U B B U UNIVERSITAT DE BARCELONA T. Navés Dpt. Inglés. Facultad de Tel. (34) Fax (34)

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Successful CLIL Programmes. Características de un buen programa AICLE T. Navés

RELEVANT CLIL-AICLE WEB SITES 1.Naves’ talk documentsNaves’ talk documents 2. Naves’ CLIL BibliographyNaves’ CLILBibliography NavesCLILBibliography.pdf 3. Naves’ CLIL web site CLIL web site 4. Naves’ HomepageNaves’ Homepage 5.Milan Conference on CLIL (Naves & Strunk talks)Milan Conference on CLIL (Naves & Strunk talks)

Terminology CBT Content-based TeachingCBT BE Bilingual Education (Programmes)BE Immersion Programmes CLIL Content and Language Integrated LearningCLIL AICLE Aprendizaje Integrado de Contenidos y Lenguas Extranjeras / Aprenentage Integrat de Continguts i Llengües EstrangeresAICLE SCLILP Successful CLIL Programmes

CBT/BE/IP/CLIL PROGRAMMES vs CBT/BE/IP/CLIL METHODS- APPROACHES SCLILP Successful CLIL Programmes

North America - Europe A. Cohen, J. Cummins, S. Krashen, B. Mohan, M. A. Snow, M. Swain J. Cenoz (UPV), D. Coley, F. Genesee, D. Marsh, C. Muñoz (UB), D. Nunan, M. Pavesi, J. Trim USA (CA) CTB / BE (ESL) CANADA Immersion (ESL) UK BE Multiling (ESL) EU CLIL AICLE (ELF-FL) Catalonia, Basque C. Immersion (SL)

North America vs. Europe CANADA Immersion EU CLIL AICLE USA (CA) CTB / BE UK BE Catalonia, Basque C. Immersion ESLESLESLEFL/FLSLLEAPImmigrants HispanosFrenchMultilingCommunityL HeterHomogHomogHom Europe North America

BE and IM: Two differences 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 In immersion programmes all learners are initially unilingual in L1 whereas in BE native speakers of the target language are mixed with LML. (adapted from Navés et al. Forthcoming)

Why CTB/ BE/ CLIL/ IP? 1.The L1 factor. To help LEP students. (BE) (Krashen) 2.The transfer of literacy skills factor (BE, IP) (Cummins) 3.The exposure factor. To increase SL and FL contact hours (Immersion & CLIL) (Muñoz, Cenoz, Nussbaum, Long) 4.The quality of the input. (Krashen, Cummins) 5.The focus-on meaning factor (Cummins, Long, Doughty, Ellis)

1. 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) (Adapted from Navés et al. in press)

2. 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. 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. 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

4. The Quality of the Input – bis- Cummins (1979, 1981) suggests that the two different kinds of language proficiency: basic interpersonal communication skills (BICS), and cognitive academic language proficiency (CALP), vary –according to the degree of context available to the individual and –the degree of cognitive challenge of the task.

5. 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. (Adapted from Navés et al. in press)

Successful CLIL Programmes (SCLILP) Characteristics (Adapted from Navés et al. in press)

1. The role of L1 at early stages 1.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. Bilingual teachers. L1 L2 use 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. Content and Language Integrated Learning. Target language instruction is not structured or of a pull- out nature but rather contextualized, integrated. Sheltered, in BE programmes

4. Optional SCLILP are optional, not imposed

5. Parents’ role Parental involvement is pivotal in any SCLILP

6. 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

7. 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.

8. Teachers’ profile and training Teacher training must be tailored to meet the specific needs of CLIL instruction

9. Teachers’ expectations and competence Teachers have high expectations about learners’ performance and degree of academic achievement.

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.

1. Naves/AllItemsNaves/AllItems BackBack.

2. NavesCLILBibliography.pdf Naves CLIL Bibliography I.Why CLIL? II. CLIL vs English-only III. European CLIL IV. Successful CLIL Programmes V. Successful CLIL Teaching Methodology VI. Why integrating CLIL and ICT? (Not photocopied) Back

2. NavesCLILBibliography.pdfNavesCLILBibliography.pdf –bis- BackBack

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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) CBT Back

The term bilingual education can refer to many different teaching approaches; terms such as "language submersion", "transitional bilingual education," "two-way immersion" 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 Englishbilingual education (C. Sund 1999) Back BE

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) Back

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 Back

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