Transcript SVOC - Universitat de Barcelona
UNIVERSITAT DE BARCELONA T. Navés [email protected]
Dpt. Anglès. Facultat de Filologia Tel. (34) 93 403 58 66 Fax (34) 93 317 12 49
Características de los programas AICLE efectivos
T. Navés [email protected]
www.ub.edu/GRAL/Naves/Conventions/Sevilla08
http://www.nicenet.org/ CLASS KEY:SZ07342A74
• [
Características de los buenos programas AICLE por T. Navés (2002)
Los programas de aprendizaje integrado de conocimientos curriculares y lengua extranjera (AICLE) gozan de gran tradición en Europa y América. En América, suelen incluir programas bilingües y de inmersión destinados a enseñar una lengua extranjera y otros conocimientos curriculares, mientras que en Europa tienen como objetivo enseñar una segunda lengua o una lengua extranjera y otras asignaturas. La mayoría de los programas AICLE pretenden ayudar al alumno a adquirir un alto dominio de la lengua extranjera tanto si se trata de alumnos que hablan una lengua minoritaria, o alumnos con competencia limitada en inglés, o de alumnos que aprenden inglés como segunda lengua. Los supuestos de los programas de AICLE se basan en la investigación empírica y teórica y son los siguientes: por un lado, el conocimiento que los alumnos tienen de su primera lengua los ayuda a comprender mejor el inglés que oyen y leen; por otro, el nivel de alfabetismo conseguido en la primera lengua se transfiere a la segunda. Muchos investigadores están de acuerdo en que el input comprensible resulta una condición necesaria para aprender una lengua, mientras que unos pocos afirman que no es sólo una condición necesaria, sino también suficiente.
CLIL-AICLE WEB SITES
http://www.ub.edu/GRAL/Naves/Sevilla2008
http://lada.fil.ub.es/Angles/Documents/ NavesCLILBibliography.pdf
3. Naves’ CLIL web site http://www.ub.es/filoan/CLIL.html
http://www.ub.es/filoan/naves.html
http://www.ub.edu/GRAL/Naves/
Terminología
Content-based Teaching
Bilingual Education (Programmes)
• Inmersión Programmes
Content and Language Integrated Learning
Contenidos y Lenguas Extranjeras / Aprenentage Integrat de Continguts i Llengües Estrangeres
Navés, T. (In press).
Effective Content and Language Integrated Programmes.
In Y. Ruiz de Zarobe (Ed.),
Content and Language Integrated Learning: Evidence from Research in Europe
. Clevedon: Multilingual Matters.
Navés, T. (2002).
Successful CLIL Programmes
in Navés, T. Muñoz, and C. Pavesi, M. Module 2:
Second Language Acquisition for CLIL
. In G. Langé & P. Bertaux (Eds.),
The CLIL Professional Development Course
(pp. 93-102). Milan: Ministero della' Istruzione della' Università e della Ricerca. Direzione Regionale per la Lombardia.
CBT/BE/IP/CLIL
PROGRAMAS
Vs. CBT/BE/IP/CLIL
MÉTODOS Y METODOLOGÍAS
Europa: justificación de CLIL Norteamérica: caracterización de los programas AICLE eficaces, de calidad
…in the last two decades, while in Europe and Asia the main emphasis is still on describing the
rationale and benefits language of integrated implementing (CLIL) content
approaches
and
and methodologies
, in North America the emphasis has shifted to further investigating the characteristics of
efficient immersion
programmes.
and bilingual
(Navés, en prensa)
education
Metodologías versus Programas
As important as CLIL teaching methodology may be, it is just one among many other features efficient programmes have in common.
CLIL The one feature which programmes share all is efficient that they CLIL are PROGRAMMES of varying length which provide, nevertheless, a substantially greater and better exposure to the target language.
(Navés, en prensa)
Los prejuicios y creencias en la implantación de CLIL The defensive attitude that can be inferred from researchers’ need to justify, time and time again, the rationale and benefits of integrating language and subject content rather than further investigating the commonalities of efficient CLIL programmes may have to do with pressure from (a)
folk beliefs and prejudices against bilingualism and multilingualism
and (b)
political interests.
(Navés, en prensa)
El debate sobre la educación bilingüe es político: hay sobrada evidencia empírica y el fracaso escolar de las minorías tiene que ver con la relación de poder
“I argue (...) that the
debate on bilingual education must be considered in the political contexts for two reasons
: first, the research findings on the effects of bilingual education are both abundant and clear; the common perception that research is either largely unavailable and/or inadequate is a myth generated by strong vested interests. The second reason for examining closely the political context of the issue is that the educational changes required to reverse the pattern of language minority group school failure are essentially
political
changes because they involve changes in the power relations between dominant and dominated groups”. (
Cummins, 1995, p. 63
en Navés, en prensa)
A. Cohen, J.
Cummins
, S. Krashen, B. Mohan, M. A. Snow,
M. Swain
Norteamérica - Europa J. Cenoz (UPV), D. Coley, F. Genesee, D. Marsh, C. Muñoz (UB), D. Nunan, M. Pavesi, J. Trim USA (CA)
CTB / BE
(ESL) CANADA
Inmersión
(ESL) UK
BE Multiling
(ESL) UE
CLIL AICLE
(
ELF
-FL) Cataluña, País Vasco.
Inmersión
(SL)
Norteamérica vs. Europa Norteámerica Europa USA (CA)
CTB / BE
ESL LEAP Inmigrantes Hispanos Heter CANADA
Inmersión
ESL Francés Homog UK
BE
ESL LEAP EU
CLIL AICLE
EFL/FL Inmigrantes Multiling Homog Catalonia, Basque C.
Inmersión
SL Hom
LAS DOS DIFERNCIAS ENTRE INMERSIÓN & EDUCACIÓN BILINGÜE
• •
EL USO DE LA LENGUA MATERNA The language of initial instruction
. BE – whether Transitional BE or Two-Way BE – provides instruction in learners’ mother tongue while most if not all initial instruction in IM is conducted in L2
UNILINGUALISMO
In Inmersión programmes all learners are initially
unilingual
in L1 whereas in BE native speakers of the target language are mixed with LML
1.
2.
3.
4.
5.
POR QUÉ CLIL /CTB/ BE/ IMMERSION?
El factor de la L1.
The L1 factor. To help LEP students. (BE) (Krashen)
La transferibilidad de las habilidades.
The transfer of literacy skills factor (BE, IP) (Cummins)
El factor exposición. Cantidad de Input
. The exposure factor. To increase SL and FL contact hours (Inmersión & CLIL) (Muñoz, Cenoz, Nussbaum, Long)
La calidad del input. Aprendizaje significativo.
The quality of the input. (Krashen, Cummins)
El énfasis en el significado
. The focus-on meaning factor (Cummins, Long, Doughty, Ellis)
1.
El factor de la L1
The L1 factor • Second language acquisition research has shown that the
level of proficiency in the first language
has a direct influence on the development of proficiency in the second language. • The lack of continuing first language development has been found, in some cases, to inhibit the levels of second language proficiency and cognitive academic growth. (Krashen, 1997)
2 .
La transferibilidad de las habilidades
. The literacy skills transfer • factor Knowledge and skills acquired in the native language--literacy in particular—are
transferable
to the second language. (Krashen, 1996; Cummins, 1992). • The knowledge that children get through their first language helps make the English they hear and read more comprehensible.
(Krashen 1997) • Literacy developed in the primary language transfers to the second language.
(Krashen 1997)
3.
El factor exposición, cantidad de input.
The exposure factor • Muñoz and Nussbaum (1997), suggest using content-based programmes as one way of providing extra exposure to the target language in foreign language settings in particular, as one way of compensating the so limited exposure to the target language learners get from traditional foreign language instruction.
• Cummins (1981) (Collier, 1987).
suggests that basic interpersonal communication skills (BICS), are relatively easy to acquire, taking only 1 to 2 years, but that and cognitive academic language proficiency (CALP), is much more difficult, taking 5 to 7 years and necessitating direct teaching of the language in the academic context.
4.
La calidad del input. El aprendizaje significativo
. The Quality of the Input • Krashen (1982), among others, suggests that a second language is most successfully acquired when the conditions are similar to those present in first language acquisition: that is, – when
the
focus of instruction is on meaning rather than on form; – when the language input is at or just above the proficiency of the learner (i+1
)
; and – when there is sufficient opportunity to engage in meaningful use of that language in a relatively anxiety free environment
5.
El énfasis en el significado
.The focus-on meaning factor (Cummins, Long, Doughty, Ellis) • SLA researchers have posed that language is acquired most effectively when it is learned for communication in meaningful and significant social contexts.
Características de los PROGRAMAS CLIL EFECTIVOS
1.
RESPECTO Y APOYO A LA LENGUA Y CULTURA MATERNAS.
RESPECT AND SUPPORT FOR LEARNERS’ L1 AND HOME 1.
CULTURE SCLILP acknowledge and support learners’ home language and culture 2. At early stages learners may use their L1
3. Language arts
(reading, writing...) are introduced in L1 and at different stages.
4. At early stages but also provide some academic instruction in learners’L1.
2. PROFESORADO BILINGÜE Y MULTLINGÜE.
MULTILINGUAL AND BILINGUAL TEACHERS 1. Most teachers are bilingual although in IM programmes they only speak in the TLwhile showing understanding of learners’ L1 by responding appropriately and rephrasing learners’ remarks made in their L1.
2. Learners are allowed to use their home language at early stages 3. but they are requested to use L2 only at primary school
3. PROGRAMAS DUALES, NO SEGREGADOS NI OBLIGATORIOS.
INTEGRATED DUAL LANGUAGE OPTIONAL PROGRAMMES.
• Target language instruction is
not structured
or of a
pull-out nature
but rather contextualized, integrated. •
Sheltered
, in BE programmes • SCLILP are
optional
, not
4.
INVOLUCRACIÓN ACTIVA DE LAS AMPAS.
PARENTAL INVOLVEMENT
•
Parental involvement
is pivotal in any SCLILP
5. COORDINACIÓN CONJUNTA DE TODOS LES ESTAMENTOS IMPLICADOS
.
JOINT EFFORT OF ALL PARTIES
• SCLILP require the
joint effort of all parties involved
: educational authorities, parents and teachers at both district and school level
6. LONGEVIDAD Y ESTABILIDAD DE LAS PLANTILLAS
. LONG-TERM STABLE TEACHING STAFF Longevity and Stability
• One of the key factors to the success of these programmes is
longevity
which includes not only the continuity of the programme but also the
stability of teaching teams
.
7. El PERFIL Y FORMACIÓN DEL PROFESORADO
TEACHERS’ PROFILE AND TRAINING
• Teacher training must be tailored to meet the specific needs of CLIL instruction
8. EXPECTATIVAS Y ALTOS ESTÀNDARES DE EVALUACIÓN
HIGH EXPECTATIONS & ASSESSMENT
• Teachers have high expectations about learners’ performance and degree of academic achievement.
9. EXISTENCIA DE MATERIALES APROPIADOS
APPROPRIATE MATERIALS • Oakes (2002) argues that there is a clear link between appropriate materials and curriculum and student academic outcome.
• Navés & Muñoz (1999) pointed out how important appropriate materials were for CLIL programmes to be successful. • Mahone (1984) conducted a need analysis in the US to look at the appropriacy of existing materials used in BE. The picture which he described unfortunately still applies to many CLIL contexts in which there are not enough teaching materials available
10. METODOLOGÍA EN CLIL
CLIL METHODOLOGY
LAS 5 ESTRATEGIAS PARA MEJORAR LA COMPRENSIÓN EN CLIL
Numrich (1989)
focuses on five strategies to improve the comprehension of content in CLIL.
• (1) predicting on the basis of prior knowledge, • (2) anticipating what will be read next, • (3) using statements to check comprehension of a text during reading, • (4) analysing text organization by looking for specific patterns, and • (5) classifying to facilitate comprehension of similarities and differences.
10a. Teachers exhibit
active teaching behaviours by
1. Giving instructions clearly, 2. Accurately describing tasks, 3.
Maintaining learners’ engagement in instructional tasks – by maintaining task focus, – pacing instruction appropriately, – and communicating their expectations for students’success.
10b. In presenting new information teachers use appropriate strategies
1. Demonstrating
,
2. Outlining
,
3. Using visuals
,
4. Building redundancy
,
5. Rephrasing
,
6. Scaffolding
,
7.
Linking new information to learners’ previous knowledge
, 8. Etc.
(Adapted from Navés et al. in press)
10c. Teachers monitor students’ progress 1.
Teachers monitor students’ progress and provide immediate feedback whenever required. 2. They check comprehension constantly resulting in high levels of communication between teachers and learners and among learners themselves.
10d. Receptive skills. Students’ responses.
1. Effective instruction is aided by allowing learners to respond in a wide variety of ways: from verbal responses both in L1 and L2 to
non-verbal responses
(
responding by doing
) in early stages but are gradually expected to respond only in the TL once they show enough commandof the TL.
2. At the early stages, emphasis is on the development of
receptive skills
.
10e. High cognitively demanding tasks.
• Following Cummins, SCLILP consistently integrate cognitively demanding academic skills and content and the TL.
10f. Learners’ home culture • Teachers respond to and use information from their
students’ home cultures
, – using cultural references, – organising instruction to build upon participant structures from students’ home culture and – observing the
values and norms of students’ home culture
.
10g. Task-based learning Task- work includes: –
hands-on tasks
, – –
Experiential learning Problem-solving tasks
, , etc.
10h. Cognitive skills integrated in the CLIL programme • Cognitive abilities and processes such as – – – – –
identifying
,
comparing
,
drawing conclusions
,
inferring finding similarities and differences
,...
are integrated in the design of the programme.
10i. Co-operative and autonomous learning • • •
Collaborative learning, Autonomous learning
and
Self-directed learning
are also suggested by some CLIL specialists.
3.
http://www.ub.es/filoan/CLIL.html
4.
http://www.ub.es/filoan/naves.html
CBT
• Content-based ESL is a method that integrates English-as-a-second language instruction with subject matter instruction. The technique focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects. (Reilly, Tarey 1988) • CONTENT-BASED LANGUAGE INSTRUCTION. In this approach- also called integrated language and content instruction--ESL, bilingual, or foreign language teachers use instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive, and study skills. The second language is used as the medium of instruction for mathematics, science, social studies, and other academic subjects. Instruction is usually given by a language teacher or by a combination of the language and content teachers.(Crandall, JoAnn , 1994)
BE The term bilingual education can refer to many different teaching approaches; terms such as "language submersion", "transitional bilingual education," "two-way Inmersión" and "maintenance bilingual education" refer to the various ways that curriculum content instruction (math, social studies, science) can be combined or integrated with English language instruction. Some approaches provide varying degrees of support in the students' native language, while others preserve and build on the students' native language skills as they learn English (C. Sund 1999)
CLIL • This approach involves learning subjects such as history, geography and others, through an
additional language
.
(Marsh, 2000) • Content and Language Integrated Learning (CLIL) is a general expression used to refer to any teaching of non-language subject through the medium of a second or foreign language (L2). (Pavesi, 2001)
AICLE • Aprendizaje Integrado de Contenidos Curriculares y Lenguas Extranjeras implica estudiar asignaturas como historia o ciencias naturales en una lengua distinta de la propia. AICLE resulta muy beneficioso tanto para el aprendizaje de otras lenguas (francés, inglés, ...) como para las asignaturas impartidas en dichas lenguas.
Navés, T. & Muñoz, C. 2000