This document discusses bilingual education approaches at the primary school level. It begins by outlining some of the key benefits and pending questions around bilingual education, such as how it can benefit content learning and how to best cater to subject content. It then discusses different bilingual education models like immersion programs and the importance of additional language instruction. The document also presents Coyle's 4C framework for planning bilingual lessons around content, cognition, communication and culture. Finally, it discusses principles for effective CLIL education, such as providing rich input, scaffolding learning, and promoting higher-order thinking skills.
Presentation for the 1-1 Leading Innovation Institute at the Friday Institute for Educational Innovation, NC State University, Raleigh, NC, July 9, 2009.
Presentation for the 1-1 Leading Innovation Institute at the Friday Institute for Educational Innovation, NC State University, Raleigh, NC, July 9, 2009.
REFLESS project top-level conference: Waldemar Martyniuk, Council of Europe's...REFLESS Project
REFLESS project top-level conference in Belgrade:
"Importance of languages, translation and interpretation for the future of Serbia in European Union".
Presentation by Ana-Maria Stan (European Commission) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University and held in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Common European Framework of Reference for Languages : Learning, Teaching, As...Marcela Spezzapria
Material de uso en clase. Referencias bibliográficas de AL SITIO LENGUAS.
Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación (MCER)
Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer (CECR)
Common European Framework of Reference for Languages : Learning, Teaching, Assessment (CEFR)
Quadro europeu comum de referência para as línguas : Aprendizagem, ensino, avaliação (QECR)
https://www.coe.int/fr/web/common-european-framework-reference-languages/home
Un instrument de référence pour la transparence et la cohérence
Résultat de deux décennies de recherches, le Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer (CECR) est, comme son nom l’indique, un cadre de référence. Il a été conçu dans l’objectif de fournir une base transparente, cohérente et aussi exhaustive que possible pour l’élaboration de programmes de langues, de lignes directrices pour les curriculums, de matériels d’enseignement et d’apprentissage, ainsi que pour l’évaluation des compétences en langues étrangères.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Presentation by Dr. Orhan Agirdag (University of Leuven) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and was held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Invited keynote - presenting new opportunities for mobile and ubiquitous language learning as an informal activity for mobile populations in contemporary cities. Learners (for example recent immigrants) require assistance, but in these new settings they also have much to offer to other learners and the local population, so they should not be regarded as merely passive recipients of assistance.
Multicultural education in a diverse cultural society is one of the important aspects to be addressed in order that it is not viewed as a threat in the current era of education 4.0. This researchaims at examining the implementation of multicultural education in German language learning, especially in the Aufbaustufe A2 course. The samples of this research were second semester students of class A in the Study Program of German Language Educationwith the total of 20 students. The instruments used in this research were questionnaires, interviews and document review. The data of the results of the questionnaire, interviews, and document review were analyzed by using descriptive statistics. The results of this research show that students are aware of their existence and also the existence of other students who have different cultural backgrounds. In addition, they respect their own culture even though they are also open to learning and understanding German culture.
The ‘European Use of Full Immersion, Culture, Content, Service approach for language learning’(EUFICCS), is a project for acquiring a second language through a process of linguistic and cultural immersion, and Reflective Intercultural Competence (RIC).
REFLESS project top-level conference: Waldemar Martyniuk, Council of Europe's...REFLESS Project
REFLESS project top-level conference in Belgrade:
"Importance of languages, translation and interpretation for the future of Serbia in European Union".
Presentation by Ana-Maria Stan (European Commission) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University and held in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Common European Framework of Reference for Languages : Learning, Teaching, As...Marcela Spezzapria
Material de uso en clase. Referencias bibliográficas de AL SITIO LENGUAS.
Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación (MCER)
Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer (CECR)
Common European Framework of Reference for Languages : Learning, Teaching, Assessment (CEFR)
Quadro europeu comum de referência para as línguas : Aprendizagem, ensino, avaliação (QECR)
https://www.coe.int/fr/web/common-european-framework-reference-languages/home
Un instrument de référence pour la transparence et la cohérence
Résultat de deux décennies de recherches, le Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer (CECR) est, comme son nom l’indique, un cadre de référence. Il a été conçu dans l’objectif de fournir une base transparente, cohérente et aussi exhaustive que possible pour l’élaboration de programmes de langues, de lignes directrices pour les curriculums, de matériels d’enseignement et d’apprentissage, ainsi que pour l’évaluation des compétences en langues étrangères.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Presentation by Dr. Orhan Agirdag (University of Leuven) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and was held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Invited keynote - presenting new opportunities for mobile and ubiquitous language learning as an informal activity for mobile populations in contemporary cities. Learners (for example recent immigrants) require assistance, but in these new settings they also have much to offer to other learners and the local population, so they should not be regarded as merely passive recipients of assistance.
Multicultural education in a diverse cultural society is one of the important aspects to be addressed in order that it is not viewed as a threat in the current era of education 4.0. This researchaims at examining the implementation of multicultural education in German language learning, especially in the Aufbaustufe A2 course. The samples of this research were second semester students of class A in the Study Program of German Language Educationwith the total of 20 students. The instruments used in this research were questionnaires, interviews and document review. The data of the results of the questionnaire, interviews, and document review were analyzed by using descriptive statistics. The results of this research show that students are aware of their existence and also the existence of other students who have different cultural backgrounds. In addition, they respect their own culture even though they are also open to learning and understanding German culture.
The ‘European Use of Full Immersion, Culture, Content, Service approach for language learning’(EUFICCS), is a project for acquiring a second language through a process of linguistic and cultural immersion, and Reflective Intercultural Competence (RIC).
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/comenius/creativity_en.pdf
Is there any instructional method to teach content through English as a foreign language?
Different Approaches to an Instructional Model
Manuel F. Lara Garrido - lara25@bepnetwork.com
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.
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.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter 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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
1. EAS CLIL alla scuola primaria:
introduzione
DI MARZIA VACCHELLI
ISTITUTO MAZZARELLO
CINISELLO BALSAMO 4 SETTEMBRE 2014
4 SETTEMBRE 2014
2. Social relationships and meaningful activity
“Learning is not an end, but means to building
social relationships and engaging in meaningful
activity. What does this mean for our schools?
If we are to be a nation of lifelong learners, school
has to become a place where students take charge of
their learning for life – where they become eager
constructors of knowledge, and view the entire
world around them as a rich and welcome
resource.»
(Eckert, Goldman & Wenger 1997).
3. It is as learner we become educators!
“Teachers need to act as themselves – as adults and thus
as doorways into the adult world – rather than
constantly acting like teachers, that is as representatives
of the institution and upholders of curricular demands,
with an identity defined by an institutional role.
They should act as members end engage in the learning
that membership entails, and open forms of mutual
engagement that can become an invitation to
participation – it is as learners we become educators! “
(Wenger, E. ,Communities of Practice, ‘Learning,
Meaning and Identity’, Cambridge University Press.
1998).
6. Users and designers
Children can participate in a design process either as
user or as designers. As users children can contribute
on different aspects:
Children are good at giving unreserved criticism to
something existing (e.g. a prototype).
Children can give feedback on both contents (what is
fun?) and structure (what is motivating?).
Children can evaluate interactivity and different
designs.
(Pedersen 2001).
7.
8. European dimension
Ogni cittadino dell’Unione Europea dovrebbe saper
usare in modo funzionale la sua madre lingua e
almeno DUE lingue parlate all’interno della UE.
Si leggano le reazioni del 10 giugno 2014 alla
decisione di Matteo Renzi di lasciare in Italiano e in
Inglese la pagina web ufficiale della UE dopo il 1
luglio (inizio della presidenza italiana):
http://www.euractiv.com/sections/languages-culture/
italian-presidency-website-will-not-be-french-
or-german-302693#comment-1
9. Free lessons during the holidays?
From: “Commission looks at language skills
to boost EU 'prosperity”
http://www.euractiv.com/culture/commission-looks-language-
skills-boost-eu-prosperity/article-175337
In France, Education Minister Xavier Darcos
recently unveiled plans to offer free English lessons
to students during school holidays, describing failure
to speak the language fluently as a handicap in
today's world (EurActiv 04/09/08).
10. Language Learning as a lifelong process
Language learning is a LIFELONG process, the
communication stresses, calling on vocational and
adult education to do more to promote it. It also says
more effort should be made to offer a wider variety of
languages, and calls for more teacher exchanges to
take place to enhance their own fluency.
The text will also highlight the potential to better
exploit EU languages abroad and non-EU languages
within the bloc itself.
11. Language diversity as « a source of wealth»
Describing language diversity as "a source of
wealth" for Europe, EU Multilingualism
Commissioner Leonard Orban told a public
hearing on 10 September that "languages are the
most effective tool to promote intercultural
dialogue". Outlining the case for language learning,
he warned that mutual incomprehension can act as
"a barrier to exchange between cultures" and "lead to
misunderstanding and conflict".
12. 60 % EU students learn two foreign languages
http://www.euractiv.com/culture/eu-students-learn-
foreign-langua-news-222667
Most EU students learn two foreign languages:
Study (28.09.2009)
60% of students in upper secondary education
study two or more foreign languages, according to
figures published last week by EU statistical office
Eurostat.
6%, however, do not learn any foreign language at
all, the data revealed, while a third of students only
learn one.
13. 2007: figures on language skills in Europe
The latest figures on language skills in Europe, which
relate to 2007, were published by EU statistical office
Eurostat last week (24 September) ahead of European
Languages Day, which was celebrated across the
continent on Saturday (26 September).
Secondary schools in the Czech Republic, Luxembourg,
the Netherlands and Finland all reported that 100% of
their students learn two or more foreign languages, with
Slovenia and Slovakia (both 98%) and Estonia (97%)
following close behind.
.
14. One foreign language
The highest proportions of students studying one
foreign language are to be found
in Greece (92%),
Italy (74%),
Ireland (73%),
Spain (68%)
and Malta (60%).
15. English dominant
English dominant
English is the most studied language in all member
states for which data were available, except for
Luxembourg, where English, French and German
have equal standing, and the UK and Ireland, where
French is most popular
16. Starting early…..
Iniziando presto, alla scuola materna o alla scuola
primaria con la bilingual education si può
raggiungere l’obiettivo lanciato dall’Unione Europea:
17. Definizione di Bilingual Education
« Any system of school education in
which, at a given
moment in time and for a varying
amount of time simultaneously or
consecutively, instruction is planned
and given in at least two languages”.
(Hamers and Blanc, Bilinguality and Bilingualism, 2nd ed. New York,
Cambridge University Press,2000)
18. Dialogical
la bilingual education dovrebbe quindi essere
dialogica,
Significando cioè che entrambi, docenti e learners
usano” two or more languages” in classe per scopi
comunicativi.
19. Productive language and language reception
“However, the quantity of productive
language in each of the languages used by
the pupils may differ from the quantity of
language reception, which is accordingly the
quantity of language input in each of the
languages offered by the teacher”
( Daniela Elsner, Jörg-U.Keßler, Bilingual Education in Primary School,
Narr Studienbücher, Narr Verlag, Tübingen, 2013, page 2)
20. Immersion programmes
Negli immersion settings la maggior parte delle
discipline (almeno più del 50 %) sono insegnate
nella target language al fine di provvedere a un vero
e proprio ‘language bath‘ come suggerisce il termine.
L’idea dietro questi programmi era ed “ to immerse”
completamente in un’altra lingua, mentre lo
sviluppo della prima lingua è supportato
costantemente (e. g. Martin 2012: 38).
Buoni esempi sono :
i French immersion programmes in Canada,
or Swedish immersion programmes in Finlandia.
21. Diffusione della metodologia CLIL
La metodologia CLIL si è diffusa progressivamente
sempre di più in Europa sia a livello di scuola
primaria che secondaria (cf. Coyle et al. 2010, Marsh
& Meyer 2012, Egger & Lechner 2012).
Nell’ambito di questo quadro, più del 50 % delle
discipline sono insegnate nella lingua target mentre
l’altra metà è proposta in prima lingua.
22. Ore aggiuntive per le Istruzioni
Parallelamente, sono aggiunte lezioni di lingua
straniera agli studenti, e
molto spesso
Ore aggiuntive
di istruzioni in lingua straniera
precedono
I programmi CLIL.
23. The most pending questions about
Bilingual Education at Primary Level
The most pending questions about bilingual education
at primary level deal with the following aspects:
What would be the benefit of bilingual education for
content matter?
How can bilingual education cater for the needs of
the specific subject content rather than just serve as
additional language input?
24. Pending Questions II
Which approach(es) to bilingual education are most
promising in primary
school settings?
How can bilingual content classes and subject matter
be evaluated and
assessed?
25. Pending Questions III
Do primary teachers (both modern language teachers as
well as content
teachers) need a specific additional qualification to teach
bilingually?
Could bilingual education enhance both language and
content learning or
would it rather water down one of those or even both
areas?
Are bilingual educational settings appropriate for
learners with migration
backgrounds or would such settings rather impede their
learning of the
majority language?
26. The 4Cs-Framework (Coyle)
The 4Cs-Framework (Coyle, 1999, 2006) offers a
sound theoretical and methodological foundation
for planning CLIL lessons
and constructing materials
because of its integrative nature.
It is built on the following principles:
Content, Cognition, Communication, Culture.
(see Coyle, 2006: 9-10).
27. Content
Content:
Content matter is not only about acquiring
knowledge and skills, it is about
the learners creating their own knowledge
and understanding and developing skills
(personalized learning);
28. Cognition
Cognition:
Content is related to learning and thinking
(cognition). To enable the
learners to create their own interpretation of
content, it must be analysed for its
linguistic demands; thinking processes (cognition)
need to be analysed in terms of
their linguistic demands;
29. Communication
Communication:
language needs to be learned which is related to the
learning context,
learning through that language, reconstructing the
content and its related cognitive
processes. This language needs to be transparent and
accessible; interaction in the
learning context is fundamental to learning. This has
implications when the learning
context operates through the medium of a foreign
language;
30. Culture
Culture:
the relationship between cultures and languages is
complex.
Intercultural awareness is fundamental to CLIL.
Its rightful place is at the core of CLIL
31. A new paradigm
Embracing the CLIL approach does not
automatically lead to successful teaching and
learning.
To truly realize the added value of CLIL,
teachers need to embrace a new paradigm of
teaching and learning
and they need tools and templates
that help them plan their lessons
and create/adapt their materials.
32. Teacher Training
The CLIL-Pyramid is based on the 4Cs-Framework
and was developed
as an integrative planning tool
for material writers and lesson planners.
It has been successfully used in both
pre-
and in-service teacher training courses
in Germany and across Europe.2
34. Quality Principles (Dialnets)
The following quality principles and strategies are based
on the latest insights from
CLIL research,
second language acquisition (SLA),
teaching methodology,
Cognitive psychology,
extensive classroom observation in several countries,
as well as a critical refl ection of the author’s personal
experience as a CLIL teacher, teacher trainer and
materials writer. (Dialnets- Towards Quality CLIL)
35. 1. Rich Input
Strategy No. 1: rich Input
Meaningful, challenging and authentic. Those should be
the main criteria for selecting appropriate classroom
materials.
Video clips, flash-animations, web-quests, pod-casts or
other interactive materials on
English websites combine motivating and illustrative
materials with authentic language
input. They constitute a rich source for designing
challenging tasks that foster creative
thinking and create opportunities for meaningful
language output.
36. 2. Scaffolding Learning
Strategy No. 2: Scaffolding Learning
To make sure that students successfully deal with
authentic materials and that as much
input as possible can become intake, it is essential
for students to receive ample support.
They need scaffolding3 to help them cope with
language input of all sorts.
The quantity and intensity of scaffolding can be
reduced as students’ language skills advance.
37. 3. Rich interaction and pushed output
Strategy No. 3: rich interaction and pushed output
Long’s Interaction Hypothesis proposes that
language acquisition is strongly facilitated
by the use of the target language in interaction. Long
suggests that feedback obtained
during conversational interaction promotes
interlanguage development because
interaction «connects input, internal learner
capacities, particularly selective attention,
and output in productive ways» (Long 1996: 451-2).
38. 4. Adding the Intercultural Dimension
Strategy No. 4: Adding the (Inter-)cultural Dimension
Grimalda recently examined the degree of interaction among
individuals in the process of globalization (Grimalda, 2006).
Preliminary results indicate that people’s willingness to
cooperate significantly increases the better they know each
other.
This means that students need to learn about other countries.
However, factual knowledge about other countries and
cultures is not enough for successful intercultural
communication; neither are foreign language skills alone.
Cultures differ in many aspects including view of self,
perceptions of time, and verbal and non-verbal
communication styles, which need to be taken into account
also.
39. Higher Order Thinking
Strategy No. 5: Make it H.O.T.
CLIL Core Elements
• Input
- authentic, meaningful & challenging
• Tasks
- higher oder thinking
- student interaction
- authentic communication
- subject specifi c study skills
• Output
- cross-cultural communication
- fluency, accuracy, complexity
Scaffolding
40. HOTS (Higher order thinking skills)
Higher-order thinking, known as higher order
thinking skills (HOTS), is a concept of education reform
based on learning taxonomies (such as Bloom's Taxonomy).
The idea is that some types of learning require more cognitive
processing than others, but also have more generalized
benefits. In Bloom's taxonomy, for example, skills involving
analysis, evaluation and synthesis (creation of new
knowledge) are thought to be of a higher order, requiring
different learning and teaching methods, than the learning of
facts and concepts. Higher order thinking involves the
learning of complex judgemental skills such as critical
thinking and problem solving. Higher order thinking is more
difficult to learn or teach but also more valuable because such
skills are more likely to be usable in novel situations (i.e.,
situations other than those in which the skill was learned).
41. 6. Sustainable learning
Strategy No. 6: sustainable learning
«Julia, could you please sum up the main points of last
week’s lesson?«
«No, I can’t. You see, first we were doing stuff on the
internet and then there were only presentations
and we didn’t write anything down. So there was
nothing to start with to prepare for today’s lesson.»
Such encounters are not uncommon and this example
serves to illustrate what is meant by sustainable learning:
we have to make sure that what we teach in class is
taught in a way that new knowledge becomes deeply
rooted in our students’ long-term memory.
42. Sustainable learning
Passive knowledge has to be turned into active
knowledge. Competent learners are those who can
deliberately retrieve knowledge and apply it to solve
problems or complete tasks. Ideally, many of their
sub-skills have become highly automatized through
meaningful practice and they are able to display the
accurate and spontaneous use of their knowledge.
In CLIL, sustainable teaching and learning is of great
importance since teachers have
to facilitate both the learning of the specific content
and the learning/acquisition of a foreign language.
43. Sustainable learning
To make learning more sustainable in the CLIL
classroom teachers should:
– create connections with students’ attitudes,
experience and knowledge.
– make the learning process transparent and provide
clear structuring (e.g. by using advance organizers).
– make sure that results of group work are shared
with all students of the class (through posters, blogs,
learning diaries, websites etc.).
44. Definition of «Advance Organizer»
The advance organizer model has three phases of activity:
Phase I : Clarify the aimes of the lesson
Presentation of the advance organizer
Prompting awareness of relevant knowledge
Phase II : Presentation of the learning task or learning material
Make organization and logical order of learning material explicit
Phase III : Integrative reconciliation and active reception learning (e.g. the teacher
can ask learners to make summaries, to point our differences, to relate new
examples with the organizer).
Elicit critical approach to subject matter (have students think about contraditions or
implicit inferences in the learning material or previous knowledge)
The simple principles behind advance organizers are that:
Most general ideas should be presented first in an organized way (not just a
summary) and then progressively differentiated.
Following instructional materials should integrate new concepts with previously
presented information and with an overall organization.
46. Inizio precoce, input alto, continuità, Menuk
früher Beginn
qualitativ hochwertiger (Sprach-)Input
häufiger, regelmäßiger Gebrauch der fremden Sprache
Kontinuität
Die Sprache, in seinem Beispiel Englisch, dient nur als
Medium um Sachfachinhalte (Mathematik, MeNuK =
Fächerverbund Mensch Natur und Kultur,
und weitere Fächer) zu transportieren.
(prof. Piske, Fremdsprachliches Sachfachlernen in
Kindergarten und Grundschule“ ,Weingarten,
28./29.09.07)
49. Piani di lavoro del Nordrhein-Westfalen
http://www.standardsicherung.schulministerium.nr
w.de/lehrplaene/upload/klp_gs/LP_GS_2008.pdf
50. Assessment: from the lesson plane to the rating
scale
http://www.ph-weingarten.de/englisch/Studium-und-
Lehre/CLIL_Unterrichtsmaterialien.php?navanchor
=1010078
http://clil-network.uta.fi/index.php?id=8
http://www.alsdgc.ro/userfiles/2827-10627-1-
PB.pdf
(Assessing criteria and rating scales 93-94-95?
52. ESL and Digital Portfolio Work
ESL - Effective methodology needs to strike a
balance between teacher-centered communication
and cooperative student-centered activities
– promote autonomous learning and introduce
DIGITAL PORTFOLIO WORK.
– adopt a translanguaging approach
(Creese/Blackledge 2010) to multilingualism by
making strategic use of the L1 to support the learning
process. Paraphrasing games like Taboo where
students are asked to sum up the main objectives of a
lesson without
53. Holistic Methodology
To unlock the inherent potential of CLIL, a holistic
methodology is needed that
transcends the traditional dualism between content and
language teaching. The shift
from knowledge transmission to knowledge creation in
multilingual settings requires students to be skilled in
not only assimilating and understanding new knowledge
in their first language, but also in using other languages
to construct meaning (Coyle/Hood/Marsh, 2010, 153).
To realize ‘life-shaping’ potential and to prepare their
students for the challenges of a globalized world,
teachers should focus on:
54. Cosmopolitan identity and genuine curiosity
developing the values... of young people’s character;
emphasizing emotional as well as cognitive
learning;
building commitments to group life... not just short-term
teamwork;
cultivating a cosmopolitan identity which shows
tolerance of race and gender differences,
genuine curiosity towards and willingness to learn
from other cultures, and responsibility towards
excluded groups. (Hargreaves, 2003, xix)
55. The 4Cs- Framework and the CLIL-Pyramid
The 4Cs-Framework offers a sound pedagogical and
methodological base for truly sustainable CLIL teaching and
learning.
The quality principles are intended to help CLIL-teachers
enrich their lessons and materials while the CLIL-Pyramid
offers a proven sequence to incorporate those principles in
their CLIL units.
The true potential of the CLIL-Pyramid, however, is in the
support it provides to establish and maintain connections
between different subjects/topics/units
and by making explicit the study skills and literacies which
might drastically change
the way we think about curriculum planning and the way we
structure classroom learning in the future.
56. Transformative education
“ Education, in its deepest sense and at whatever age it
takes place, concerns the opening of identities –
exploring new ways of being that lie beyond our
current state. Whereas training aims to create an
inbound trajectory targeted at competence in a
specific practice, education must strive to open new
dimensions for the negotiation of the self. It places
students on an outbound trajectory toward a broad
field of possible identities. Education is not merely
formative – it is transformative.”
(Wenger 1998:263).
57. Mutuality
“In the life-giving power of mutuality lies the miracle of
parenthood, the essence of apprenticeship, the secret to the
generational encounter, the key to the creation of
connections across boundaries of practice: a fragile bridge
across the abyss, a slight breach of the law, a small gift of
undeserved trust – it is almost a theorem of love that we
can open our practices and communities to others
(newcomers, outsiders), invite them into our own identities
of participation, let them be what they are not, and thus
start what cannot be started.”
(Wenger 1998:277)