Capacity building in CLIL: Challenge and Opportunity · Capacity building in CLIL: Challenge and Opportunity María Jesús Frigols Martín 7th ISAs Principals Seminar, Calgary 17

Capacity building in CLIL: Challenge and Opportunity

María Jesús Frigols Martín

7th ISAs Principals Seminar, Calgary 17 May 2011

CLIL / AICLE: A definition

CLIL is a dual-focused educational approach in which an

additional language is used for the learning and

teaching of both content and language with the

objective of promoting both content and language

mastery to pre-defined levels

(Marsh, Wolff, Genesee, Frigols-Martin, Mehisto, 2010)


CLIL: Innovation and change

This definition describes an innovation which requires:

Curricular adaptation

Methodological adjustments in the teaching practice

New ways of designing teaching materials

New ways of assessing learning processes and results

A new way of approaching the teaching/learning process

(holistic, democratic, integrative vision)


Some CLIL facts

CLIL is a natural approach to language learning (learning by

using, not learn now to use later)

CLIL draws on the theoretical basis of SLA

CLIL follows a constructivist approach. It is learning by

construction, as opposed to learning by instruction

CLIL promotes the acquisition and development of cognitive

skills

CLIL is student-centred

CLIL involves social learning

In CLIL the content drives the languageMaría Jesús Frigols Martín

Origins of CLIL

CLIL has emerged as a major innovation for simultaneously improving

levels of language learning, and reforming educational curricula


CLIL: Good ingredients put together in a slightly different way


The CLIL Umbrella


Under the CLIL Umbrella – A Continuum

Mainly Language-inspired Mainly Content-inspired

Total Immersion

Partial Immersion

Double Immersion

Bilingual Immersion

Two-way Immersion

Dual language Immersion

Foreign language Immersion

Heritage Language Immersion

Sheltered Instruction Observation Protocol

Cognitive Academic Language Learning

Cross-curricular Language Teaching

Content-based Language Teaching

Task-based Language Instruction

English as medium of Instruction

English for Specific Purposes

Content-based Instruction


CLIL as a catalyst for change


Integration and Disjuncture

For students, CLIL holds the promise of big results. For parents, teachers, school managers and educational authorities, CLIL programme implementation often causes disjuncture – a tension between one’s current way of doing things and a new approach

Mehisto, 2008


CLIL teachers’ main concerns

Linguistic competence (B1? / B2? / C1?)

Accessing and developing quality CLIL materials

Making content accessible without any conceptual loss

Making content relevant for students

Reducing teacher talk

Promoting autonomous and co-operative learning

Promoting and supporting critical thinking and

learning skills

Managing students’, parents’, school directives’, and

school administrators’ expectationsMaría Jesús Frigols Martín

Using a sound theoretical and methodologicalfoundation for planning lessons and developingmaterials: Do Coyle’s 4 Cs framework

Using rich input, and promoting students co-operationand rich interaction to produce rich output

Using scaffolding strategies

Making it H.O.T.

Accomodating different learning styles

Using assessment as a learning tool

How to manage change and overcome disjuncture in CLIL:Methodological resources and practical guidance


Creating a safe and enriching learning environment

Acting as a facilitator (not a sage on the stage, but a guide on the side)

Supporting language learning in content classes and content learning in language classes

Cooperating with CLIL and non-CLIL teachers

Creating opportunities for learners to use the language

Involving all stakeholders in the process

How to manage change and overcome disjuncture in CLIL: Methodological resources and practical guidance


cognition

community / content / communication

Designing a didactic unit: Core features of CLIL methodology

Source: Uncovering CLIL (Mehisto, Marsh, Frigols; Macmillan, 2008)


Modelo de unidad CLIL de la Consellería de Educación de Valencia






Teachers undertaking CLIL will need to be prepared to develop

multiple types of expertise, among others: in the content

subject; in a language; in best practice in teaching and

learning; in the integration of the previous three; and, in the

integration of CLIL within an educational institution

(Frigols, Marsh, Mehisto, Wolff, 2010)

CLIL Teacher profile


The EFCT (ECML - CoE)


The EFCT: Printed and electronic version


Navigation Page


Key Terminology


Target Professional Competences


Professional Development Modules


Research insights on CLIL

language learning

acquisition of content subject competence

development of mother-tongue literacy skills

learner autonomy

affective learning factors (motivation and self-esteem)

cognitive development


Added Value

http://eacea.ec.europa.eu/llp/studies/documents/study_on_the_contribution_of_multilingualism_to_creativity/


Evidence clusters…

… Pointing to a greater potencial for creativity amongst those whospeak several languages

Enhanced mental flexibility: Seeing the world through different lenses.

Enhanced problem-solving capacity: Superior performance in cognitively-demanding problem solving. Inhibitory control. Multitasking.

Expanded metalinguistic ability: “Reading between the lines” (betterunderstanding how language is used to achieve specific communicationgoals)

Enhanced learning capacity: Superior memory function (especially short term memory). Holds information for longer whilst the thinking processesare engaged.

Enhanced interpersonal ability: Superior potential for social communication. Better perceiving communicative needs of others.

Reduced age-related mental diminishment (in the range of 2-4 years)


Thank you!¡Muchas gracias!

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Capacity building in CLIL: Challenge and Opportunity · Capacity building in CLIL: Challenge and Opportunity María Jesús Frigols Martín 7th ISAs Principals Seminar, Calgary 17