Aine Furlong - The role of CLIL and plurilingualism in teaching languages

The role of CLIL and plurilingualism in teaching languages

Áine Furlong [email protected]

Áine Furlong, EAQUALS, April 2013


21st Century challenges and realities

Identity vs Identities

Interdisciplinarity (thinking across boundaries)

Diversity (being across boundaries)


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Interdisciplinarity: reflects the ever increasing complexity of our world. Solutions to problems require more complex analysis and synthesis. As people we are becoming more and more diverse because we belong to and communicate with more and more diverse groups. Each of these groups share beliefs, values and norms which help to construct who we are over our lifetime. The cultural groups to which we belong are not simply juxtaposed. Within ourselves, we cross these identity boundaries. This is what allows us to become creative. Lifelong process. Therefore identity is not single but plural and it is a dynamic construction process over a lifetime.

Identity vs Identities Challenges for language learning and teaching

The challenge of Plurilingualism

The challenge of CLIL


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The challenge of CLIL: It runs against the image of language teachers as experts The challenge of Plurilingualism It runs against the logic of the Nation-State, National Languages and National (Linguistic) Identities.

Rationale for CLIL and plurilingualism in Europe

• European nation-states can no longer be viewed as monolingual entities. • Communication is now international • European population is characterised by mobility and migration

• Europe needs to invest in its diversity • CLIL and plurilingualism provide an authentic L2

learning context


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To address the complex issue of European integration and diversity. EU’s language learning goals of trilingualism (1+2) has contributed to the spread of CLIL (the first L2 being English) Internationalisation of communication has led to grassroot demand both from parents and employers (see recent IBEC presentation at one-voice-for-language-forum which calls for the “contextualisation of language learning” – Tony Donohue March 2012). Diversity must be viewed as an asset as opposed to a problem (attitudinal). See current challenges in European finance sector (the problem is fundamentally one of diversity management) Authentic learning context: L2 is most successfully learned when the conditions are similar to L1 situation (Kraschen 1982, Lightbown and Spada 2006, Long 1990, Swain 2000)

The plurilingual and pluricultural competence

• Plurilingual repertoires often reduced to juxtaposed monolingual abilities • The Council of Europe recommends that languages be treated

as a whole • A person’s plurilingual competence is viewed as a social

agent, has proficiency, of varying degrees, in several languages and experience of several cultures” (CEFRL, Council of Europe, 2001, p. 168)


European rationale for language learning: transform the language learner into a language user


How does the language learner become a language user?

When the learner uses language in a variety of contexts:

• as a learning instrument = centrality of language to all learning;

• in any of the language skills = speaking and/or reading, listening, writing;

• autonomously = language use beyond the classroom;

• Individually and collaboratively = communication. Áine Furlong, EAQUALS, April 2013

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When the use of language does not depend on its communicative function only and becomes a cognitive tool to better understand, to make, to solve problems, to recall, to imagine, to discover, to question, to exchange knowledge, etc.

European pedagogical developments: broader contexts for language learning

In the classroom: language as a learning instrument = Content and Language Integrated Learning (CLIL) - Science

through French/ German/ etc .-, Beyond the classroom: multiple contexts for language use =

Technology, e-Learning, tandem exchanges, spaces in-between

Individual autonomy and collaborative autonomy = Technology, e-Learning, task-based learning, tandem exchanges,

plurilingualism/culturalism

In any of the language skills = Plurilingualism/culturalism


CLIL definitions 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 (Mehisto, Marsh & Frigols, 2009)


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The definition describes educational choice. Does not integrate pedagogical considerations

CLIL is a language-sensitive approach to content (Clegg 2002)

Language Content


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The focus is on pedagogy and is not exclusive of the L1. The principle of scaffolding is implied.

Key principles for CLIL Methodology is at the core:

a language-sensitive approach to everything we do • Re-thinking how and when certain types of subject matter and language/s are taught • Interdisciplinary mindset • The major concern is Education, not multilingualism

(multilingualism is the added value)

CLIL is context-dependent (as many CLIL models as there are learning contexts)


Research in CLIL • Language attainment

But more research needed in: • Cognitive engagement of learners,

• Affective dimensions, attitudes and motivation

• Specific situation of CLIL teachers (needs and

solutions) * Teacher motivation through quality, CLIL specific

teacher education, appears to be central to successful CLIL programmes (Ball and Lindsay, 2010, see also Harris et al, 2006)


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CLIL needs to be innovative in terms of language of instruction as well as subject learning (Dual focus). Ball and Lindsay (2010) report that teacher motivation in CLIL was fostered by quality teacher education, in particular teachers had a language degree and received considerable support in the design of quality materials. The design of these didactic materials was described as a catalyst for pedagogic innovation. A project to explore the potential of CLIL in teaching Irish when suitable materials and professional support were provided is reported in Harris etal. (2006). The project involved working regularly with 50 third- and fourth class teachers over a two-year period to develop full courses in Science and Art through the medium of Irish. The vast majority of them had no previous experience in teaching through Irish. Separate groups of teachers in Dublin and Tullamore met in workshop sessions to explain and discuss the approach and to distribute sample lessons. Having tried out the materials in their own classrooms, the teachers returned and discussed progress and completed questionnaires concerning the lessons. The lessons were then revised on the basis of this information. None of the lesson material consisted of translations or adaptations of existing courses in English. Instead, every aspect of each lesson was planned and developed with the particular needs of pupils and teachers in ordinary schools in mind.

CLIL models: context-dependent • The context determines the type of CLIL/EMILE programme that will be

adopted. • The programme will be situated along a continuum from language

driven to content-driven and should aim to be dual-focused.

Language driven Content-driven content is used to teach content is more L2 structures and skills important than the language (immersion and bilingual and earlier CLIL programmes)


CLIL models

• Theme-based module • Schools in different countries share the teaching

of a specific course or module • Bilingual education (a significant part of the

curriculum is taught for a number of years through CLIL)

• Language-based approach: language teacher scaffolds content language (authentic experience during language class)


More CLIL models

• Vocational CLIL (closely related to competence-based approach)

• Plurilingual education (more than one language is used through CLIL during different years)

• *Adjunct CLIL (language teaching runs parallel to content teaching, but is subject-specific)

• Language-embedded courses developed from the beginning with language development objectives (Content and language specialists work together).


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Context-dependent. Less is more (Wolff 2002) . Adjunct model appears to be successful (Wiesemes, 2009). Not surprising because this where language is explicitly used as a learning tool and consolidates prior or current knowledge. This approach can also be incorporated in a thematic approach. Implies a radical reform of L2 teaching and learning. Adjunct model: offer excellent opportunities to develop the academic strategies necessary to cope with real academic content. The language component of the course is directly linked to the students’ academic needs and so, they can get help revising notes, writing assignments, preparing for tests, etc. as well as advancing in the conceptual background necessary to understand the content material. The fact that the course deals with real academic subject matter in which students must earn a passing grade in the parallel course, helps to increase motivation in terms of mastering both the language and the content. Need collaboration between subject specialist and language teacher.

A framework for CLIL: Do Coyle’s 4/5 Cs (2010)

Culture

Culture

Culture

Content Communication

Cognition

Context

Context Context

Context Áine Furlong, EAQUALS, April 2013

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Content: subject matter Communication: language Cognition; thinking skills Culture: pervasive (least successfully integrated in CLIL classes) Rosie Tanner and Jason Skeet (December 2011) Collaboration: between learners, between teachers

Rosie Tanner’s and Jason Skeet’s + 4 Cs = 8 Cs (December 2011)

Collaboration

Choices

Creativity

Connections


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Collaboration: between learners, between teachers Choices: learner differentiation in language proficiency, content comprehension, learning styles Creativity: making, writing, presenting, experimenting with language Connections: with content (prior knowledge, analysis and synthesis at the end of a lesson) with the curriculum and the wider school context, with others and the world

Preparing for a language-sensitive approach

BICS

x

Y

CALP

Low Cognitive demand

High contextualisation

Low contextualisation

High Cognitive demand

Adapted from

Cummins (1984)

3 4

2 1

High cognitive demands

Low cognitive demands

Adapted from the CLIL matrix project (2004-06)

Low linguistic demands

High linguistic demands


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Finding the right pitch

You need a plan!


CLIL classics: Graphic Organisers


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Activate prior knowledge, analyse, organise information, synthesise knowledge

Reading strategies, e.g. awareness of text structures (LICI handbook – available online)


Culture in CLIL

• A learning space for intercultural competence is not automatically present in CLIL classrooms (Dalton-Puffer 2009)

• Culture is a potential in CLIL (Coyle 2010) • CLIL: not the purveyor of culture (Ball 2010)


Culture in 21st Century =

Diversity and dynamism

Because

There is no culture of one

because

Culture is communication and communication is culture (Hall, 1959, p. 186)


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HALL Edward T. (1959). The Silent Language. New York: Doubleday

Plurilingualism/culturalism and CLIL

• Culture in CLIL as a dynamic construct based

on the reality of diversity in class (living in a diverse and dynamic world)

• Plurilingualism/culturalism in content : a

pedagogical tool • Doing culture vs teaching culture


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The inclusion of the concept of plurilingualism/culturalism in content should be seen as a pedagogical tool, in the same way as the concept of scaffolding is in CLIL. By promoting scaffolding we pass on useful and constructive skills while developing useful and constructive attitudes for the business of learning the subject in question. Similarly, by promoting the inclusion of plurilingualism/culturalism in content, we pass on skills and positive attitudes for the business of living in a diverse and dynamic world. In this way, 'we do culture' (as opposed to teaching culture as one would teach and objectify content) and we ensure that the 'baffling word' of culture is not just a token element of a CLIL programme, simply because it has to appear in any educational context

So… How can we reconcile content + languages + cultures?

1. "CLIL is methodologically neutral” (Little

2003) 2. A plurilingual approach is not content-

dependent (Candelier, ALA 2006)

Therefore, any subject may introduce a plurilingual aspect to the content.


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"CLIL is methodologically neutral" and can incorporate any learning/teaching approach (Little 2003, p.39). A plurilingual approach is not content-dependent; any subject may introduce a plurilingual aspect to the content (Candelier, ALA 2006).


Plurilingualism in ConBaT+: Let’s hear the linguistic repertoires of our learners Pluriculturalism in ConBaT+: Let’s acknowledge that individuals belong to multiple cultural groups in their personal, social and professional lives.

An integrated pedagogy for Conbat+, 1. Focus on tasks

+ 2. Tasks activate a focus on content: text or input

+ 3. Content accommodates a focus on language/s and

their speakers – i.e. the learners =

Development of positive attitudes ++++++++++++++++++++++++


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The combination of three approaches enables the realisation of the project aims: first, considering the key competences for lifelong learning, a competence-based approach with a focus on tasks should be adopted. Focus on task accommodates a focus on content – i.e. text or input -, which in turn accommodates a plurilingual approach focusing on languages and their speakers – i.e. the learners. Such a combination fosters the development of positive attitudes

Model for an integrated pedagogy: ConBaT+

Content

Tasks

LanguageS

http://conbat.ecml.at/ Áine Furlong, EAQUALS, April 2013

Example of a language-sensitive approach to content

• ‘You need to become real experts, so use as many strategies as you can to become more and more familiar with the content of the expert card: one of you explains, the others listen and help, ask each other questions, quiz each other...

• When your teacher tells you to, work in pairs with someone from your “expert” group. Take turns explaining the text to each other without looking at it. The listener can look at the text and help the speaker (from A symphony of fractions by Oriol Pallares and Carlota Petit, ConBaT+). All language strategies are

stimulated to make the content accessible.

Reading, listening,

speaking skills


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A key feature of best practice in content-based teaching is to adopt a language-sensitive approach to content. This implies that all language skills are considered and exploited in a way that will enable learners to access content as well as use language in a meaningful way. To this effect language learning strategies are activated and include reading strategies, writing strategies, speaking strategies and listening strategies. An example of the promotion of these strategies is found in the following activity prepared for this project:

Progressing to a languageS-sensitive approach

• Allegro, π, mezzo forte, ß, Lied … . Can you think of languages and cultures that are important in the world of music? And in the world of maths?

• In some of the expert cards some languages and cultures are mentioned. In teams, take one of the languages you consider important in the world of music, and make a new expert card which contains new relations between music and/or maths and the new

language you have chosen. • What about your mother tongue? And what about other languages

you may know? • Taking everything you have learnt in this first and second part of the

project, think of how many of these new music and maths concepts you can say in the languages you know. Make a word cloud like the one in activity 1. You can use the online tool Wordle (www.wordle.com).

• (from “A symphony of fractions” by Oriol Pallares and Carlota Petit) Áine Furlong, EAQUALS, April 2013

Example 2 by Christoph SUTER Trees, Climates and Cultures

1 What does a tree make you think of? Look at the picture and collect 5 to 10 words that you link to the word tree.

3 What do speakers of your first language think of in connection with trees? Are there any specific trees in your first language culture that are used in connection with other words? Ask these questions to three people in your family. Take notes of their answers and bring them to class (the notes, not the people ;-) ).

2 In English, the word tree makes people think of the countryside, greenness, strength and longevity. Others may think of leafless trees connoting winter and hardship. Moreover, specific trees might make people think of certain things, the word oak, for instance, is often used in connection with words such as solid, royal, old.


Example 3 by Áine Furlong Déclaration Universelle des Droits de l’Homme

Article 4 Personne ne sera tenu en esclavage.

a. Libertà dalla tortura b. d. Libertà dalla schiavitù c. Diritto alla vita, alla libertà ed alla

sicurezza della propria persona

d. Has the right to liberty and freedom. e. Has the right to security of person. f. Has the right to live and live in freedom and safety

Une langue de votre classe Consultez www.knowyourrights2008.org


CLIL and plurilingualism/culturalism at third level

Transformez ce texte trilingue en texte monolingue The pratice du coût-plus-marge est-elle loighciúil ? En général,

non. Une approche qui ne considers ni de la demande ni de value-based pricing, ni de competitors dans la fixation des luachanna a peu de chances de conduire au profit maximal, qu’il soit à court ou à long terme. Cette approche perd son sens si les díolteanna ne correspondent pas aux anticipations.

la valeur perçue tient compte

la concurrence la pratique logique prix ventes


Successful CLIL programmes rely on:

• Varied language teaching and learning methodologies

(including a plurilingual/cultural orientation) • Optionality • Dedicated teacher education characterised by materials

development (e.g. e-learning training model 20/80; 40/60;80/20)

• Collaboration • Stability


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ML teaching and learning in all their variety.

CLIL and Plurilingualism in/for unpredictable times

• Develop ‘new’ loci for language learning: cognition, creativity, risk-taking, diversity management, information management, coping with the unknown.

• Highlight the potential contributions of L2 pedagogies to wider

curriculum (McMurry, S. M. (2010). Mathematics as a language: Understanding and using maths)

Irish and English and Modern Languages Primary curriculum, 2 subjects at post-primary level, TY, modular system

at third level, interdisciplinarity European language learning developments over the past 20 years:

portfolio, learner autonomy, study abroad, tandem language learning, technology for L2 learning and teaching, CLIL, Plurilingualism/culturalism

Look at what we have…


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Baetens beardsmore (2008). Val D’Aoste CLIL bilingual experience: 1008 pupils, 57 classes. Better attention to relevant information Transfer of attention paying skills to decode L2 texts to L1. Lists several cognitive skills. Collaboration potential between the 3 levels of education European language developments: expertise available in Ireland
