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CLIL2:What language and subject teachers
can learn from the role of content and language in education
Rick de GraaffProfessor of Foreign Language Pedagogy
and Bilingual EducationUtrecht University
ULB-VUB Multilingualism ConferenceNov 7, 2016
Languages in Education
Source: European Centre for Modern Languageswww.ecml.at
Educational system in the Netherlands
Target levels for English
A1
B2?
B2/C1B1/B2
A2/B1
A2?
Target levels for other foreign languages?
Foreign Languages in Dutch education
• English mandatory from grade 5 (10 yrs)
• Optional from kindergarten/grade 1/grade 3
• >1000 schools from kindergarten (4 yrs)
• Maximum 15%, usually <1hr/wk
• Pilot Bilingual Primary Education
• 2014-2019: 20 schools
• 30-50% in English
• Frisian, trilingual education
• German, French from secondary education (12 yrs)
• Spanish, Chinese, …?
• Polish, Turkish, Arabic, …?
1989 1
1992 5
1994 7
1995 12
1996 14
1997 15
1998 20
1999 23
2000 26
2001 35
2002 45
2003 54
2004 65
2005 79
2006 91
2007 99
2008 101
2009 104
2010 113
Tto in Nederland
115 vwo45 havo
22 vmbo
Tto in Nederland2015 120
CLIL in Europe
CLIL in alle scholen
CLIL in sommige scholen
CLIL in pilots
geen CLIL
4 C Framework (Coyle, 2007)
CLIL
Communication
Culture
CLIL Standard
• Program
• Subject outcomes
• Language proficiency
• CLIL pedagogy
• International orientation
• http://www.ikkiestto.nl/is-er-een-tto-school-bij-mij-in-de-buurt/
Content and Language Integrated Learning
“CLIL is a dual-focused educational approach in
which an additional language is used for the
learning and teaching of both content and
language. That is, in the teaching and learning
process, there is a focus not only on content and
not only on language. Each is interwoven, even
if the emphasis is greater on one or the other at
a given time.” (Coyle, Hood & Marsh, 2010)
What is most characteristic for thisteaching setting?
1. Focus on content?
2. Focus on language?
3. Focus on interaction?
4. Focus on learning?
5. Focus on …?
*
Language and Learning
• Language of learning
• Language for learning
• Language through learning
1. Language of learning:
A teacher having his students formulating
arguments for an historical event
2. Language for learning:
Students attempting to formulate their thoughts
3. Language through learning:
A teacher reformulating students’ answers using
historical concepts and terms
Research designs in Language and Education
• Observational research
• Process oriented
• Interaction analysis
• Evaluation research
• Outcome oriented
• (quasi)experimental intervention & effect studies
• Design-based research
• Iterative process of (curriculum) development –
implementation - evaluation
CLIL research: Transitions and Transfer
• Focus on
• content, cognition, culture, communication
• learning processes, outcomes and contexts
• subject and language teachers
• bilingual and mainstream education
Year 1
I going to school with the bus. The school is very big. I am much new friends. The teachers are friendly. My English teachers is De Vries. My mentrix is miss Janssen. She gives history. I am very much homework.
I train very much words. My friends lives in different places. My friends are 12 and 13 years old. My twinsister have too very much vriends. The lessons are not easy. I have not time for my hobbies. Three of my old friends have time to play. I not. Som of the
homework is very easy. Som of my homework is not easy. I learn somtimes to nine o'clock. Sometimes tot seven o'clock. My father help my with my homework. Not of my old friends is on this school. They are in Amsterdam on school. There is not tto.
Verspoor e.a., 2010
Year 3
The worst thing that has happened to me during the summer vacation, was me cutting my left buttock over a rock, in a river. At the start of the day we decided that we were going to go to the beach. So after having breakfast, and reading a little, we got in the car, and began driving to the nearest beach. It was quite a long drive, but the landscape was beautiful so none of us cared. After about four hours we arrived at the beach. It was a very pretty sight, it could have been a painting. The beach looked like an island, with the sea at one side, and a river surrounding it. The river was streaming very fast, and we discovered that when you lay in it on your back, the stream would guide you towards the sea, at quite a fast speed. And so, we got into the river and tried this. We started off slowly, but we went faster and faster. Just when I was starting to enjoy it, I scraped over a rock with my bottom. It hurt awfully, and when I got out of the water I saw that I'd gotten a deep cut.
Verspoor e.a., 2010
Lisa de Goede: Subject-specific knowledge in L1/L2
• History in 3vwo/4vwo
Linda de Mulder: subject-specific knowledge in L1/L2
• Biology in 3vwo
Huub Oattes: teacher perceptions
• History in CLIL
What is effective CLIL pedagogy?Dale & Tanner (2012)
Develop content through language and language through content by:
• Activating prior knowledge
• Providing language input
• Guiding understanding
• Encouraging speaking
• Encouraging writing
• Evaluating learning and giving feedback
• *
What is effective CLILLlinares, Morton & Whittaker (2012)
• Integration of the 4 Cs
• Target language = language of instruction
• Focus on content-specific language
• Focus on content and text structure
• Focus on language of learning
• Feedback on content and form
Why is this effective CLIL?
How is this also effective for FL learning?
Current issues in CLIL
• Umbrella term?(Cenoz et al. 2014; Dalton-Puffer et al. 2014)
• Content learning evidence?(Oattes (HvA); Gablasova 2014; de Goede 2015)
• Teacher competence?(Moate 2011; Rutgers 2013; van Kampen 2016; Oattes (HvA))
• Preselection?(Bruton 2011; Lorenzo et al. 2011; Denman e.a. (2013)
• Motivation?
(Mearns 2015; Elzenga 2015)
• Cognitive challenge?(Dalton-Puffer; Rijlaarsdam)
Content and language integrated learning?
“CLIL is a dual-focused educational approach
in which an additional language is used for the learning and teaching of both content and language.”
Content perspective
“CLIL is a dual-focused educational approach
in which an additional language is used for the learning and teaching of both content and language.”
“CLIL is a dual-focused educational approach with an additional focus on language for the learning and teaching of content, which also supports language learning.”
Language perspective
“CLIL is a dual-focused educational approach
in which an additional language is used for the learning and teaching of both content and language.”
“CLIL is a dual-focused educational approach with an additional focus on content for the learning and teaching of language, which also supports content learning.”
Language and education
• BICS: Basic Interpersonal Communication Skills
• CALP: Cognitive Academic Language Proficiency
(Cummins, 2008)
Cummins (2008); Gibbons (2002)
1
2
3
4
Lin
guis
tically
undem
andin
g Cognitively demanding Lin
guis
tically
dem
andin
g
Cognitively undemanding
ContextScaffoldingInteraction
Content integrated in foreign language teaching?
Kerndoelen Engels onderbouw VO:• De leerling leert strategieën te gebruiken voor het uitbreiden van
zijn Engelse woordenschat.
• De leerling leert strategieën te gebruiken bij het verwerven van informatie uit gesproken en geschreven Engelstalige teksten.
• De leerling leert in Engelstalige schriftelijke en digitale bronneninformatie te zoeken, te ordenen en te beoordelen op waarde voor hemzelf en anderen.
• De leerling leert in spreektaal anderen een beeld te geven van zijn dagelijks leven.
• De leerling leert standaardgesprekken te voeren om iets te kopen, inlichtingen te vragen en om hulp te vragen.
• De leerling leert informeel contact in het Engels te onderhouden via e-mail, brief en chatten.
• De leerling leert welke rol het Engels speelt in verschillende soorten internationale contacten.
Content integrated in foreign language teaching?
Dutch exam program Foreign Languages:
• Domain A Reading proficiency
• Domain B Listening proficiency
• Domain C Speaking & interaction
• Domain D Writing proficiency
• Domain E Literary knowledge & competence
Domain A Reading proficiency- aangeven welke informatie relevant is, gegeven een vaststaande behoefte;
- de hoofdgedachte van een tekst(gedeelte) aangeven;
- de betekenis van belangrijke elementen van een tekst aangeven;
- relaties tussen delen van een tekst aangeven;
- conclusies trekken met betrekking tot intenties, opvattingen en gevoelens van de auteur.
Domain C Speaking & interaction
- adequaat reageren in sociale contacten met doeltaalgebruikers;
- informatie vragen en verstrekken;
- uitdrukking geven aan gevoelens;
- zaken of personen beschrijven en standpunten en argumenten verwoorden;
- strategieën toepassen om een gesprek voortgang te doen vinden.
Domain E Literary knowledge & competence
- De kandidaat kan beargumenteerd verslag uitbrengen van zijn leeservaringen met ten minste drie literaire werken.
- De kandidaat kan literaire tekstsoorten herkennen en onderscheiden, en literaire begrippen hanteren in de interpretatie van literaire teksten.
- De kandidaat kan een overzicht geven van de hoofdlijnen van de
literatuurgeschiedenis en de gelezen literaire werken plaatsen in dit historisch perspectief.
Meaning and form in foreignlanguage learning?
Intervention and effect studies in foreignlanguage education
First Meaning then Form
A longitudinal study on the effects of delaying the explicit focus on form for young adolescent EFL learners
Leslie E. B. Piggott • English Teacher, PhD candidate UU
Rick de Graaff
Elena Tribushinina
Rsg TrompMeesters in Steenwijk
11/16/2016 44
Subject Pronouns
Present Simple
Plural nouns
Imperatives
The indefinite
article
Third person singular
Adverbs of frequency
Object
pronounsDemonstrative
adjectives and
pronouns
Gerund and Infinitive Present
Continuous
Past simple
Future tense
Present
continuous for
future
Past continuous
Modal verbs
Zero, First,
Second
conditional
Present Perfect
Reported Speech
Passive tenses
Research Questions
• First Meaning then Form: A longitudinal study on the effects of delaying the explicit focus on form for young adolescent EFL learners
1.What are the effects of delaying explicit focus on form on the development of receptive language skills?
• 2. What are the effects of delaying explicit focus on form on the development of productive language skills?
The Study
N=2392015
2016
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
First year intervention cohort
End second year baseline group
N=245
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
2014
2015 First year baseline cohort
2016
2017
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
End Second year Intervention cohort
Data
• English proficiency:
• Reading skills (4x)
• Listening skills (4x)
• Writing skills (4x)
• Speaking skills (2x)
• Diagnostic Proficiency test (2x)
• Grammar test (2x)
11/16/2016 48
Other variables:
Attitude and motivation (2x) (Gardner
AMTB)
Dutch language proficiency (2x)
Teacher
Amount of English outside of school
Preliminary analysis
11/16/2016 49
Baseline CohortN=2452014/2015Intervention CohortN=2392015/2016
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
First
Year
A1Cito 0-score
Listening Reading
A2Listening Reading
Writing
Cito 0 score (diagnostic proficiency test)
11/16/2016 50
Baseline cohort:M=56.27 SD=16.51
Intervention cohort:M=57.93 SD=15.89
BASELINE INTERVENTION
Productive skills: Writing Assignment
• Write a letter to Jonathan
- Introduce yourself first: name/age
- Say where you live, town/city.
- Where in the house is your room?
- What do you have on your walls?
- What furniture do you have (name at least six things)?
- What is your favourite thing in your room?
- What don’t you like in your room?
- Who cleans your room and when?
- EXTRA/SPECIAL info and a good ending.
No guidelines on the amount of words.
51
• I’m [name]. I live in Steenwijk and I’m 13 years old. I sleep upstairs and in my bedroom is a bed and 2 bedtable’s. I have 3 windows in my bedroom. On my walls is a heart and verder nuving. the colour of the walls are white.My bed is are on the middle of the room en next to are 2 bedtable’s and between my table. My heart is on the walls.I have two big clotheskast dear are shoes, tshirts, socks and jeans.My favourite thing in my room is my bed want he is big and I don’t like my colour of the walls.My mother cleans my room and sometimes i’m. My room is big and the room cleans make is very divecol. And hoe are you room looks like?
• Best wishes/kind regards,
52
November 16, 2016
53
1 2 3 4 5
Vocabulary
Density diversity and
sophistication
Produces only isolated words combined with words from L1 and/or incorrect use of words. Unable to produce all words needed to communicate the entire message. Clearly struggles.
Produces mainly isolated words and phrases. Phrases and chunks can occur but are not always target like. Sporadically uses words from L1.
In addition to isolated words, uses phrases/chunks. Use is quite divers but not always accurate or sophisticated. Able to communicate with words in English without falling back on L1 words.
Is able to use a wide range of words, phrases, chunks to communicate. Predominantly Accurate production, however not always target like/sophisticated.
Uses a wide range of words, phrases, chunks to communicate. There is a balanced production of target like choice of words. Errors are due to attempts to produce more complex words or word combinations.
Grammar
Diversity and sophistication
Only uses short simple sentences. A lot of sentences are not target like structures.
Predominantly uses one (simple) sentence structure. Grammar is not yet sufficiently sophisticated to convey the intended message correctly.
Can create correct grammatical sentences. Structures are still predominantly short and simple. Structures can be divers but not always successful.
Mainly creates correct grammatical sentences. Length of sentences is not only short and there are some forms of coordination and subordination.
Creates correct grammatical sentences and has a balanced use of different sentence types. (divers). Grammatical errors are due to attempts at more complex L2 structures.
Functional Adequacy
Overall the task was unsuccessfully completed. Content scarcely conveys the intended message.
Task was almost successfully completed. Content sometimes met the expectations. The general message is starting to be comprehensible.
Task was overall successfully completed. Content sometimes didn't meet the expectations. The general message is mainly comprehensible.
Task was successfully completed. Content met the expectations of the task and were comprehensible enough in the ears of a native speaker
Task was very successfully completed. Content was relevant and met the expectations. Utterances are consistently comprehensible.
Writing Rating Grid
Preliminary Results Writing
54
Baseline Cohort Intervention Cohort
Preliminary conclusions
1.What are the effects of delaying explicit focus on form on the development of receptive language skills?
•Slight positive effects on reading and listening more exposure time?
• 2. What are the effects of delaying explicit focus on form on the development of productive language skills?
• Writing: no differences in qualitative and quantitative ratings in year 1
55
Work in Progress
• Analysis of all writing assignments
• Analysis of oral assignments
• Analysis of year 2 data
• Analysis of grammar test results
• Taking individual student characteristics into account
• Teacher factor: treatment fidelity analysis
• First meaning then form= More content than form?
• More info: https://vakdidactiekgw.nl/profiel-large/leslie-piggott/
56
More content than form?
Elisabeth Lehrner:
Reading fiction German L2 in lower grades secondary education
Can pupils reach same or higher language proficiency by anintensive literary reading program?
• More reading = higher reading proficiency?
• More tasks = higher writing proficiency?
• More reading = higher literary competence?
Work in progress
More info: https://vakdidactiekgw.nl/profiel-large/elisabeth-lehrner/
Language X Content
Primary Goal for reading in L2?
# %
Personal growth 46 21,0
(Inter)cultural competence 24 11,0
Literary competence 29 13,2
Language development 120 54,8
Total 219 100,0
Reading books in lower forms German L2?
1e
leerjaargeen boek 1 boek 2 boeken 3 boeken
havo 71% 14% 8% 5%
havo/vwo 68% 14% 10% 5%
vwo 66% 14% 11% 7%
gymnasium
76% 10% 6% 6%
2e
leerjaargeen boek 1 boek 2 boeken 3 boeken
havo 48% 22% 18% 7%
havo/vwo
63% 16% 10% 6%
vwo 48% 23% 15% 11%
gymnasium
64% 13% 11% 9%
Challenges reported
Text availability
• “Authentic texts at adequate language levels may be tooboring or too childish”
• “Not enough adapted materials at A1-level available.”
• “Text books do not offer literary texts.”
Time availability
• “Lesson time is packed with teaching skills, grammar and vocabulary.”
Development availability
• “No time available for developing own teaching materials and tasks.”
Summarizing:Content based approaches to language teaching
• Byrnes:
• Academic text-oriented language learning
• Manchón:
• Learning to write by writing to learn
• Snow; Lightbown:
• Content-based language teaching
• Hajer & Meestringa; Gibbons:
• “Taalgericht vakonderwijs”
• Context, Scaffolding, Interaction
Leung & Morton (2016)
Four orientations to integration of content and language
More visible languagepedagogy
Less visible languagepedagogy
Higher disciplinaryorientiation tolanguage
Focus on subject literacies
Language as a tool for participation in disciplinary discours
Lower disciplinaryorientiation tolanguage
Focus on explicit language knowledge
Focus on choice, creativity and contingency
Content based foreign language curriculum?
• Linguistic, literary, cultural topics in L2
• Topics related to other subjects in L2
• From content to learn language
to language to learn content
• More challenging?
• But: too challenging? Limited processing capacity
• More motivating?
• More effective?
• For content learning
• For language learning
“If learning is about travelling through and discovering new territories, then language would be the means of transport we can use for this purpose. Let’s take a bicycle, for instance. We may be cycling through flat and windy subject landscapes, like the Dutch countryside, through the hills or mountains, or in the middle of busy downtown traffic. Weather may be sunny or rainy, it may be snowing or storming.
Riding a bike is a skill that has to be developed, but once you can do it, you won’t unlearn it anymore. Children learn to ride the bike with the support of their father or mother. Practice makes perfect. Cyclists can train in the gym as well. But for a successful trip or a joyful discovery one needs to be prepared for and used to the specific environmental conditions.
Such a preparation is best realized through cycling in practice: learning by doing. But also by doing by learning: it is both the countryside as a context for bike riding, as well as bike riding as a tool for travel and discovery. And most importantly, perhaps: it is about the joy of cycling, whenever you are able and willing to appreciate the countryside and the weather (whatever its conditions).
You see more when you enjoy the ride.
You enjoy more when you are well prepared.”
De Graaff (2016) in CLIL Magazine.
More information
prof. dr. Rick de Graaffprofessor of Foreign Language and Bilingual Education
Universiteit Utrecht | Faculty of Humanities
Departement of Languages, Literature and Communication
Trans 10 | NL - 3512 JK Utrecht | the Netherlands
(+31)30 253 3083 | [email protected]://www.uu.nl/gw/medewerkers/RdeGraaff
CLIL Research Network:
www.clil-ren.org
