CONTENT AND LANGUAGE Integrated Learning: some concerns Patricia Arnaiz Castro Departamento de Didácticas Especiales. ULPGC.

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Presentation transcript:

CONTENT AND LANGUAGE Integrated Learning: some concerns Patricia Arnaiz Castro Departamento de Didácticas Especiales. ULPGC

RATIONALE FLContent

Dalton-Puffer, C. (2002). « Content and language integrated learning in Austrian schools: applied linguistics takes a look». VIEWS 11 (1&2), Austria Dalton-Puffer, C. & Nikula, T. (2006). «Pragmatics on content-based instruction: teacher and students directives in Finnish and Austrian classrooms». Applied Linguistics 27 (2), Finland Swain, M. (1996). « Integrating language and content teaching through collaborative tasks». The Canadian Modern Language Review 58 (1): Canada

Development in cognitive abilities

CLIL U C C E S S

- CLIL: problem-free? - - Content-related issues - - Language-related issues - - Students’ interest and motivation - - Teachers’ motivation and mastery of the language

STUDENTS GET TWO FOR THE PRICE OF ONE «CLIL is so complex a task that it can malfunction» (Mehisto, 2008: 108)

«Common sense seems to say that students studying in a L2 cannot possibly learn the same amount of content as students studying in their first language» (Mehisto, 2008: 20)

Hong Kong high school students were very disadvantaged by instruction in English in geography, history, science and maths. Marsh et al. (2000) Yip et al. (2003) In Anatolia, Turkey, the authorities stopped maths and science being given in English because of complaints about the university entrance exams. Kirkgoz (2007)

- Content-trained teachers often give greater focus to content learning to the neglect of language - Teachers are so often concerned about the depth and coverage of the content that language learning goals become hidden

Hong Kong Hoare (2003); Kong (2004 ) Austria Dalton-Puffer (2007) Pennsylvania Pessoa et al. (2007)

languagecontent

Does content focus give more purpose to FL learning ?

interest knowledge

No particular logical reason why a student should prefer to study maths through a FL, or study the FL with the content being maths (Carrel & Wise, 1998)

Academic content may not stimulate more oral interaction on the part of students (Dalton- Puffer, 2007), but actually less if the subject matter is novel.

If the content is conceptually complex, the FL medium will make it even more complex to assimilate, and the content in turn could complicate the foreign language learning process (Seikkula-Leino, 2007)

FL capacicty required to teach interactively to the levels required Effective follow-up of the implementation of the programme

Careful analysis of results in previous research Reflection Use evidence for the implementation of the programmes

Key role of focus on form (Swain 1995, 2000, 2005) Evidence for significant concern for meaning and not form (Pérez Vidal, 2007) Meaning and form oriented instruction (Deleyser 2002, 2007; Pérez Vidal, 2007) More empirical research to find the best possible learning outcomes