Transcript Dia 1 - DPB
December 2008 CLIL
Johan Delbaere [email protected]
Baron Ruzettelaan BRUGES
DIOCESANE PEDAGOGISCHE BEGELEIDINGSDIENST BISDOM BRUGGE
Schooljaar 2008 -2009
CLIL -Teacher St.-Lodewijkscollege Brugge, 1° coordinator CLIL 2° teacher English CLIL class (sciences) and the non-CLIL class 3° class teacher of CLIL class -Pedagogical Advisor West Flanders, 1° monitoring three schools in West Flanders (catering, business and commerce, general studies: sciences) 2° mediator university Leuven, Department of Education and Pedagogical Centre Brussels 3° Member of IATEFL, international contacts
http://www.ond.vlaanderen.be/publicaties/?nr=120
Flanders in Belgium and Europe
• Flanders lies in the northern part of Belgium. • Flanders has almost six million inhabitants. • Their official language is Dutch. • Brussels = capital of Flanders, Belgium. • The Flemish Community incl. Dutch Brussels.
Education of the communities The process of federalisation almost a quarter of a century. took The Flemish, French and German speaking community have their own educational system.
Levels of education
Levels of education
Levels of education
Support and quality control Quality promotion targets Attainment targets of the Flemish Community clearly indicates its minimum expectations with regard to nursery, primary and secondary education. The Inspectorate inspection teams.
of the Flemish Community consists of
Support and quality control Every education network has its own educational advisors for educational and methodological advisory services (innovation projects, self-evaluation projects, support initiatives).
Conclusion Assets and drawbacks + autonomy for the schools and networks + freedom of choice + internationally respected (Pisa-Oeso) + export of skills / knowhow language/research (medical)
-
waterfall rules and regulations fixed envelope financing
Priorities + equal opportunities + autonomy to schools + more professional teachers + more coaching by senior teachers + more learner independence + learning for life + focus on languages + more cooperative learning/teaching
Introduction of CLIL in Flanders
• • • • • • • •
situation of CLIL in Europe 2008 new needs Flanders in Europe organisation pilot project conditions government support training teachers challenges assets
CLIL
"CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language.“ David Marsh, 1994, Finland
• Fremdspracheoffensive, 1994 • MARSH D.,
Profiling European CLIL Classrooms
, 2001 • European action programmes, 2002-2003 •
Eurydice Report
, 2006 • MALJERS et al.,
Council of Europe Country Report,
2007 • Key Data on teaching languages at schools, 2008
English French German
CLIL in the Flemish Community A pilot project
• • • •
3 years 2007 – 2010 nine secondary schools monitored by University of Leuven Frank Vandebroucke, minister of education
Profile pilot schools
– General education – Technical education – Spread over Flanders
Subjects taught
– Art (optional) – Sciences (phys, geo, chem, bio) – Economics (curricular) – History (curricular) – Projects (optional, Latin, chess)
• Conditions
– Optionally in Dutch at all times – Not in Brussels – English only in 5th and 6th forms – 4 hours a week – End-terms in Dutch – English (7) – French (1) – German (1) – Cooperate with Leuven
• Teachers
– Volunteers in a legal framework – Selected by head – Get support for extra work – Take extra courses – Ideal: language and subject teacher in one – Extra schooling: • Through feedback from language teacher • Courses in England/Finland (Norwich, Bell)
• Support
– Each school 3,000 euro per CLIL-class • Beamers, dictionaries, books, equipment science, schooling, copies, transport – 15 hours per CLIL-class • School coordinator, subject teachers, administration – 1 teacher for 15 (general) or 12 (technical) students
• Support
– K.U.Leuven 1. Testing & Interviews 2. Intervision 3. Input on CLIL-methodologies – Pedagogical advisors 1. Website 2. School visits 3. Protocol cooperation subject teacher/language teacher – School coordinator 1. Language feedback 2. Meetings
• Support K.U.Leuven
– Testing students twice a year, both CLIL- and non-CLIL class – Method of testing: Dialang
• Tests
– Digital tests – Feedback to students – Validated tests Dialang • Expected minimal levels: 1st and 2nd year French A1 3rd year French A2 5th year English B1 6th year English B2
www.dialang.org
• Support advisors and coordinator
– By organising cooperation language and subject teacher • Negotiating subjects in language lesson • Grading through student portfolio • E-twinning – Via website – Via portfolio work
http://www.pelckmans.be/magazines/solar/index.htm
http://www.dpbbrugge.be/engels/content_language_integrated_lear.htm
http://visual.merriam-webster.com/
http://science.howstuffworks.com/
http://www.howjsay.com/
http://www.teachnology.com/teachers/lesson_plans/
• Infrastructure/aids
– Visual support + audio-support – Smartboard or One computer classroom – Online dictionaries in the classroom with speakers – Trip abroad
• Challenges
– Finding teachers – Training teachers • Classroom English • Target language • Language methodology (eliciting, other skills but reading) • CLIL-methodology (compensating, visual support,) – Elitist • Intake tests • Private schools • Best students choose it • Brussels: ethnic minorities
• Challenges
– Balance language – subject – Language level should be high enough – Teachers not always ‘volunteer’ – Teachers who are ill – End-terms need to be met in own language – Grading of language, reports
• Evaluation of the project
– Interviews students, teachers, heads • SWOT • Motivation • Reaction parents (social pressure) • Experiences • Progress • Work load – Observations – Tests
• Assets
– Levels rise (reading, vocabulary) – Exposure, the sooner the better – Motivation high – Preparation for further studies – Parents want it – European context – Impact of duo-teaching on methods receptive - productive
• Conclusion
– CLIL in Europe – CLIL in Flanders • Organisation • Support • Challenges • Assets – Valuable – Avoid elitism – The younger the better