Transcript Foreign Language-Medium Studies in Tertiary Education

Foreign Language-Medium Studies in Tertiary Education
Vaasa University of Applied Sciences
10- 11-Sep-2007
Content and Language Integrated Learning as a Tool towards Plurilingualism
A. Papakyriakou, Asst. Professor
[email protected]
CLIL (Content and Language Integrated Learning)
FAUA (Fremdsprache als Unterrichts- und Arbeitssprache)
Integrierter Unterricht von Sprache und
Inhalt
Integriertes Fremdsprachenlernen
EMILE (Enseignement d’une Matière par l’Intégration d’une
Langue Etrangère)
Objectives:
• ...“it seeks to develop proficiency in both the nonlanguage subject and the language in which this is
taught, attaching the same importance to each.“
Eurydice Study „Content and Language Integrated
Learning (CLIL) at School in Europe (Brussels 2006)
Further objectives:
linguistic objectives:
• enabling pupils to develop language skills which emphasise
effective communication, motivating pupils to learn
languages by using them for real practical purposes
educational objectives:
• enabling pupils to develop subject-related knowledge and
learning ability, stimulating the assimilation of subject
matter by means of a different and innovative approach
dual-focused education
• In class there are two main aims, one related to the subject and
one linked to the language.
Meanwhile it is accepted that CLIL has positive impact on
language teaching because:
• Through CLIL the language is taught in a more natural context.
• CLIL can increase the motivation for language learning
CLIL can offer a natural situation for language development
which brings language learning close to the language
acquisition of the mother tongue (language learning vs.
language acquisition/ conscious vs. unconscious).
Learners use another language naturally, in such a way that they
soon forget about the language and only focus on the learning
topic.
CLIL a fast developing phenomenon in Europe that exists in three
types of situations:
• CLIL is part of mainstream school education
• implementation of experimental projects
• absence of any initiative in this area (Cyprus?)
Countries with no CLIL type provision:
1.
2.
3.
4.
5.
6.
Denmark
Greece
Cyprus
Portugal
Iceland
Liechtenstein
• teaching time per week varies from 50 minutes to 50%
• teacher qualifications differ
• admission criteria for learners differ
• levels of education concerned differ (mainly primary, lower
secondary,
• upper secondary, in some countries some activities from preprimary onwards: Finland?)
• little evaluation
Important difference:
• to teach a subject in a language vs.
• to teach a subject through a language
Subjects taught through CLIL
The choice of subjects varies from one school or region to the
next in the majority of countries.
• Secondary education: mainly science subjects and social
sciences
• Primary education: creative, sports or environmental activities
Teaching models
• What should we aim at in future?
• Which are the consequences of every model (financial and other)?
A) Just one teacher in charge?
• In a CLIL class that is offered exclusively by the subject teacher who has
fair/good knowledge of the foreign language it might happen in a system
that there is just reflection on the subject. Language competence alone
might not be an absolute promising factor.
B) Co-teaching? (subject teacher and language teacher, experience from
ARION visit “12,11 – CLIL A New Way Towards the Integration of
Foreign Language and Other School Subjects”/Salerno, Italy March 2007)
• Teachers report that they also learn from each other. Efficient coordination
between the two teachers is here of paramount importance for this model to
be successful and for this teachers need time.
• At a first glance, this model guarantees for the existence of both necessary
components that should exist in a CLIL lesson: reflection on the subject
and reflection on the language.
Consequences of CLIL for the curriculum as a whole
• Does it mean that if a certain subject in taught in English (e.g.
law in English) the time devoted to English language teaching
will be reduced, in order to make space for another foreign
language or in order to introduce the next foreign language at
an earlier stage (possibly different perception of this in every
country)?
Factors for successful CLIL application
(1) support from the administrators/ decision-makers/ school
directors
(2) support from the parents and the society
(3) qualified teachers
(4) suitable material in the foreign language
(5) provide time for the teachers to prepare the material and to
prepare the class
(6) continuous professional development of the teachers
Teachers’ qualification and recruitment criteria
In CLIL type provision in most cases:
• Specialists in one or more non-language subjects
• Have two areas of specialisation, one in a language subject and
the other in a non-language subject
Basic skills
• Generally those possessed by teachers of non-language
subjects
• Empirical survey conducted in Norway: no teacher working in
CLIL type provision who was only qualified to teach
languages (double degrees or qualifications to teach a nonlanguage subject only)
Certified evidence of further particular skills in addition to their
teaching qualification as a firm requirement
• Only in a minority of countries
• Focus of further certificates/diplomas: language skills
Just six countries require forms of certified evidence for teaching
in CLIL provision (Source: Eurydice)
Type of further qualification required
Certificate/diploma testifying to knowledge of
two languages of instruction
Country
SI
Basic qualification obtained in the target
language, and/or certificate of upper secondary
education obtained in the target language
Certificate of (advanced) knowledge of the target
language
Certificate testifying to the completion of 55
credits (80 marks) in the target language
BE fr, BE de
Regional language CAPES or a university
qualification in the regional language
Qualification in two subjects incl. a language
subject
FR
BE fr, BE de,
ES, HU, FI
FI
HU
Special initial training
• Just in some countries (ca. 12 out of 30)
teaching/methodological skills that are peculiar to CLIL, as
opposed to language training
• Features and duration vary widely: few lessons/ a course
spread over one or two semesters/ postgraduate qualifications
• Usually authorities don’t make such qualifications obligatory!
Current debate
Concerns have been expressed from various sites.
• Related to teaching/language:
Could teaching of the national language suffer as the result of
intensive teaching of another language?
• Related to politics:
Is it a threat if the position and influence of a language are the
reflection of national culture and citizenship?
• Related to the subject matter:
Can learners develop knowledge of the subject in a CLIL model
equally good as a student in a traditional model would do?
(support from Finland)
Publications
Publications
• Content and Language Integrated Learning (CLIL) at School
in Europe (2006), EURYDICE-Study,
(http://www.eurydice.org)
• Marsh, D. (Ed) (2002) CLIL/EMILE- The European
Dimension: Actions, Trends and Foresight Potential Public
Services Contract DG EAC: European Commission
• Marsh David (2006) English as medium of instruction in the
new global linguistic order: Global characteristics, local
consequences, METSMaC 2006
• Coyle D. (2006) Content and Language Integrated Learning –
Motivating Learners and Teachers
Web sites
• CLIL Compendium
http://www.clilcompendium.com/clilexpertise.htm
• EUROCLIL – The European Network for Content and
Language Integrated Classrooms
http://euroclil.net