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1 Bij ons leer je de wereld kennen
Integrating content and language in teacher education
Janneke Geursen & Tessa Mearns TTO-day, 10 November 2017
2 Universiteit Leiden. Bij ons leer je de wereld kennen
Activities & Objectives
Participants will:
• See examples of how we model CLIL approaches in our teacher education programme;
• Discuss priorities in initial teacher education where CLIL is a specific focus.
Participants can:
• Identify areas that are of particular importance in initial teacher education within a CLIL/TTO context;
• Verbalise a number of ways in which beginning teachers can be supported in their growth as CLIL/TTO practitioners;
• Apply these approaches to their own professional context.
3
Who and why?
4 Universiteit Leiden. Bij ons leer je de wereld kennen
What is the WTP?
• Master ‘plus’ programme: add-on to Education Master at ICLON
• Teaching practice:
- Main placement at WTP partner school (TTO or international) in the Netherlands (at least 50% in English)
- International internship: 3-4 weeks at a school abroad
• University courses:
- All or most in English
- CLIL training
- Emphasis on culture and intercultural awareness
- This year: Telecollaboration project with Universidad de Valladolid (iCLIL)
- (Participatory) Action Research: Focus on the learner
5 Universiteit Leiden. Bij ons leer je de wereld kennen
Our understanding of CLIL
CLIL
‘just good
teaching’ TTO
Bringing both language and content into the classroom in a meaningful way.
6 Universiteit Leiden. Bij ons leer je de wereld kennen
Some key concepts
4Cs Language Triptych
CLIL Matrix
7 Universiteit Leiden. Bij ons leer je de wereld kennen
CLIL in the WTP
• Our goal:
- To provide new teachers with the knowledge, skills and understanding necessary to become effective, reflective and innovative CLIL teachers.
• Our approach:
- Relating theory to practice
- Modelling: Teach what you preach!
- Reflection
8 Universiteit Leiden. Bij ons leer je de wereld kennen
Example: Learning theories (1) Content aims:
• Students can…
- recognise, summarise, organise and explain the key features of behaviourism, cognitivism and (socio)constructivism, as they are described in the preparatory reading.
- apply the above learning theories to their own teaching practice or teaching that they have seen.
- better understand the language level of their pupils.
- use both knowledge and experience to consider the advantages and pitfalls of a specific approach to teaching and learning.
- work together in a multicultural group towards a common goal and support each other’s learning.
Language aims:
• Students can…
- extract the most relevant information from a longer text.
- use concise and simplified language to summarise complex theoretical content.
- understand some of the difficulties involved in adapting a text for learners with a lower level of language.
9 Universiteit Leiden. Bij ons leer je de wereld kennen
Example: Learning theories (2)
Procedure:
• Task
10 Universiteit Leiden. Bij ons leer je de wereld kennen
Example: Learning theories (3)
Procedure:
• Product
11 Universiteit Leiden. Bij ons leer je de wereld kennen
Example: Learning theories (4)
Procedure:
• Reflection
12
Dilemmas and challenges
• Recognise these?
- CLIL is seen as ‘too advanced’ for beginning teachers
- Lack of modelling/knowledge in schools
- Constraints of existing curricula/policies
- Preoccupation with own level of English
- Identity
- Encouraging learner output
• Any to add?
What would you do?
• Groups of (about 4)
• 1 person explains an issue they have/have had related to one of the dilemmas/challenges identified
• Group discusses problem and possible solutions:
- What could you do/advise as a subject coach/supervisor?
AND/OR
- What would you expect from the teacher educators in this situation?
Not got one? We do!
13 Universiteit Leiden. Bij ons leer je de wereld kennen
Debrief
• Problems?
• Solutions?
• Expectations?
• Questions?
• Want to know more?
- www.worldteachers.nl
