Scaffolding content and language

SCAFFOLDING CONTENT AND LANGUAGE

CIEB-MADRID 2011

Fernando Zapico Teijeiro

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

SUMMARY

Our CLIL Programme

The outcomes The problems

Solutions: scaffolding content and language

CIEB 2011-Fernando Zapico Teijeiro

ASTURIAS

OUR CLIL PROGRAMME

Two extra hours of EFL

One or two subjects taught through English

Cooperation between EFL and Content teachers is essential

OUTCOMES (I)

Most schools report good results, mainly in terms of:

FL FluencyReceptive skills (Reading and listening)Specific vocabularyCultural awarenessMotivation

A Mirage? What students are attending the A Mirage? What students are attending the programme?programme?

CIEB 2011-Fernando Zapico Teijeiro

OUTCOMES(II)

The same schools see little improvement (or do not mention) remarkable progress in:

Creative writingAccuracy Mother Tongue or third FL learningCognitive development

CIEB 2011-Fernando Zapico Teijeiro

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? (BilingualBilingual Programmes?)

CIEB 2011-Fernando Zapico Teijeiro

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

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

MOVING FORWARD:MATERIALS

Material design:

Determine the ContentRevise the languageActivities and skills they involveIdentify key functionsProvide scaffolding (both in the Content and in the FL Provide scaffolding (both in the Content and in the FL

lessons)lessons)

Pneumatics

CIEB 2011-Fernando Zapico Teijeiro

MOVING FORWARD (I)

Outcomes

Very positive Team buildingUseful materials for Content and Language teachers.Students’ motivation increases

Limited validity (time and subjects)Cognition partially ignoredLittle or no impact on other subjects

CIEB 2011-Fernando Zapico Teijeiro

MOVING FORWARD

Material design

Determine the Content Check what key competences are involvedRevise the language: identify key vocabulary;

structures and functions.Agree on methodological approachDesign scaffolding strategiesDesign scaffolding strategies

GENETICS

CIEB 2011-Fernando Zapico Teijeir

19/10/11CLIL 2010-Fernando Zapico Teijeiro

CLIL LESSON PLANNING

Content Objectives Language Objectives

Key functions Key vocabulary

Skills Tasks

Grouping Assessment

Materials Extra-Curricular Activities

MOVING FORWARD (II)

OUTCOMESEffective team workCLIL methodology in practiceCognition becomes a key issueAllows interdisciplinary work

Limited validityLittle impact on other subjects

CIEB 2011-Fernando Zapico Teijeir

MOVING FORWARD (III)

PROJECT WORK

Term Projects suggested by Content teachers (why?)Activities agreed with language teachersICT introduced

Newsletters

CIEB 2011-Fernando Zapico Teijeiro

MOVING FORWARD (III)

OUTCOMES

Task-based methodologyLearning to learn becomes crucialAll teachers/students can take part School community involved

CIEB 2011-Fernando Zapico Teijeir

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

EFL MATERIAL

Content-driven

Relevant

Linguistic component

Doesn't trivialize

Thanks for your attention!!!

josefernando.zapicoteijeiro@asturias.orgfzat@wanadoo.es