), reflect that
teachers should join or create a professional learning community
where everyone sees themselves as learners as well as teachers.
4.Theoretical Background
4.4 The 4 Cs
4.Theoretical Background
4.5 Active and Meaningful Learning
This idea asserts that students learn best when they actively
participate in the learning process, as opposed to passively absorbing
knowledge
4.5.1 Meaningful learning in CLIL materials: CLIL may result in
considerable language improvements in both learners' L1 and L2, as
well as higher order thinking skills, including problem-solving skills.
4.5.2 Meaningful learning in the communicative environment
classroom: exposed to new ideas and encouraged to communicate
more effectively.
4.Theoretical Background
4.5.3 Meaningful learning in the social emotional learning
approach
4.5.3.1 Intentionality
4.5.3.2 The importance of the content
4.5.3.3 Authentic Work
4.5.3.4 Active inquiry (student-centred learning)
4.5.3.5 Constructing mental models
4.5.3.6 Work in groups (collaborative learning)
4.Theoretical Background
4.6 Cooperative Learning
Cooperative means working together with the objective of achieving a
common purpose or benefit. For a cooperative goal, every member of the
group has clearly defined tasks
4.Theoretical Background
4.Theoretical Background
4.7 SEL Educational Method
Social and emotional learning (SEL) is an essential aspect of education that focuses
on teaching students’ skills such as self-awareness, self-management, social
awareness, relationship skills, and responsible decision-making (Coombe et al.,
2020).
4.Theoretical Background
4.8 Social Media Use Awareness
4.Theoretical Background
4.9 Guidelines of The Common European Framework of Reference
for the X- level (depending on the level of the students)
5. Methodology of The Project
 5.1 Description of the chosen approach for material design, outlining the rationale
and methodology behind its development.
5. Methodology of The Project
 5.2 Description of the target group, providing a comprehensive understanding of the
intended audience, their characteristics, and their specific needs.
5. Methodology of The Project
 5.3 Description of the framework that encompasses the materials,
encompassing the overall structure, organisation, and supporting
elements.
5. Methodology of The Project
 5.4 Description of the creative process employed throughout the
project, elucidating the innovative and imaginative aspects involved in
the development of materials.
5. Methodology of The Project
 5.5 Description of the typology of materials and/or activities utilised, categorising
and explaining the various types and formats of resources employed.
5. Methodology of The Project
 5.6 Description of the overall learning objectives of the materials, outlining the
broad educational goals and outcomes intended to be achieved through their
utilisation.
 Communicative objectives:
 Objectives regarding culture, community, and citizenship:
 Objectives related with Emotional Intelligence:
6. Results And Discussion
6.1 Synopsis of the CLIL Material Design
Throughout each session, students are provided with a diverse range of
activities centred around specific emotional goals. These activities are
carefully designed to foster critical thinking and proactive engagement
with subjects related to the five core components of emotional intelligence
(EI).
6. Results And Discussion
6.2 Sessions
Session 1: self-awareness
Session 2: self-regulation and motivation
Session 3: empathy
Session 4: competence in social interaction
6. Results And Discussion
6.3 Justification of The Design Choices
learners are tasked with articulating scenarios that illustrate how their use of social
media can have negative impacts on their productivity, sleep, or social interactions.
6.4 Characteristics of The Level
learners at an intermediate level of B1+ are capable of comprehending standard
discourse on familiar and unfamiliar topics.
6.5 Description of the context
Promoting CLIL as a crucial component of the movement for multilingualism and
diversity permeates the other Cs, according to Coyle, P. Hood, and D. Marsh (2010)
6. Results And Discussion
6.6 Evaluation Criteria
Incorporating self-assessment and peer assessment into student learning can be
advantageous for both the students and their instructors.
6.7 Competences Covered
This material is designed to enhance social and emotional behaviours by imparting
knowledge and understanding of the potential risks and challenges associated with
social networking applications.
6.8 Content
The method for this CLIL material has been designed to strike a balance between
content and language
6. Results And Discussion
6.9 Order of the contents
6.9.1 Unit objectives
6.9.2 Learning Activities
6.9.3 Key words or introductory vocabulary
6.9.4 Graphic organisers
6.9.5 Collaborative group work
6.9.6 Summarising written material
6.9.7 Active listening
6.9.8 Task Planning:
6.9.8.1. Pre-task
6.9.8.2 Task development
6.9.8.3. Reflection and assessment
Conclusions
7.1 The Inspiration Works Behind the Project
7.Conclusions
7.2 Limitations
7.4 Future Research Implementation
Defensa de tesis para master en linguistica

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Defensa de tesis para master en linguistica

  • 1. An EFL CLIL material design integrating Social Emotional Learning (SEL) in a unit addressing the Responsible Use of Social Media platforms among High School Students Presented by: Egle K. Matos Herrera Director: Dr. Elena Caixal Area of Faculty of Social Science and Humanities
  • 2. 1.Introduction • How the internet changed the World forever
  • 3. 1.Introduction • Social media platforms have changed global human interactions
  • 4. 1.Introduction • The raising of concerns over the impact of social media platforms on the lives of young users. Creating unhealthy social behaviours that can interfere with the emotional well-being and psychosocial development
  • 5. 1.Introduction • The SEL a proactive and comprehensive approach to supporting the development of students' social and emotional abilities.
  • 6. 1.Introduction • The combination of the SEL strategy and the CLIL approach as a powerful learning strategy tool.
  • 7. 2.Justification of Academic and Personal Interest
  • 8. 2.Justification of Academic and Personal Interest It is our responsibility as members of society to step in and educate and encourage our children and teens to think critically, act securely, and actively engage in our digital environment. Using the CLIL and SEL techniques, ESL students can learn, practise, and use L2 skills in meaningful and natural ways. In addition, it enables students to develop empathy, resilience, and interpersonal connections.
  • 9. 3.Objectives 3.1 Main Aim of The Project To design an B1+-level EFL CLIL material integrating Social Emotional Learning (SEL) in a unit addressing the responsible use of social media platforms for high schools’ students at the English Academy private Yes School in the Basque Country.
  • 10. 3.Objectives 3.1.1 Specific aims 1.- To design an B1+-level EFL CLIL material integrating Social Emotional Learning (SEL) strategies to promote communicative skills, and development of emotional intelligence for high school students who attend classes in an English private academy in the Basque Country, “Yes School”. 2.- To design an B1+-level EFL CLIL material addressing the responsible use of social media platforms among high school students, by using real life scenarios, through tasks-based activities based on the CLIL approach(…) 3.-To integrate the 4 Cs (Coyle 1999) and 5 core SEL competencies through the design of a CLIL unit(…) 4.-To design an B1+-level EFL CLIL material promoting students’ personal growth and foreign language learning.”
  • 11. 3.Objectives 3.1.2 Personal aims 1. To provide students with information on the effects of cyberbullying(..) 2. To prompt students to engage in introspection regarding their online conduct (..), 3. To provide opportunities for students to improve their English language skills (..) 4. To empower students to be catalysts for positive change (..) 5. To create inclusive and equitable learning environments that embrace and celebrate diversity, ensuring that all students feel valued, respected, and supported. 6. To keep exploring the CLIL scopes(..) 7. To improve teaching skills, it is important to keep up to date with current educational trends (…)
  • 12. 4.Theoretical Background 4.1 EFL Materials Design • It is a chance to create materials that not only aid language acquisition but also spark students' curiosity and imagination. • In the words of Garton and Graves (2014, p. 11), "Materials are crucial to language learning and teaching." • Once the objectives have been identified, the next step is to choose appropriate content for the materials. • After deciding on the content, the teacher must decide on the format and structure of the materials. • EFL materials design is a complex and challenging process that requires careful planning, creativity, and attention to detail
  • 13. 4.Theoretical Background 4.2 The Communicative Method
  • 14. 4.Theoretical Background 4.2 The Communicative Method • CLT prioritises all four linguistic abilities, but with an emphasis on the speaking. • By integrating the communicative method with CLIL methodology, teachers can create language learning experiences that are both engaging and relevant to students’ content learning. • Allows students to not only learn a language but also improve their communication competence and critical thinking abilities in the context of an authentic issue
  • 15. 4.Theoretical Background 4.3 CLIL Methodology According to Do Coyle (2006) CLIL, a term coined by the European Network of Administrators, Researchers and Practitioners (EUROCLIC) in the 1990s, is a concept that transcends the boundaries of traditional language education. It involves utilising a foreign language as a tool for the acquisition of knowledge in non-language subjects, where both the subject and the language have equal weight.
  • 16. 4.Theoretical Background 4.3.1 Stage 1: a shared vision for CLIL • A shared vision for CLIL involves defining the objectives of the program, the content and language goals, and the roles and responsibilities of all involved parties. 4.3.2 Stage 2: analysing and personalizing the CLIL context • CLIL should be adapted to the reality of the classroom’s context. 4.3.3 Stage 3: planning a unit • The component of the lesson preparation and planning. 4.3.4 Stage 4: preparing the unit • The place where, the mental concepts to elaborate the CLIL unit are translated into tangible things like materials, resources, activities, and tasks.
  • 17. 4.Theoretical Background 4.3.5 Stage 5: monitoring and evaluating CLIL in action • Coyle, Marsh, and Hood (2010) state that it is crucial at this point to assess the processes and outcomes of a unit and monitor its development 4.3.6 Stage 6: next steps – towards inquiry-based professional learning communities • In this last stage Coyle, Marsh, and Hood (2010), reflect that teachers should join or create a professional learning community where everyone sees themselves as learners as well as teachers.
  • 19. 4.Theoretical Background 4.5 Active and Meaningful Learning This idea asserts that students learn best when they actively participate in the learning process, as opposed to passively absorbing knowledge 4.5.1 Meaningful learning in CLIL materials: CLIL may result in considerable language improvements in both learners' L1 and L2, as well as higher order thinking skills, including problem-solving skills. 4.5.2 Meaningful learning in the communicative environment classroom: exposed to new ideas and encouraged to communicate more effectively.
  • 20. 4.Theoretical Background 4.5.3 Meaningful learning in the social emotional learning approach 4.5.3.1 Intentionality 4.5.3.2 The importance of the content 4.5.3.3 Authentic Work 4.5.3.4 Active inquiry (student-centred learning) 4.5.3.5 Constructing mental models 4.5.3.6 Work in groups (collaborative learning)
  • 21. 4.Theoretical Background 4.6 Cooperative Learning Cooperative means working together with the objective of achieving a common purpose or benefit. For a cooperative goal, every member of the group has clearly defined tasks
  • 23. 4.Theoretical Background 4.7 SEL Educational Method Social and emotional learning (SEL) is an essential aspect of education that focuses on teaching students’ skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Coombe et al., 2020).
  • 24. 4.Theoretical Background 4.8 Social Media Use Awareness
  • 25. 4.Theoretical Background 4.9 Guidelines of The Common European Framework of Reference for the X- level (depending on the level of the students)
  • 26. 5. Methodology of The Project  5.1 Description of the chosen approach for material design, outlining the rationale and methodology behind its development.
  • 27. 5. Methodology of The Project  5.2 Description of the target group, providing a comprehensive understanding of the intended audience, their characteristics, and their specific needs.
  • 28. 5. Methodology of The Project  5.3 Description of the framework that encompasses the materials, encompassing the overall structure, organisation, and supporting elements.
  • 29. 5. Methodology of The Project  5.4 Description of the creative process employed throughout the project, elucidating the innovative and imaginative aspects involved in the development of materials.
  • 30. 5. Methodology of The Project  5.5 Description of the typology of materials and/or activities utilised, categorising and explaining the various types and formats of resources employed.
  • 31. 5. Methodology of The Project  5.6 Description of the overall learning objectives of the materials, outlining the broad educational goals and outcomes intended to be achieved through their utilisation.  Communicative objectives:  Objectives regarding culture, community, and citizenship:  Objectives related with Emotional Intelligence:
  • 32. 6. Results And Discussion 6.1 Synopsis of the CLIL Material Design Throughout each session, students are provided with a diverse range of activities centred around specific emotional goals. These activities are carefully designed to foster critical thinking and proactive engagement with subjects related to the five core components of emotional intelligence (EI).
  • 33. 6. Results And Discussion 6.2 Sessions Session 1: self-awareness Session 2: self-regulation and motivation Session 3: empathy Session 4: competence in social interaction
  • 34. 6. Results And Discussion 6.3 Justification of The Design Choices learners are tasked with articulating scenarios that illustrate how their use of social media can have negative impacts on their productivity, sleep, or social interactions. 6.4 Characteristics of The Level learners at an intermediate level of B1+ are capable of comprehending standard discourse on familiar and unfamiliar topics. 6.5 Description of the context Promoting CLIL as a crucial component of the movement for multilingualism and diversity permeates the other Cs, according to Coyle, P. Hood, and D. Marsh (2010)
  • 35. 6. Results And Discussion 6.6 Evaluation Criteria Incorporating self-assessment and peer assessment into student learning can be advantageous for both the students and their instructors. 6.7 Competences Covered This material is designed to enhance social and emotional behaviours by imparting knowledge and understanding of the potential risks and challenges associated with social networking applications. 6.8 Content The method for this CLIL material has been designed to strike a balance between content and language
  • 36. 6. Results And Discussion 6.9 Order of the contents 6.9.1 Unit objectives 6.9.2 Learning Activities 6.9.3 Key words or introductory vocabulary 6.9.4 Graphic organisers 6.9.5 Collaborative group work 6.9.6 Summarising written material 6.9.7 Active listening 6.9.8 Task Planning: 6.9.8.1. Pre-task 6.9.8.2 Task development 6.9.8.3. Reflection and assessment
  • 37. Conclusions 7.1 The Inspiration Works Behind the Project
  • 38. 7.Conclusions 7.2 Limitations 7.4 Future Research Implementation