The document discusses the use of scaffolding in bilingual education programs. It describes some of the challenges schools face in their bilingual programs, including a lack of cooperation between language and content teachers. The author argues that effective bilingual education requires scaffolding content and language, as well as teacher training to achieve an integrated instructional approach. Scaffolding strategies like determining key vocabulary, structures and functions can help teachers design effective bilingual materials that support both language learning and content mastery.

1. SCAFFOLDING CONTENT AND LANGUAGE CIEB-MADRID 2011 Fernando Zapico Teijeiro

2. AIMS Showing that the terms 'bilingual' and 'CLIL' might be too versatile Defining the role of FL teachers Presenting 'scaffolding' as one of the key elements in bilingual teaching

3. SUMMARY Our CLIL Programme The outcomes The problems Solutions: scaffolding content and language CIEB 2011-Fernando Zapico Teijeiro

4. ASTURIAS

5. OUR CLIL PROGRAMME Two extra hours of EFL One or two subjects taught through English Cooperation between EFL and Content teachers is essential

6. OUTCOMES (I) Most schools report good results, mainly in terms of: FL Fluency Receptive skills (Reading and listening) Specific vocabulary Cultural awareness Motivation A Mirage? What students are attending the programme? CIEB 2011-Fernando Zapico Teijeiro

7. OUTCOMES(II) The same schools see little improvement (or do not mention) remarkable progress in: Creative writing Accuracy Mother Tongue or third FL learning Cognitive development CIEB 2011-Fernando Zapico Teijeiro

8. THE ‘BIG PROBLEMS’ Some schools are just teaching some subjects in an additional language. There’s no joint role of content and language teachers Is that CLIL at all? ( Bilingual Programmes?) CIEB 2011-Fernando Zapico Teijeiro

9. THE ‘PROBLEMS’ (What teachers say) ‘ This programme is mainly favouring EFL learning, not content subjects’ ‘ EFL teachers find it very difficult/do not want to introduce 'Content' in their lessons’ ‘ Subject teachers want to teach exactly the same content in both languages’ ‘ Cooperation; team work and material design are really difficult to achieve’ CIEB 2011-Fernando Zapico Teijeiro

10. THE FIRST STEP: TRAINING Creating a team: there’s no content or language teachers, just bilingual stream teachers. Both content and EFL teachers need to achieve an integrated methodological approach. CIEB 2011-Fernando Zapico Teijeiro

11. MOVING FORWARD:MATERIALS Material design: Determine the Content Revise the language Activities and skills they involve Identify key functions Provide scaffolding (both in the Content and in the FL lessons) Pneumatics CIEB 2011-Fernando Zapico Teijeiro

12. MOVING FORWARD (I) Outcomes Very positive Team building Useful materials for Content and Language teachers. Students’ motivation increases Limited validity (time and subjects) Cognition partially ignored Little or no impact on other subjects CIEB 2011-Fernando Zapico Teijeir o

13. MOVING FORWARD Material design Determine the Content Check what key competences are involved Revise the language: identify key vocabulary; structures and functions. Agree on methodological approach Design scaffolding strategies GENETICS CIEB 2011-Fernando Zapico Teijeir

14. CLIL LESSON PLANNING Extra-Curricular Activities Materials Assessment Grouping Tasks Skills Key vocabulary Key functions Language Objectives Content Objectives

15. MOVING FORWARD (II) OUTCOMES Effective team work CLIL methodology in practice Cognition becomes a key issue Allows interdisciplinary work Limited validity Little impact on other subjects CIEB 2011-Fernando Zapico Teijeir

16. MOVING FORWARD (III) PROJECT WORK Term Projects suggested by Content teachers (why?) Activities agreed with language teachers ICT introduced Newsletters CIEB 2011-Fernando Zapico Teijeiro

17. MOVING FORWARD (III) OUTCOMES Task-based methodology Learning to learn becomes crucial All teachers/students can take part School community involved CIEB 2011-Fernando Zapico Teijeir

18. SCAFFOLDING Content scaffolding versus trivialization EFL Content must be relevant Team work is only worth if we produce some tangible material Free CIEB 2011-Fernando Zapico Teijeiro

19. EFL MATERIAL Content-driven Relevant Linguistic component Doesn't trivialize

20. Thanks for your attention!!! [email_address] [email_address]