ARCHI21 is an EU-funded project which aims to get students to use 3D virtual immersive and Web 2.0

environments and to promote the potentialities of these environments in the fields of architecture

and design. By adopting a CLIL (Content and Language Integrated Learning) approach, ARCHI21 also

seeks to facilitate language learning, while accompanying the process of competence building in

architecture and design.

ARCHI21 involves six institutional partners in four countries:

- Coordination : École nationale supérieure d’architecture de Paris Malaquais (ENSA-PM, France) ;

- Centre international d’études pédagogiques (CIEP, France) ;

- The Open University (OP, United Kingdom);

- Univerza v Ljubljani – Fakulteta za Arhitekturo (UL-FA, Slovenia);

- Aalbord Universitet (AAU, Denmark) ;

- The University of Southampton (SO, United Kingdom).

Produced by the Centre international d’études pédagogiques (CIEP)

Sandrine Courchinoux - Manuela Ferreira Pinto - Manon Hübscher

Centre international d’études pédagogiques Département langue française 1, rue Léon-Journault – 92318 Sèvres cedex – France Téléphone : 33 (0) 45 07 60 00 Site internet : www.ciep.fr

5

Introduction

Universities are carrying out an increasing number of their activities whithin the context of

partnerships that help open them up to Europe and the international scene as a whole. With a view

to nurturing and developing such initiatives, language teaching has become a focus of special

attention. The ARCHI 21 project1, initiated by the École nationale supérieure d’architecture de Paris-

Malaquais (ENSAPM), aims to incorporate CLIL (Content and Language Integrated Learning) into

the pedagogical approaches of the higher schools and faculties of architecture and design that are

taking part in it: the Open University, United Kingdom (Design, Development, Environment and

Materials Department); Univerza v Ljubljani, Slovenia (faculty of architecture); Aalbord Universitet,

Denmark (Architecture, Design and Media Technology Department); and the University of

Southampton, United Kingdom (Modern Languages Department).

In order to respond to training requirements and provide support to educational teams in practical

implementation of a pedagogical approach with dual orientation, in which a foreign modern language

is used for teaching and studying both architecture and the language in question, ENSAPM has

called upon the widely recognised expertise of the Centre international d’études pédagogiques

(CIEP). As a partner of the ARCHI 21 project, CIEP has been commissioned to create tools

designed to be simple, shared points for the setting up of a CLIL project in an academic context, in

the field of architecture and design.

The objectives of the two reference frameworks of skills presented in the following pages are firstly to

explain the mission entrusted to teachers of architecture as a non-linguistic university discipline, and

secondly, that entrusted to language teachers working in higher schools of architecture and design.

Rooted in the professional logic of the actors to whom they are addressed, these tools describe the

work situations that constitute these teachers’ fields of action, methodically associating them with the

target skills expected of them, crosscutting (in the boxes with coloured backgrounds) and specific (in

the boxes with dashed-lines) – in other words, resources to make use of in order to accomplish the

various tasks required, in a CLIL context.

1 The ARCHI21 project is led within the framework of the programme « Languages (KA2) » of the European Lifelong

Learning Programme : http://eacea.ec.europa.eu/llp/ka2/languages_en.php

6

Clarifying the knowledge, know-how and attitudes expected of architecture and foreign modern

language teachers will enable European higher schools and faculties of architecture and design to

provide better support for their teaching staff in the practice of their profession and, more widely, to

adapt their management of human resources to training and recruitment. These tools may also be

used for evaluation and self-evaluation of teachers, in order to identify professional needs and define

training objectives integrating such needs, as well as to develop teamwork and synergies, and to

assist with the accreditation of prior experience. In addition, they will facilitate targeted recruitment by

helping schools create targeted job profiles which better describe the positions in question. The

definition of quality criteria, presented in a framework accepted by the institution and by the teachers

themselves, can only serve to further support and improve the quality of the programmes and

education provided to students.

7

Skills reference base for teachers of architecture as a non-linguistic university discipline Reading indications: boxes with coloured backgrounds, skills common to language teachers and teachers of architecture in a foreign language; boxes with dashed lines, skills specific to teachers of architecture as a university discipline taught in a foreign language.

1. Engagement with the overarching objectives of the school or faculty

Being familiar with the institution’s pedagogical orientations (programmes,

projects, organisation of courses, expectations with regard to CLIL education)

Being familiar with the issues involved in and principles of plurilingual

education and CLIL

Defining the link between the school and the professional world of architecture

Identifying the institution’s partners

Identifying the functions of the various interlocutors

Acting in an international and multicultural context

Managing a project

Promoting and disseminating a project

Being familiar with the issues involved in and principles of CLIL for the teaching of

architecture

Acting as a linguistic and cultural mediator

Gaining a clear idea of their professional identity and communicating it to non-

specialists in their field of expertise (disciplinary and professional culture)

Finding their place within a team so as to complement other teachers’

specialisations (identifying professional complementarity)

Setting up collaborations and networks

Sharing a common language and conceptual tools

Explaining the methodology and culture of architecture as an academic discipline

to language-teacher colleagues

Positioning themselves in relation to language teachers and their professional

specialisation

Being familiar with the Common European Framework of Reference for Languages

8

2. Designing a module

Analysing needs with regard to architectural disciplines

Identifying the language- and culture-related components of the disciplinary

and professional discourses of architecture

Analysing needs

Identifying the disciplinary and professional tasks to be carried out

Identifying the skills required to accomplish such tasks

Drafting content drawing on adopting varied cultural perspectives

Bringing together disciplinary and professional culture

Planning and structuring a module

Constructing a curriculum in collaboration with colleagues who are not

specialists in their field of expertise

Promoting authentic learning and situations where the language can be

used meaningfully

Selecting documents appropriate to the skills aimed at

Creating teaching aids

Constructing a curriculum containing disciplinary content while incorporating

the language component of the disciplinary and professional discourses of

architecture

Selecting authentic disciplinary and professional documents

Using disciplinary and professional documents as teaching aids

9

3. Managing and facilitating

Explaining a student-teacher contract and the rules to be adhered to in classes

Conducting and managing their class in such a way as to develop an intercultural and

multilingual dynamic

Seeking and managing teacher/learner and learner/learner interaction

Inciting learner motivation

Encouraging learner autonomy

Enabling the acquisition of knowledge and skills

Encouraging the co-building of knowledge and skills

Optimising group work

Varying teaching aids

Making use of the various media

Providing activities in line with learners’ skills and objectives

Providing clear activities in relation to objectives and formulating clear instructions

Facilitating activities, and co-facilitating with non-specialists in their field of expertise

Managing and co-managing an (architecture/language) interdisciplinary project

Explaining appropriate learning strategies and helping learners to develop them

Managing the unforeseen

Teaching in the target language

Establishing a relationship between the target language and the culture of

those speaking that language

Acting as a linguistic and cultural mediator

Anticipating potential linguistic and cultural difficulties

Planning for how to effectively switch between languages in architecture

classes (anticipating when and how to use the target language, including

any possible metalanguage that might be needed in class)

Linking the objectives of language learning with disciplinary content

relating to architecture.

Positioning themselves in relation to language teachers and their

professional specialisation

Specifying architecture’s disciplinary methodology and culture

10

4. Evaluating

Defining the specific objectives of evaluation for the discipline

Defining evaluation criteria for the discipline

Integrating evaluation into the teaching/learning process

Mastering the functions, techniques and tools of evaluation

Defining the specific objectives and content of an evaluation

Defining objective evaluation criteria

Selecting reliable evaluation tools appropriate to learning objectives

Designing / co-designing and using evaluation tools

Designing and providing evaluation and co-evaluation activities explicitly related

to course objectives

Adopting a formative approach

Developing learners’ self-evaluation skills

Interpreting evaluation results

Drafting a diagnosis in view of remedial work

Implementing remedial solutions

Providing evaluation activities encouraging the resolution of complex tasks

(professional role-plays)

Explaining learning strategies specific to the disciplines of architecture and

helping students develop them

Being aware of and using the CEFRL

Distinguishing language errors from errors relating to disciplinary content

Providing disciplinary and methodological remedial work

11

Skills reference base for language teachers in higher schools of architecture Reading indications: on coloured backgrounds, skills common to language teachers and teachers of architecture in a foreign language; surrounded by dashed lines, skills specific to language teachers working at higher schools of architecture.

1. Committing to a school project

Being aware of the issues involved in and principles of multilingual

education and CLIL

Acting as a linguistic and cultural mediator

Being familiar with the institution’s pedagogical orientations (programmes,

projects, organisation of courses, expectations with regard to CLIL education)

Being familiar with the issues and principles of plurilingual education and CLIL

Defining the link between the school and the professional world of architecture

Identifying the institution’s partners

Identifying the functions of the various interlocutors

Acting in an international and multicultural context

Managing a project

Promoting and disseminating a project

Promouvoir et valoriser un projet

Gaining a clear idea of their professional identity and communicating it to non-

specialists in their field of expertise (disciplinary and professional culture)

Finding their place within a team so as to complement other teachers’

specialisations (identifying professional complementarity)

Setting up collaborations and networks

Sharing a common language and conceptual tools

Explaining the methodology of teaching/learning foreign modern languages

Positioning themselves in relation to teachers of architecture and their professional

specialisation

Being aware of the specificities of architecture’s disciplinary and professional

methodology

12

2. Designing a module

Analysing language needs for architecture courses

Identifying communication situations

Identifying disciplinary documents and professional documents

Analysing architectural discourses

Analysing needs

Identifying the disciplinary and professional tasks to be carried out

Identifying the skills required to accomplish such tasks

Drafting content drawing on varied cultural perspectives

Bringing together disciplinary and professional culture

Planning and structuring a module

Constructing a curriculum in collaboration with colleagues who are not

specialists in their field of expertise

Promoting authentic learning and situations where the language can be

used meaningfully

Selecting documents appropriate to the skills aimed at

Creating teaching aids

Constructing a curriculum defining language content, guided by disciplinary

documents in the field of architecture

Being aware of and using the CEFR

Aligning language content with accepted disciplinary and professional discourses

Using disciplinary and professional documents as teaching aids

13

3. Managing and facilitating

Explaining a student-teacher contract and the rules to be adhered to in classes

Conducting and managing their class in such a way as to develop an intercultural and

multilingual dynamic

Seeking and managing teacher/learner and learner/learner interaction

Inciting learner motivation

Encouraging learner autonomy

Enabling the acquisition of knowledge and skills

Encouraging the co-building of knowledge and skills

Optimising group work

Varying teaching aids

Making use of the various media

Providing activities in line with learners’ skills and objectives

Providing clear activities in relation to objectives and formulating clear instructions

Facilitating activities, and co-facilitating with non-specialists in their field of expertise

Managing and co-managing an (architecture/language) interdisciplinary project

Explaining appropriate learning strategies and helping learners to develop them

Managing the unforeseen

Teaching in the target language

Establishing a relationship between the target language and the culture of

those speaking that language

Acting as a linguistic and cultural mediator

Anticipating potential linguistic and cultural difficulties affecting acquisition

of knowledge and skills in architecture, and remedying them

Providing activities and tasks that can be transferred to the disciplines of

architecture or the architect’s profession

Setting realistic tasks which provide scope for interaction with documents,

interlocutors and media which are characteristic of architecture as an

academic discipline

Positioning themselves in relation to teachers of architecture and their

professional specialisation

Specifying language teaching’s disciplinary methodology and culture

14

4. Evaluating

Integrating evaluation into the teaching/learning process

Mastering the functions, techniques and tools of evaluation

Defining the specific objectives and content of an evaluation

Defining objective evaluation criteria

Selecting reliable evaluation tools appropriate to learning objectives

Designing / co-designing and using evaluation tools

Designing and providing evaluation and co-evaluation activities explicitly related

to course objectives

Adopting a formative approach

Developing learners’ self-evaluation skills

Interpreting evaluation results

Drafting a diagnosis in view of remedial work

Implementing remedial solutions

Defining the specific objectives of evaluation for the language component

Defining evaluation criteria for the language component

Providing evaluation activities encouraging the resolution of complex tasks

(professional role-plays)

Explaining learning strategies specific to languages and helping students

develop them

Being aware of and using the CEFRL

Distinguishing language errors from errors relating to disciplinary content

Providing remedial work on language and discourse

This publication reflects the views only of the author, and the Commission cannot be held responsible

for any use which may be made of the information contained therein.

This work is licensed under a Creative Commons Attribution-Noncommercial-

No Derivative Works 3.0 License.