1. 02-10-2010
Overview
• CLIL
issues
and
technology
Text
corpora
and
web
services
• Adap6ve
soJware
– Using
text
corpora
for
automated
content
genera6on
– Adap6ve
content
genera6on
• The
smart
newsreader
soJware
• Towards
CLIL
applica6ons
Rintse
van
der
Werf
Edia
–
Educa6on
Technology,
www.edia.nl/en
Ton
Koenraad
www.koenraad.info
Utrecht
University
of
Applied
Sciences,
TELLConsult
A
quick
scan
of
issues,
CLIL
in
EU
context:
some
findings
concerns
&
needs
in
CLIL
• Diversity:
target
groups,
aims,
programmes,
..
• Growth
(numbers,
sectors)
• Windows
on
CLIL
(20
country
profiles,
Maljers
et
al.,
2007)
• The
Interna6onal
CLIL
Research
Journal
(ICRJ)
• Need
for
customised
materials
• Emergent
CLIL
methodology:
scaffolded,
but
autonomous,
• Criteria
for
CLIL
Learning
Materials
student-­‐centred
learning
(March
et
al.,
2007)
((de
Graaf
et
al.,
2009;
Mehisto,
forthcoming)
• More
learning
skills
development
needed
• Introducing
the
CLIL-­‐Pyramid
(Meyer,
forthcoming)
• Teacher
availability
+
CLIL
competences
• Vienna
CLIL
Teacher
Ed.
Master
theses
• Inadequate
produc6ve
skills:
wri6ng
(Vollmer,
2008)
• Google
searches
• Increased
use
of
Internet
based
resources
• Limited
publica6ons
on
prac6ce
&
research
of
ICT-­‐use
Documented
ICT
use
in
CLIL
It
is
&me
for
• Generic
tools
for
materials
development
more
passion
• Addi6onal
resources
:
YouTube,
websites,
podcasts,
wiki,
blog
• Tools
for
scaffolding
webbased
input:
TEXTblender
(POOLS
–T
Project)
between
CLIL
and
CALL:
• Tools
for
consul6ng
and
annota6ng
video
interviews:
Backbone
Project
• Tasks
involving
Internet
consulta6on:
WebQuest
(Koenraad
&
Westhoff,
2003;
Luzon,
2009)
CACLIL,
TECLIL
?
• CMS
plaborms
to:
-­‐
organize
blended
&
distance
CLIL
learning:
VLEs,
ALI-­‐CLIL
-­‐
community
building
and
content
sharing:
CCN,
e-­‐CLIL,
BEP
• More…?
1

2. 02-10-2010
CLIL
Materials!
CLIL
Materials
Issues:
Availability,
quality,
equal
access
(e.g.
special
needs),
diversity
• [..]
the
availability
of
materials
has
been
an
ongoing
issue
in
(content
areas,
target
groups,
language
levels)
Finnish
CLIL.
It
is
clearly
difficult
and
Tme-­‐consuming
for
teachers
to
find
suitable
materials
for
content
and
language
• Armenia,
Belgium,
Bulgaria,
(lack)
teaching
that
would
be
in
accordance
with
the
na6onal
• Czech
Republic,
Germany
(adaptaTon
needed)
curriculum
and
suitable
for
the
students’
language
level.
• Estonia,
(teacher
made
materials)
(Marsh
et
al.,
2007)
• France
(localisaTon
needed)
• Hungary
(quality
of
translated
content)
• Austria
(content
available
locally,
but
copyright
issues)
• CLIL
is
currently
gaining
considerable
momentum
and
it
is
• Norway
(lack
of
suitable
textbooks,
naTonal
curriculum)
being
integrated
into
curricula
all
across
Europe.
However,
• Poland
(textbook
import,
translaTon)
there
is
s6ll
a
lack
of
appropriate
teaching
materials
and
a
• Slovakia
(local
adaptaTon
&
elaboraTon
of
imported
textbooks)
comprehensive
and
integra6ve
CLIL
methodology
has
yet
to
be
developed.
(Meyer,
forthcoming)
•
Spain
(lack
of
resources,
regional
diversity)
Input
Materials
Adap6ve
personalised
soJware
• […]The
(imported)
textbook
used
was
too
difficult
for
pupils
of
average
and
below-­‐average
ability.
• Applica6ons
for
(non
CLIL)
“When
the
pupils
have
to
tackle
work
on
their
own,
they
will
not
show
any
– L1
Dutch,
L2
Dutch,
L2
German
and
L2
English
progress
unless
they
can
fully
comprehend
what
they
are
asked
to
do.
Also,
if
the
pupils’
intrinsic
moTvaTon
is
low,
providing
books
which
have
a
• Strongly
rooted
in
scien6fic
research
high
level
of
prose
difficulty
is
more
likely
to
lead
to
non-­‐comprehension
(vd
Werf
&
Vermeer,
2008)
and
frustraTon.”
(Sollars,
1988)
(Hootsen
et
al.
2007)
• […]
Words
need
to
be
understood
and
learned
within
the
contextual
• Moving
towards
method
integra6on
seEng
provided
by
the
subject
mamer.
This
means
that
a
basic
level
of
– Word
lists,
specific
learning
goals
general
English
proficiency
is
not
sufficient
for
successful
content
learning.
• New
possibili6es
for
content
integra6on
It
seems
that
not
enough
is
being
done
in
the
classroom
in
order
to
ensure
that
learners
grasp
the
relevant
register.
– In
L1
and
in
L2
Farrell
and
Ventura
(1998);
Farrugia
(2003)
Comprehensible
input
Input
for
CLIL
• not
too
difficult
yet
enough
opportuni6es
for
• Linguis6c
and
non
linguis6c
learning.
• Has
a
cogni6ve
and
language
level
– SLA:
Krashen:
i+1
• Must
be
comprehensible,
yet
challenging
– Vygotsky:
Zone
of
proximal
development
enough
to
provide
opportunity
for
learning
• Focus
on
text
comprehension
• Opera6onalisa6on?
– Vocabulary
size
– Ac6vate
exis6ng
knowledge
– Knowledge
of
the
‘world’
– Na6on:
90%
of
lemmas
in
a
text
known
– Textbook
sequencing
2

3. 02-10-2010
Text
Corpora
Adap6ve
personalised
soJware
• As
a
source
of
textual
(lesson)
materials
• Selec6on
of
textual
materials
– Representa6ve
– Comprehensible,
target
word
list
– Web
As
a
Corpus
• Amen6on
on
relevant
aspects
• As
a
source
for
linguis6c
analysis
– Language
and/or
content
– Frequency
informa6on
– Related
to
learning
goals
– Keyword
analysis
• Adding
help
and
guidance
– Part
of
Speech
tagging
– Web
services
such
as
TTS,
online
dic6onaries
– Informa6on
analysis
(clustering)
• Automated
task
genera6on
– Cloze
tasks,
dictate
Smart
Newsreader
applica6on
Smart
Newsreader
applica6on
• Web
mining
of
news
ar6cles
• Genera6ng
tasks
– Dutch
corpus
size:
936000
texts,
– Cloze,
drag
and
drop,
dictate,
open
ques6ons
– German
corpus
size:
235000
texts
– English
corpus
size:
195000
texts
• Monitor
usage
• Selec6on
– Words
read,
help
asked,
task
results
– Text
coverage
(%
of
known
lemmas)
• Give
feedback
– Unknown
words
are
learning
goals
• Update
model
of
the
user
• Adding
help
with
unknown
words
– Profficiencies,
preferences,
interests
– TTS,
dic6onary,
contexts,
morphology
3

4. 02-10-2010
Adap6ve
Tools
Towards
CLIL
reader(s)
&
CLIL
materials
quality
criteria
&
methodologies
• Specific
purpose
text
corpus
• Rich,
authen6c,
mul6modal
content
input
at
appropiate
level
– Economics,
history,
osmosis,
etc.
(i
+
1)
– Manual
crea6ons
and
web
crawlers
• Scaffolded
input
provision
(just
in
6me
help)
• Text
analysis
• Lexical
approach
(concepts
in
context)
– Wordlists
• Academic
Language
Proficiency
(focus
on
form:
register
features
• General
vocabulary
e.g.
colloca6ons)
• Subject
terminology
Reading
–
Wri6ng
integra6on
(Loranc-­‐Paszylk,
2009)
• Academic
words
• Development
of
(language)
learning
skills
(learner
as
researcher)
• Text
selec6on
• Learner-­‐centred,
safe
environment,
learner
autonomy
– Comprehensible
subject
and
language
input
• Meaningful
repe66on,
(immediate)
feedback
Adap6ve
Tools
&
CLIL
issues
• Assessment
of
learning
• Data
collec6on
for
research
• Teacher
educa6on
&
development:
language
&
register
and
content
terminology
4