LEND Summer School, Sirolo August 2014 Dr Diana Hicks Sponsored by International Study Programmes, UK

Lets start with and from you...

Which questions have you asked yourself about CLIL– or others? Wave if you have...

Why are we doing CLIL?

What age should we start?

Are teachers allowed to use Mother Tongue?

Are pupils allowed to use Mother Tongue?

Is it suitable for all subjects?

Is it suitable for all pupils?

What level of English do I need?

What level of English do the pupils need?

How can I do it?

How can we assess the results?

Do you have any other questions? Please write them on the papers coming round – in L2 please!

1 Why are we doing it? In most countries, including Italy, CLIL was introduced to 1 raise the level of pupils English proficiency And...

2 to modernise pedagogy ( for all pupils and teachers!)

Modernising pedagogy would include 1 Collaborative tasks – pair and group work Do your pupils have opportunities to learn from each other?

2 creative tasks Do your pupils invent, design, experiment..?

3 cognitive tasks – A how much thinking – B what kind of thinking do your pupils do?

4 criticality – pupils establish criteria for their own judgement ‘’This is better/more important/more serious/more useful than this because....’’

5 Communication Is the line of communication mostly teacher-student-teacher or student-student?

6 Collegiality How much do you work and share teaching experiences with your colleagues?

CLIL requires all those ‘C’s’

What age should we start? Probably the second year after starting school

Should teachers use L1? Yes!

Should pupils use L1? Yes!

What are your CLIL aims? Language learning through content ? or Content learning through language?

A reminder.... C ontent And Language(s) Integrated Learning

The most important word here is INTEGRATED

Not..... IMMERSION

Immersion versus Integration? If the terms CLIL and immersion are used interchangeably, teachers, researchers, and learners will become confused.. (Lasgabaster, D. and Sierra, J.M) Immersion and CLIL in English in ELTJ Vol 64/4 Oct 2010)

… There are important differences to bear in mind, otherwise the general objectives set out in CLIL programmes may be unrealistic..

Immersion classes often discourage use of L1 in the classroom. CLIL should actively encourage it.

The following two points come from.. Jaana Seikkula-Leino: (2007) CLIL Learning- Achievement levels and Affective factors

In immersion at least 50% of the teaching should be in L2 ( it is often 100%). In CLIL it should be 25 % ( according to EU)

Some dangers of Immersion 1 Unrealistic expectations of teachers

2 Unrealistic expectations of pupils

3 Dumbing down of materials/curriculum/activities

4 Slower pace

5 selection of ‘better’ pupils

Which ‘I’ are you?

Breathing space... If you want to, share with your neighbours any thoughts you have so far..

Your other questions Who is supposed to teach CLIL? Teaching history/literature etc aren’t you teaching CLIL?

Are we already doing it when we teach them geography, culture or Business English?

How can a language teacher do CLIL in a subject she is not expert in?

Why are language teachers not encouraged/allowed to teach CLIL?

As an ELT teacher, how much content knowledge is expected of me?

How can a subject and content teacher co- operate?

What about L1 as a language of culture? Isn’t CLIL going to push students to read fewer books in Italian covering academic subjects?

At a higher level – C1/C2 – can I expect a higher use of L2?

What is the Culture of CLIL? Are we talking about citizenship?

Whither CLIL assessment?

Is it suitable for all subjects? Yes. Though I worry about Maths

Is it suitable for all pupils? Yes. It should be. The pupils are not the problem.

Are the tasks Inclusive or Exclusive? In other words, can all 30 pupils participate?

It may be that the pedagogy is the problem.

What level of English do I need? At both primary and secondary levels –the language for your subject.

1 What tenses/structures are common in your subject? Science – present and past passive Conditionals Will future

History All the past tenses and the passives

Plus the topic and subject specific vocabulary

In other words, check the frequently recurring structures in your subject/topic in both L1 and L2.

What level of English do my pupils need? Primary can start with zero Secondary – Scuola media and above- can start with what they have got

Other skills will help them more.. Can the pupils 1 work together? 2 reflect on their work both product and process?

3 read in different ways? 4 take notes – from texts and listening? 5 use a range of graphic organisers?

Finally - How do we do it? Modernising pedagogy means making changes

The main changes are 1 tasks 2 lesson structure

And.. 3 roles of L1 and L2 in the classroom 4 actions of teacher and learner

And... 5 our understanding of language use

Language use It’s not so much about the correctness of language as

1 awareness of language use 2 appropriacy of language use

Are these sentences ‘right’? ‘He don’t love me no more. He aint coming home tonight. I’m gonna be lonesome’’ (Bessie Smith)

Just a reminder... BICS and CALP..

Our first language is L1 BICS We speak ( and sing!) BICS Basic Interpersonal Communication Skills

Our second language is L1 CALP Cognitive Academic Language Proficiency

‘’CALP is no-one’s mother tongue’’ Pierre Bourdieu

For CLIL we need CALP- Accuracy

In other words- appropriacy

Changes to lesson structure – Starting a lesson What happens in the first five minutes of your average lesson?

In the first five minutes... What do you do? What do your pupils do? If you want to, compare with your neighbours.

Do you... Fingers up for each one.. 1 check homework? 2 show a picture/flash card?

3 turn on the powerpoint?

4 ask the class a question? 5 Write something on the board?

In the first five minutes... What do your pupils do?

Traditional pedagogy often means starting from the teacher’s voice and actions

CLIL pedagogy Should start from the pupils

CLIL means moving from... the act of instruction to the process of learning

Ting, T 2011 CLIL Not only not immersion but also more than the sum of its parts ELTJ 65/3 July 2011

The what and the how In successful CLIL teaching, the focus is much more on the HOW as the WHAT

WHAT is the content ‘’We’re learning about Volcanoes/osmosis/ the roman empire’’

HOW is ‘’How can I help all my pupils understand?’’ ‘’How can I find out where they are having problems?’’

What do you think? What % of information do pupils probably remember from these classroom activities?

Jot down a % number A audio visual – watching a video B practice by doing - an experiment, for example

C frontal teaching - teacher talking

D teaching others- working in groups E immediate use – applying knowledge to new context/purpose

F reading G demonstration- watching a teacher demonstrate something

H discussion

Pupils retention rates 1 frontal teaching 5% 2 reading 10% 3 audio-visual 20% 4 demonstration 30%

5 discussion 50% 6 practice by doing 75% 7 teaching others 90% 8 immediate use 90%

Time to talk..... Did anything surprise you? How should/could this impact on our classroom practice?

The greater the focus on the act of instruction the less is retained.. Eg frontal teaching Reading Watching a film/powerpoint Watching a demonstration

The greater the focus on the process of making meaning – ie learning Eg discussion Practice by doing Immediate use Teaching others The greater the retention

Beginning of the lesson Today we’re going to talk about volcanoes.

What do you know about volcanoes?

Think about it... What don’t you know about volcanoes?

Think about it... How is global warming affecting us? Fold your paper and write down some ideas (L1 or L2)

Think about it.. Why would people leave their town/region/country? Fold your paper...

Think about it.. Put these pictures into groups

Think about it... What would happen if we didn’t need to eat?

Think about it... Draw a country. You are the king/queen of this country because you killed the old king. Everyone hates you. How can you protect your head?

Think about it.. We need to find out what worms do. Design an experiment.

Reflection What kinds of thinking did you do today in the different activities? Which activity was the easiest/hardest for you? Why?