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

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

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

4. the Cross-curricular issues (CCIs) were born
Introduction
Spanish educational context ( )
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

5. (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

6. 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

7. 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

8. 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.

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

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

11. 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.

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

13. 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

14. 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

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

16. Data analysis
Student responses

17. 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%

18. 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%

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

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

21. Data analysis
Teacher responses

22. Data analysis
CCI teaching

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

24. Data analysis
Approaching some CCIs more than others

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

26. Level of difficulty of CCI integration
Data analysis
Level of difficulty of CCI integration

27. Enough CCI teacher training
Data analysis
Enough CCI teacher training

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

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

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

31. Conclusions
1.  (i) 43.4% % 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.

32. 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%). .

33. 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).

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

35. Thank you very much for your attention!