jalt2015 clil presentation laura macgregor

CLIL: Content and Language Integrated

LearningLaura MacGregor

Gakushuin [email protected]

Saturday, November 14, 15

In this Poster Presentation:

• CLIL definitions from the literature

• 3 key models in CLIL

• CLIL vs. CBI

• The Study: Overview, Results, Observations

• CLIL in Japan: Future considerations

• Ideas from you, Resource lists from me


CLIL is~“CLIL is an umbrella term adopted by the European Network of Administrators, Researchers. It encompasses any activity in which a foreign language is used as a tool in the learning of a non-

language subject in which both language and subject have a joint role (Marsh 2002:58). The adoption of a specific term was a move towards defining more clearly the nature of CLIL midst a

plethora of related approaches such as content-based instruction, immersion, bilingual education and so on. Whilst CLIL shares certain aspects of learning and teaching with these, in essence it operates

along a continuum of the foreign language and the non-language content without specifying the importance of one over another.” (Coyle, 2014, p. 2)

CLIL encompasses a lot of different ways of teaching.... One teacher says:

“A CLIL teacher motivates his students to use language as much as possible in class while

stimulating higher order thinking.” CLIL media. Retrieved from <http://clilcoursesonline.com/

clilmedia/>

In CLIL classrooms, more emphasis may be put on either content or language at times, but teaching and learning in CLIL classrooms aim to always include both content and

language. It is this “innovative fusion of both” (Coyle, Hood, and Marsh 2010: 1) that distinguishes CLIL from

other approaches. (Cited in Ohmori, 2014).

“CLIL is a European solution to a European need” (Marsh, 2002, p.11).


http://clilcoursesonline.com/clilmedia/




3 key models for thinking about CLIL: (i)The 4Cs frameworkThe 4Cs framework for CLIL (Coyle, 2014, p. 10)


The 4 Cs (cont’d)

All 4 Cs interact with each other

Content: the subject matter. This element must lead the way and be the

driver of the lesson/syllabus/unit.CLIL “uses authentic materials in authentic ways” (Pinner, 2013).

Communication: learning and using language. The language has to be at an appropriate level in order

for students to learn at an appropriate level.

Cognition: the thinking skills students use to engage with and understand the content, solve problems, to reflect on their learning. The learning has to be appropriate to the age level and not compromised because

linguistic demands are too high.

Culture: aims to develop cultural

awareness, global citizenship, cultural understanding. Various

cultural circles - classroom, family, community, country, world.




(ii)Bloom’s Taxonomy

Image from Duke University. (2015). "The landscape of EE." Retrieved from http://sites.duke.edu/eelandscape/2015/03/31/blooms-taxonomy/


http://sites.duke.edu/eelandscape/2015/03/31/blooms-taxonomy/




Six elements of Bloom in two groups

Lower Order Thinking Skills (LOTs) Remembering (i.e., recalling facts, memorizing lists) Understanding (i.e., translating, summarizing, demonstrating, discussing) Applying (i.e., problem solving, experimenting, designing)

+Higher Order Thinking Skills (HOTs)

Analyzing (i.e., identifying and analyzing patterns and trends; organizing ideas) Evaluating (i.e., assessing, rating, judging; comparing; evaluating outcomes) Creating (i.e., using old/known concepts to create new ideas; inventions)

See http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf for lists of keywords, questions that can be asked, and assessment methods for each of the six elements.

CLIL teachers aim to use both LOTs and HOTs in their lessons.


http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf

http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf

(iii)The language triptyque(based on Coyle, Hood, & Marsh, 2010, p.36)

Language of learning: language skills (content obligatory language related to the subject theme or

topic:- i.e., vocabulary, grammar)

Language for learning: learning skills (how to work in pairs/groups, how to facilitate discussions, how to describe, how to ask and answer questions, how to make

conclusions, negotiate arguments, write paragraphs, essays, do research)

Language through learning: applying what is learned (the language that emerges as students learn

about a subject. **Teachers need to collect this language and create opportunities for recycling and extending it to

make it part of students’ repertoire. **This is key to support language and cognitive development.


The learning/teaching continuum: Where does CLIL fall?


CLIL and CBI comparedFrom Dale & Tanner, 2012, p. 4

CBLT CLIL CLIL Immersion

Who teaches? language teachers

CLIL language teachers (in language lessons)

CLIL subject teachers (in subject lessons)

Immersion subject teachers

What kind of language

work do they do?

work on language through content

work on general language while supporting subject-

related topics and language related to them in their

language lessons

work on the language as it comes up in the

subject teaching

little or no attention to

language per se as teaching is done in another language

What is the aim? to teach language to teach language

to teach content and some language to teach content

What do they teach?

non-curricular subject matter

(extra topics) in another language

the language curriculum as well as the language of the subject to support subject

teachers

subject matter and subject language

subject matter

More language More content


CLIL in Japan

The term CLIL was coined in 1994, and has gained momentum in Japan since the early part of the 2000s, as can be seen in the CLIL literature as it relates to Japan (see handout). The number of universities offering CLIL courses or full CLIL programs are among the number of 194 universities offering some form of English-medium instruction (EMI) (Iyobe & Li, 2013). The move to more classes conducted in English is a result of the increasing number of international students at Japanese universities, and government mandates to globalize Japan (i.e., Global 30 and Global Jinzai; Brown & Iyobe, 2013).


This study:Overview

• 30-90 minute interviews with 12 university English teachers; some working in a CLIL program, some working independently

• experience ranging from 2-20+ years

• How do you define CLIL?

• How do you teach CLIL (activities, assessment)?

• What do you think of CLIL?

Study population and method

Research questions


Interview results: CLIL definitions • At least half of respondents said they had been teaching according to CLIL principles all along and

didn’t know they were doing CLIL until they happened to hear about it.

• CLIL is dual focused where students are gaining linguistic ability and new content knowledge.

• CLIL is teaching through content. Lessons are structured around a topic/subject, not around grammatical forms or other aspects of language.

• CLIL is task-based.

• CLIL is a teaching approach to develop language skills with a focus on content.

• CLIL is teaching content. On the side agenda is language.

• CLIL is content teaching with good language support.

• At its basic level, CLIL is good teaching practice, implementing TBL, CBI, cooperative learning, critical thinking, etc.

• CLIL is a learner centred approach.

• CLIL is exposure to content over an extended period of time.

• CLIL is teaching a subject using a textbook/materials written in English. CLIL is NOT teaching English using a text that covers a certain subject.

• In CLIL, teachers need to plan for both language and content learning outcomes. In a nonCLIL class, teachers need to plan only for language learning outcomes.

• Not sure of the difference between CBI and CLIL: “CLIL puts more focus on the language than CBI.”


Core features of CLIL methodologythat came up in the interviews

among the “30 essential elements of good practice in CLIL and in education in general” (Mehisto, Marsh, & Frigols, 2008), pp. 27-29

*content-driven

*authentic materials

*scaffolding

*routine activities and discourse

*students help set content, language and learning skills, outcomes

*students evaluate their progress

*peer cooperative work

*teachers are facilitators

*fosters critical thinking


Interview results: CLIL activities• Jigsaw reading, jigsaw listening

• Activities that train students to ask questions

• Give an article in class; HW: students find a related reading, present it in class and facilitate discussion with questions they have made

• Information gaps

• Dictogloss

• Pair share

• Researching and writing

• Read, take notes, present to classmates, develop paper

• Support reading by highlighting keywords, pronouns, repeated nouns, structural markers in text margins. Train students to navigate texts efficiently and productively (recognize connections between ideas)

***Text-based activities dominate


Interview results: Assessment• Self-assessment (journals)

• Peer assessment; Peer editing

• Clear goals and rubrics to show students strengths and weaknesses

• Graded discussions (oral and pragmatic skills, content ideas, vocabulary use)

• Essays (10-20% readability; 80-90% content, structure, flow, cohesion)

• Extensive reading

• Papers of 600-1,000 words

• Formative & summative assessment

• Tests that are visual (esp. for lower levels)

• Paragraph writing in response to a prompt (relating to classwork)

***Common assessment forms: papers, projects, presentations***Important to assess both content knowledge and language development (% vary)


Interview results: Opinions about CLIL• There is no single CLIL - the type of CLIL you teach depends on the institution, the level of the

student, and the expected outcomes. Over the duration of a course, the type of CLIL you teach can change.

• CLIL classes are highly motivating for teachers.

• Academic subjects work best (i.e., economics, psychology, science).

• CLIL suits language teachers because they know what students can and cannot do in terms of language - they can monitor students’ language needs and evaluate materials for class.

• In CLIL, students need to talk a lot. To support meaningful discussion and cognitive development, students need to be trained to be discussion participants and discussion leaders (facilitators).

• CLIL teaches towards a goal. Students are doing something worthwhile in English in an academic context.

• CLIL is natural learning. CLIL moves students out of studying English as a subject and putting them into a comfortable zone where they can use it.

• CLIL is a good way to give students the motivation to get their language skills more developed.

• CLIL is natural learning. CLIL moves students out of studying English as a subject and putting them into a comfortable zone of using it.

• CLIL is worth doing.

• CLIL is best for students who are going to study or work in English.


Interview results: Mixed opinions (1)• CLIL reading classes work well, but it is difficult to teach listening skills with CLIL.

• CLIL is not the final word. If students take only CLIL classes, their language weaknesses may not be adequately addressed. The best scenario is for them to take CLIL classes and language classes (reading, writing).

• By teaching content, “language does not develop magically.” On the other hand, CLIL is good for developing reading comprehension, reading speed, and the ability to put things together from different sources.

• CLIL focuses away from language (form) - there isn’t time to go into bigger issues of grammar. I have to address language problems through individual feedback and sometimes give general feedback. [time]

• CLIL is a hard sell for someone who wants very identifiable language goals to be achieved. Students can’t see how many new words they learned, or which grammar point they learned.

• Students need to be prepared to do a lot of the work themselves, be proactive, follow their interests, and share what they have learned, or what language they learned. [motivation]

• Content - what content? It’s hard to choose appropriate materials at a suitable level that students are interested in and in which there is some learning value and potential for future work.

• It’s hard to choose interesting materials that motivate students to make the effort with the language


Interview results: Mixed opinions (2)

• The literature and materials are mostly from Europe, and CLIL is mostly being used in alpha-based L1 settings - how to approach CLIL in the context of Japan?

• Teachers are expected to be both content (subject) teachers and language teachers.

• It’s hard to teach content that you are not a specialist in so that students are learning and you are not just showing.

• It’s hard to evaluate content./It’s hard to evaluate critical thinking.

• Depending on student level, it can take a lot of time to do project work - i.e. poster presentations, research presentations, academic papers. Takes time to scaffold all the necessary skills.

• It all depends on the level of the students.

• There is not enough time to adequately address study skill needs and language needs in addition to working with the content.

• CLIL works best when topics are taught over a span of several weeks; this is different from the way many EFL textbooks are organized.

• There is a lack of suitable materials - class materials take a long time to prepare.

• Getting too far towards hard CLIL can overlook students’ language needs.


Results: The bottom line

• Soft CLIL really suits Japan, but needs teachers who know what they are doing.

• Before we can think about JHS/SHS CLIL in Japan, it should be used at university.

• CLIL is a brand.

• CLIL is what CBLT is called in Europe.

• CLIL is really how we approach normal teaching.

• CLIL could be the answer.


Observations based on the interviews

• Materials and methods are mostly text-based; Teachers didn’t talk about multimodal input or multimodal output beyond presentations and papers.

• Teachers didn’t mention the 4Cs, though according to the literature, the 4Cs are the cornerstone of CLIL: what defines it, and what makes it different from other approaches (Coyle, Hood, & Marsh, 2010; Ikeda, 2012; personal communication, 2015).

• Scaffolding language came up in the interviews, but teachers didn’t mention scaffolding thinking skills, content knowledge, or study skills.


One possible model for Japan based on the interviews with language teachers

CBLT CLIL in Japan: one model CLIL Immersion

Who teaches? language teachers

CLIL language teachers (in language lessons)

CLIL subject teachers (in subject lessons)

Immersion subject teachers

What kind of language

work do they do?

work on language through content

work on subject-related topics and support the

learning with the language related to them

work on the language as it comes up in the

subject teaching

little or no attention to

language per se as teaching is

done in another language

What is the aim? to teach language

to teach a subject through the target language

to teach content and some language

to teach content

What do they teach?

subject matter (extra topics) in another language

the language curriculum as well as a subject and its

related language to support advanced subject courses

taught in English

subject matter and subject language

subject matter

More language More content


The future of CLIL in Japan?: Considerations

As the interviews demonstrate, CLIL is alive and active in Japan. What next?

• Teacher training

• Japan-based materials

• *Japan-based research

• Institutional recognition and support

• CLIL teacher networks

* There is a growing body of research conducted in Japan. Please pick up a handout with a selection of Japan-based references.


What is your view of CLIL? Please add your ideas:

integrated

content-drivendual-focused

uses authentic materials

flexible

multimodal input


Thank you for coming today.

Before you leave, please take a handout with references and resources.

If you are interested in talking with me further about CLIL in Japan, please write your name and contact information on

the clipboard.


jalt2015 clil presentation laura macgregor

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