Cross-curricular teaching in Jaén and Newcastle-upon-Tyne foreign language classrooms The Third Newcastle Postgraduate Conference in Theoretical and Applied Linguistics 9th July, 2008 Diego Rascón Moreno University of Jaén, Spain

Contents Introduction 2. Objectives 3. Procedure 4. Data analysis 5. Conclusions

Introduction 2. Objectives Procedure Data analysis 5. Conclusions

the Cross-curricular issues (CCIs) were born Introduction Spanish educational context (1990-2007) The Ley Orgánica General del Sistema Educativo (LOGSE) - Aim: full development of the student’s personality. - Academic + social, emotional and the ethical-moral dimensions. - Mismatch between the curricula and the LOGSE  the Cross-curricular issues (CCIs) were born

(topics to be taught in all subject areas and in all years) Introduction What are they? (topics to be taught in all subject areas and in all years) No subjects like Citizenship Education in compulsory secondary education peace education health education environmental education gender education sex education moral and civic education road safety education consumer education

Introduction Trends related to CCI teaching in Spain: - “Global issues teaching” - “Values education” - “Citizenship education” - “Intercultural education” All imply teaching content through language teaching  CLIL The CLIL continuum: content ----------------------o------------------------ language (bilingual education) The CCI approach

Introduction English, Welsh and Northern Irish educational context Curriculum of Modern Foreign Languages (1999-) mentions that these subjects can promote pupil’s: Mandatory Citizenship Education subject at Key Stages 3 and 4 spiritual development moral development social development cultural development

Introduction Why CCI teaching in the foreign language classroom apart from subjects like Citizenship Education? - Own objectives of the subject can also be achieved. - Language learning becomes richer and more effective (Littlejohn, cited in Boyle, 1999). - It makes students more interested (Sampedro, 2006). - It is an opportunity for intercultural education. - Intercultural scope of citizenship education (Byram, 2006). - Students can learn mutually about their cultures.

Introduction - In order not to give a wrong socio-cultural message. CCI teaching instead of Citizenship Education? - For timetable reasons.

2. Objectives Introduction 3. Procedure 4. Data analysis 5. Conclusions

Objectives 1. To know how often the Spanish CCIs are addressed in their MFL classrooms according to Jaén ESO/Newcastle 8-11 year students and teachers. 2. To know the attitudes to dealing with these topics that MFL teachers in these two cities have. 3. To find out what techniques and resources they use when they introduce them in their classes. 4. To know about their evaluation.

3. Procedure Introduction 2. Objectives 4. Data analysis 5. Conclusions

Student questionnaire Teacher questionnaire Procedure January 07 (first visit to Jaén schools): February 07 (second visit to Jaén schools) 10 state schools (/11) 10 private schools (/12) Instrument: Student questionnaire 748 state school students 558 private school students Guidelines Instrument: Teacher questionnaire 17 private school teachers 31 state school teachers

Student questionnaire Teacher questionnaire Procedure Late November 07 (first visit to Newcastle schools): December 07 (second visit to Newcastle schools) 6 state schools (/15) 2 private schools (/5) Instrument: Student questionnaire 254 state school students 107 private school students Guidelines Instrument: Teacher questionnaire 8 private school teachers 15 state school teachers

4. Data analysis Introduction 2. Objectives 3. Methodology 5. Conclusions

Data analysis Student responses

Data analysis 7.9% Frequency of CCI education in the English classes in Jaén schools according to students 17% 40.9% 41.1% 20% 43.3% 41.1% 43.4%

Data analysis 6.5% Frequency of CCI education in the MFL classes in Newcastle schools according to students 5.5% 26.9% 39% 17% 30% 33% 22%

Data analysis Learning something else apart from the foreign language and culture according to students 37%

Data analysis Learning something else apart from the foreign language and culture according to students 28%

Data analysis Teacher responses

Data analysis CCI teaching

Data analysis Percentage given to CCI teaching during the whole academic year

Data analysis Approaching some CCIs more than others

CCIs that are most frequently approached Data analysis CCIs that are most frequently approached

Level of difficulty of CCI integration Data analysis Level of difficulty of CCI integration

Enough CCI teacher training Data analysis Enough CCI teacher training

Materials and resources used for CCI teaching Data analysis Materials and resources used for CCI teaching

Percentage of the MFL subject mark given to Data analysis Percentage of the MFL subject mark given to CCI evaluation

5. Conclusions Introduction 2. Objectives 3. Methodology 4. Data analysis 5. Conclusions

Conclusions 1.  (i) 43.4% - 40.9% of the Jaén students sampled think that five of the CCIs are addressed either always or often in their English classrooms (moral and civic, environmental, health, gender* and peace education vs consumer, road safety and sex education). ------- 39% - 30% of the Newcastle students sampled think that three of the CCIs are addressed either always or often in their MFL classrooms. (health, gender* and environmental education) 26% - 22% of them think two of them are addressed that often (peace, and moral and civic education). Less than 20% of them think that the other three are addressed that often.

1. (ii) The same amount of teachers in Jaén and Newcastle deal with the CCIs, but not in the same depth. 32% - 24% of the Jaén teachers sampled stated that they teach five of the issues more often than the other ones (less than 15%). ---- 42% of the Newcastle teachers sampled stated that they teach health education more. 29%: environment and peace education are covered more often than the other CCIs (less than 15%). .

2. Teachers in Jaén find teaching the CCIs easier, though most of them think they have not been trained enough to do so, like the Newcastle ones. 3. Teachers in Jaén are more dependent on the publisher coursebook and activity book for integrating the CCIs than those in Newcastle. 4. More teachers assess them in Jaén (35%) than in Newcastle (10%) So… which educational system seems to favour the teaching of these issues in the MFL subject most? The Spanish one* (which is not applicable anymore).

Bibliography ÁLVAREZ MARTÍN, Mª NIEVES 1992. Educación para el consumidor: transversales. Madrid: Ministerio de Educación y Ciencia. BOYLE, JOSEPH 1999. “Global issues to educate and entertain.” Modern English Teacher 8.1: 39-41. BYRAM, MICHAEL 2006. “Developing a concept of intercultural citizenship”, in GEOF, BYRAM and FLEMING (eds.) 109-129. JARES, XESUS R. 1992. Educación para la paz: transversales. Madrid: Ministerio de Educación y Ciencia. JIMÉNEZ ARMESTO, Mª JOSÉ and LAURA LALIENA ANDREU 1992. Educación ambiental: transversales. Madrid: Ministerio de Educación y Ciencia. MAÑERU MÉNDEZ, ANA and ESTHER RUBIO HERRÁEZ 1992. Educación para la igualdad de oportunidades: transversales. Madrid: Ministerio de Educación y Ciencia. NIEDA, JUANA 1992. Educación para la salud. Educación sexual: transversales. Madrid: Ministerio de Educación y Ciencia. OCIO SIMÓ, EUGENIO S. 1992. Educación vial: transversales. Madrid: Ministerio de Educación y Ciencia. PUIG ROVIRA, JOSEP Mª 1992. Educación moral y cívica: transversales. Madrid: Ministerio de Educación y Ciencia.

Thank you very much for your attention!