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II Cogreso Internacional de Enseñanza Bilingüe. Madrid 2011
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SCAFFOLDING CONTENT AND LANGUAGE
CIEB-MADRID 2011
Fernando Zapico Teijeiro
AIMS
Showing that the terms 'bilingual' and 'CLIL' might be too versatile
Defining the role of FL teachers
Presenting 'scaffolding' as one of the key elements in bilingual teaching
SUMMARY
Our CLIL Programme
The outcomes The problems
Solutions: scaffolding content and language
CIEB 2011-Fernando Zapico Teijeiro
ASTURIAS
OUR CLIL PROGRAMME
Two extra hours of EFL
One or two subjects taught through English
Cooperation between EFL and Content teachers is essential
OUTCOMES (I)
Most schools report good results, mainly in terms of:
FL FluencyReceptive skills (Reading and listening)Specific vocabularyCultural awarenessMotivation
A Mirage? What students are attending the A Mirage? What students are attending the programme?programme?
CIEB 2011-Fernando Zapico Teijeiro
OUTCOMES(II)
The same schools see little improvement (or do not mention) remarkable progress in:
Creative writingAccuracy Mother Tongue or third FL learningCognitive development
CIEB 2011-Fernando Zapico Teijeiro
THE ‘BIG PROBLEMS’
• Some schools are just teaching some subjects in an additional language.
• There’s no joint role of content and language teachers
• Is that CLIL at all? (BilingualBilingual Programmes?)
CIEB 2011-Fernando Zapico Teijeiro
THE ‘PROBLEMS’ (What teachers say)
‘This programme is mainly favouring EFL learning, not content subjects’
‘EFL teachers find it very difficult/do not want to introduce 'Content' in their lessons’
‘Subject teachers want to teach exactly the same content in both languages’
‘Cooperation; team work and material design are really difficult to achieve’
CIEB 2011-Fernando Zapico Teijeiro
THE FIRST STEP: TRAINING
Creating a team: there’s no content or language teachers, just bilingual stream teachers.
Both content and EFL teachers need to achieve an integrated methodological approach.
CIEB 2011-Fernando Zapico Teijeiro
MOVING FORWARD:MATERIALS
Material design:
Determine the ContentRevise the languageActivities and skills they involveIdentify key functionsProvide scaffolding (both in the Content and in the FL Provide scaffolding (both in the Content and in the FL
lessons)lessons)
Pneumatics
CIEB 2011-Fernando Zapico Teijeiro
MOVING FORWARD (I)
Outcomes
Very positive Team buildingUseful materials for Content and Language teachers.Students’ motivation increases
Limited validity (time and subjects)Cognition partially ignoredLittle or no impact on other subjects
CIEB 2011-Fernando Zapico Teijeiro
MOVING FORWARD
Material design
Determine the Content Check what key competences are involvedRevise the language: identify key vocabulary;
structures and functions.Agree on methodological approachDesign scaffolding strategiesDesign scaffolding strategies
GENETICS
CIEB 2011-Fernando Zapico Teijeir
19/10/11CLIL 2010-Fernando Zapico Teijeiro
CLIL LESSON PLANNING
Content Objectives Language Objectives
Key functions Key vocabulary
Skills Tasks
Grouping Assessment
Materials Extra-Curricular Activities
MOVING FORWARD (II)
OUTCOMESEffective team workCLIL methodology in practiceCognition becomes a key issueAllows interdisciplinary work
Limited validityLittle impact on other subjects
CIEB 2011-Fernando Zapico Teijeir
MOVING FORWARD (III)
PROJECT WORK
Term Projects suggested by Content teachers (why?)Activities agreed with language teachersICT introduced
Newsletters
CIEB 2011-Fernando Zapico Teijeiro
MOVING FORWARD (III)
OUTCOMES
Task-based methodologyLearning to learn becomes crucialAll teachers/students can take part School community involved
CIEB 2011-Fernando Zapico Teijeir
SCAFFOLDING
Content scaffolding versus trivialization
EFL Content must be relevant
Team work is only worth if we produce some tangible material
Free
CIEB 2011-Fernando Zapico Teijeiro
EFL MATERIAL
Content-driven
Relevant
Linguistic component
Doesn't trivialize
