1. Language Policy Unit - DG II Council of Europe, Strasbourg, France www.coe.int/lang Subject literacies and access to quality education Strasbourg, 27 – 28 September 2012

2. S UBJECT LITERACIES AND ACCESS TO QUALITY EDUCATION Strasbourg, 27 – 28 September 2012 Aims and objectives – main issues and priorities – working methods E. Thürmann

3. What do we mean by „subject literacy“?

4. S UBJECT LITERACIES AND ACCESS TO QUALITY EDUCATION, S TRASBOURG, 27 – 28 S EPTEMBER 2012 Two leading questions How can educators provide learning opportunities for students to gain control over a language variety which is crucial for successful learning in and across all school subjects and extend their capacity to move freely across a broad spectrum of language varieties in and out of school? Are frameworks for academic language use a viable option for mapping such learning opportuinities into curriculum documents and guidelines?

5. S UBJECT LITERACIES AND ACCESS TO QUALITY EDUCATION, S TRASBOURG, 27 – 28 S EPTEMBER 2012 Aims and Objectives Prepare envisaged awareness-raising intergovernmental conference in 2013 on “Language Requirements in Subject Learning – Frameworks for Curriculum Development” Take stock of CoE´s relevant documents on the role of language in knowledge building and subject literacies Compare and contrast two approaches to framework construction (Norway, North-Rhine-Westfalia) Take stock of developments in other countries (educational contexts) Consider options for frameworks from the perspective of content domains (las, science, mathematics, social sciences) Identify need for support and recommend further action

6. S UBJECT LITERACIES AND ACCESS TO QUALITY EDUCATION, S TRASBOURG, 27 – 28 S EPTEMBER 2012 Issues and Priorities What do we have to consider when talking about language use and language requirements of the content classroom? How can we bridge the gap between content standards and the academic language implicit in these standards? Which options for a Framework structure? Which priorities for developing descriptors, defining curricular standards and their implementation?

7. What do we have to consider when talking about language in the content classroom? Classroom language use Science Organise procedures - negotiate meaning Retrieve informat- ion and acquire knowledge (Re-) Structure mental concepts Present learning out- comes Evaluate learning process Make social noise Teacher-learner interaction (monologic – dialogic instruction – IRF-cycle) learner-learner interaction (various types of „talk“)

8. Basic colloquial language (BCL) School Navigational Language (SNL) Essential Academic Language (EAL) Curriculum Content Language (CCL) Cp. Bailey & Heritage (2008) - (Scarcella (2008) Science S UBJECT LITERACIES AND ACCESS TO QUALITY EDUCATION, S TRASBOURG, 27 – 28 S EPTEMBER 2012 What do we have to consider when talking about language in the content classroom? Language use in classrooms is a blend of different varieties

9. Science S UBJECT LITERACIES AND ACCESS TO QUALITY EDUCATION, S TRASBOURG, 27 – 28 S EPTEMBER 2012 What do we have to consider when talking about language in the content classroom? Contenental Drift Scientists of the early 20th century believed that oceans and continents were geographically fixed. They regarded the surface of the planet as a static skin spread over a molten, gradually cooling interior. They believed that the cooling of the planet resulted in its contraction, which caused the outer skin to contort and wrinkle into mountains and valleys. Many people noticed, however, that the eastern shorelines of South America and the western shoreline of Africa seemed to fit together like a jigsaw puzzle. One scientist who took this observation seriously was Alfred Wegener. Wegener. Basic colloquiaql use Essential academic use Curriculum content use

10. intimatecasualconsultativeformalfrozen More or less: distanced – decontextualised – dispassionate – exact – objective – complex – highly structured – complete – unambiguous – explicit … Basic colloquial language (BCL) School Navigational Language (SNL) Essential Academic Language (EAL) Curriculum Content Language (CCL) What do we have to consider when talking about language in the content classroom?

11. Bridging the gap between content standards and implicit academic language Students are able to … identify similarities and differences as a result of criteria-based comparisons, e.g. anatomy and morphology of organisms. Semiotic system? Discourse funtion(s)? Mode (oral/written)? Skill(s)? Discourse function(s)? Choice of linguistic/textual means Science Biology

12. Bridging the gap between content standards and implicit academic language http://lalas.ceee.gwu.edu/

13. linguistic elements – language means pronunciationspellinglexisgrammar correctness, appropriateness text- / discourse competence coherence/cohesion – references – linearity – development of ideas - structure … cognitive- language functions subject-specific content semiotic systems - genres literacy Which options for a Framework structure? S UBJECT LITERACIES AND ACCESS TO QUALITY EDUCATION, S TRASBOURG, 27 – 28 S EPTEMBER 2012

14. The approach to subject literacies and common educational language objectives across the curriculum can only be managed with the help of a common framework. A two- way approach seems to be a viable strategy for conceptualising the framework´s architecture. language requirements of the content classroom common educational language objectives e.g. Norway - NRW language requirements of the content classroom common educational language objectives e.g. LaS, history, maths, science Which options for a Framework structure?

15. Which priorities for developing descriptors, defining curricular standards and implementation? levelaction supra, CoE LPU focus on a common framework structure which is compatible with aims and objectives of subject teaching across the curriculum support for filling the framework dimensions (e.g. genres, cognitive-language functions, language means) with inventories of possible descriptors to choose from application of general descriptors to specific subject areas, to a range of subject literacies … cp. Francis Goullier (2012)

16. Which priorities for developing descriptors, defining curricular standards and implementation? levelaction Macro: ministries, national / regional / local authorities Update and enrich curricular documents across the whole range of content areas by applying a / the framework for language of education (essential academic language) as a coordinating tool Provide ressources for the training and the mission of „Literacy Coaches“ Update and enrich teachers´ professional policy profile accordingly and implement it through teacher education Recommend new strategies for textbook providers

17. Which priorities for developing descriptors, defining curricular standards and implementation? levelaction meso: individual school Micro: teachers / classrooms exploit school autonomy and strive for consensus of a whole-school language learning policy (school-based language development plan) set up an academic language analysis team to bridge the gap between content standards and the academic language implicit in these standards critical-friends approach to classroom observation using a set of criteria for language-sensitive subject teaching and learning network with other schools focussing on subject literacy and language of education …

18. Which priorities for developing descriptors, defining curricular standards and implementation? levelaction nano: individual learner invest in language of education and subject literacy to boost „cultural capital“ take notice of and adopt communicative strategies and textual patterns which help to solve problems encountered in the learning process be aware of his/her own socio-cultural background and language biography and its intrinsic norms and values with respect to academic requirements be willing and able to switch codes in and out of school according to situational requirements …

19. Working methods Setting the scene: The CoE´ perspective, LaS, LaC Exemplary curricular initiatives: Norway, Northrhine-Westfalia (Germany) Subject literacies: History, language as a subject, mathematics, science Summing up – Next steps

20. Working methods Identifying and reflecting on context factors for framework construction/implementation Contribution of content teaching to language education and a general Framework for subject literacies Needs for support? - Next steps? - Recommendations (CoE)?

21. Thanks for your attention