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LanguageAwareness
&
ContentandLanguageIntegratedLearning
LanguageAwareness
&
Content1StructureofPresentationsPartI:Introduction&EarlydevelopmentPartII:MajorcontributionsPartIII:WorkinprogressPartIV:FuturedirectionsPartV:DiscussionStructureofPresentationsPartIntroduction&EarlydevelopmentIntroductionLanguageAwareness(LA)RangeItcoversabroadrangeofissuesconcerninglearning,teachingandusinglanguage;Concerns
Itinvolvesachievingdeeperunderstandingofhowlanguageisusedtoachievespecificgoals;EffectsItmaybringaboutpositiveornegativeresults.LanguageAwareness(LA)RangeDevelopmentofLADuringthe1980sTheLAmovementoriginallyfocusedonexplicitknowledgeofgrammarandfunction;MuchworkwascarriedoutintheUKinrelationtosocialinequalitiesandlowstandardsofliteracyinL1;Sincethe1980sAdrivingforcehasbeenonthelearningofasecondlanguage,andcriticallanguageawareness;Focuswasonthelearnerstounderstandtheprocessoflearningandtheuseoflanguage;DevelopmentofLADuringthe1DevelopmentofLAAssociationofLanguageAwareness(2006)describedtheareaasfocusingon“explicitknowledgeaboutthelanguage,andconsciousperceptionandsensitivityinlanguagelearning,languageteachingandlanguageuse”.AsoneaspectofLAmovement,namelyhowpeopleeffectivelylearnlanguages,CLILemerged.
DevelopmentofLAAssociationContentandLanguageIntegratedLearning(CLIL)CLILisagenerictermreferringtotheteachingofsubjectsinadifferentlanguagefromthemainstreamlanguageofinstruction;Dual-focusedonbothtopicandlanguage;“thenon-languagesubjectisnottaughtinaforeignlanguagebutwithandthroughaforeignlanguage”(Eurydice2006,p.8).ContentandLanguageIntegrateCLIL-IncredibleTeachingTip(video)CLIL-IncredibleTeachingTip(CLIL-IncredibleTeachingTip(video)CLIL-IncredibleTeachingTip(WhyisCLILoutstanding?CLILisinspiredby“importantmethodologicalprinciples…suchastheneedforlearnerstobeexposedtoasituationcallingforgenuinecommunication”(Eurydice2006,p.9);CLILgoesbeyondaimingfordevelopmentoftypesoflower-orderthinkingskillstowardshigher-orderskills.ThisdifferentiatesCLILfromothertypesofcontent-orientedlanguagelearningapproaches.WhyisCLILoutstanding?CLILiWhyisCLILoutstanding?“CLILenableslanguagestobetaughtonarelativelyintensivebasiswithoutclaiminganexcessiveshareofschooltimetable”(Eurydice2006,p.9);CLILcanactivateyounglearners’“communicationawareness”bothinL1andL2,andthuswillmotivatethemtolearn.WhyisCLILoutstanding?“CLILMajorcontributionsMajorcontributionsDevelopmentofCLILCulturaldiversity;newtechnology;neworadaptedformsofcommunication;Globalizationandthe“knowledgesociety”ReconsideringmaximizingliteracylevelsinL1andL2,inspecificlanguagedomainsDevelopment
ofintegratededucationalapproachesDevelopmentofCLILCulturaldiMajorContributionsofCLILCLILmovementresultedinmovingbeyondlinguisticgoalsthatarepredominantlyutilitarian,towardsthosethatarepragmatic;“thepropagationofCLILrespondstothegrowingneedforefficientlinguisticskills,bearinginmindthatthemajorconcernisabouteducation…andthemultiplelanguageproficiencyistheaddedvalue…atnocosttootherskillsandknowledge,ifproperlydesigned”(Fishman1989,p.447).MajorContributionsofCLILCLIMajorContributionsofCLILOutsideofEurope,themajorcontributionsoriginallycamefromtheworkonimmersioninCanada,wheremorethan1000keystudieshavebeenpublished.However,thoseCLILmodelswhichgaveparticularinteresttohowcontentisnegotiatedandlearnt,andhowthinkingskillsareapplied,meantthatpredominantinterestinlanguagebecamediminished.Thisisdivergentfromimmersion.MajorContributionsofCLILOutWORKINPROGERSSWORKINPROGERSSFivedimensions:TheCultureDimension-CultixTheEnvironmentDimension-EntixTheLanguageDimension-LantixTheContentDimension-ContixTheLearningDimension-LearntixApan-Europeansurvey:whyCLILwasbeingintroducedacrossEurope
(Marsh,MaljersandHartiala,2001)
Fivedimensions:Apan-EuropeanContixEntixLantixCultixLearntixage-rangeoflearnerssocio-linguisticenvironmentdegreeofexposuretoCLILThedimensionsareheavilyinter-relatedinCLILpractice.LantixCultixThetypesofinterestsfoundwithlanguageawareness;knowledgeaboutlanguage,sensitivitytoaspectsoflanguagelearning,insightintolanguageuseintermsofcriticalthinkingskillsandinterpersonalcommunication.ContixEntixLantixCultixLearntiDistinguishingthedimensionsallowsustoidentifythereasonswhyCLILisimplementedindiverseEuropeancontexts.
The2001surveyreportwasafirststeptowardsdescribingCLILtypeswhichfollowstheworkonsituationalandoperationalvariablesinbilingualeducationreportedbyMackay(1970)andSpolsky,GreenandRead(1974)
ThedimensionsreporteddonotdenotespecifictypesofCLIL.TheyconcernthegoalsunderpinningCLILmodels.
Distinguishingthedimensions1.TheculturedimensionA.buildinginterculturalknowledgeandunderstandingB.developinginterculturalcommunicationskill…2.TheenvironmentdimensionA.preparingforinternationalization.B.enhancingschoolprofile…3.ThelanguagedimensionA.improvingoveralltargetlanguagecompetenceB.Deepeningawarenessofknowledgeoflanguage,andlanguageuse…4.ThecontentdimensionA.providingopportunitiestostudycontentthroughdifferentperspectivesB.preparingforfuturestudiesand/orworkinglife…5.ThelearningdimensionA.complementingindividuallearningstrategiesB.increasinglearnermotivation…(Marsh,MaljersandHaritiala,2001,p.16)1.Theculturedimension
Researchintereststendtobeonsituational,operationalandoutcomeparameters.ThesefocusonthetheoreticalprinciplesunderpinningCLIL;themethodologies;thelearningenvironment;andmeansbywhichtoassessimpact.
ResearchintereststendtobTheoreticalbasisforCLILinCoyle(2005,p.6)
HowthisapproachcanRaiselearnerlinguisticcompetenceandconfidenceRaiseteacherandlearnerexpectationsDeveloprisk-takingandproblem-solvingskillsandgrammaticalawarenessMotivateandencouragestudentindependenceTakestudentsbeyond“reductive”foreignlanguagetopicsImproveL1literacyEncouragelinguisticspontaneity(talk)ifstudentsareenabledtolearnthroughthelanguageratherthaninthelanguageDevelopstudyskills,concentration-learninghowtolearnthroughtheforeignlanguageisfundamentaltoCLILGeneratepositiveattitudesandaddressgenderissuesinmotivationTheoreticalbasisforCLILin
Coyle(1999)introducedaframeworktodescribetheinter-relationshipbetweenlanguageandsubjectteachingcommontosuccessfulformsofCLIL
Coyle(2005),the4CsFramework—aframeworkwhichincorporatesattentionbeinggivingtocultural,communicative,contentandcognitiveattributes.
Coyle(1999)introducedaframPrinciplesforthe4CsFramework
Contentmatterisaboutthelearnerconstructingtheirownknowledgeanddevelopingskills;Contentisrelatedtolearningandthinking(cognition);Thinkingprocesses(cognition)needtobeanalysedfortheirlinguisticdemands;Languageneedstobelearnedwhichisrelatedtothelearningcontext;Interactioninthelearningcontextisfundamentaltolearning;Therelationshipbetweenculturesandlanguagesiscomplex.Principlesforthe4CsFramewoCoyle(2005,p.8)emphasizesthattheoperatingprinciplesandoutcomesofCLILwillnotbefoundinthetraditionalspheresofeitherlanguageorsubjectteachers.Coyle(2005,p.8)emphasizesthWorkonCLILnowincreasinglyfocusesonhowthemethodologyachievesoutcomesthatfallwithinthedomainoflanguageawareness.
CLILDrawingonthe4Cinputofmethodologies,CLILprovidesaproceduralplatformbywhichthestudentscanundergotheconceptualshift,bothexperientiallyandintellectually.AcademicdisciplinesLanguagesciencesCLILisviewedasbeingneither‘languagelearning’nor‘subjectlearning’,butafusionofbothWorkonCLILnowincreasinglyMoreissues…ThediversityinvolvedinCLILmakesitdifficulttogeneralizeresearchfindings.Therewillbeaninevitabletimelagbetweendescriptionandevidenceofoutcome.CLILtranscendstraditionalboundariesineducation.Thereisoftenaproblemwithdrawingconclusionsonimpactinrelationtoaspectsoflanguageawareness.Moreissues…ThediversityinvoFUTUREDIRECTIONSFUTUREDIRECTIONSNewgloballinguisticorder:
respecttothespreadofEnglishasmediumofinstruction
Europe:CLILhasemergedinresponsetotheneedtoraiselevelsofplurilingualism.Globally:arapidadoptionofEnglishasamediumofinstructioninenvironmentswhereitmaybeconsideredasecondorforeignlanguage.Newgloballinguisticorder:
CLILrequires:useofdual-focussedlanguage-sensitivemethodologiesalongsidechangeofmediumofinstructionfromonelanguagetoanother.
ArapidadoptionofEnglishasmediumoflearning,butmuchwithoutadaptationofteachingandlearningapproaches.
CLILrequires:useofdual-foTheessenceofCLILisaninnovativeeducationalapproachandtranscendstraditionalapproachestobothsubjectandlanguageteaching.
TheessenceofCLILisaninnoCLILincorporatedintothecurriculumLanguage:centralpositionTeachers:beresponsibleforalanguagedevelopmentStudents:learnhowlanguageisusedtoachievegoals.Thedesignandimplementationofteachereducationistobeakeyissuerequiringresearch-basedexpertise.CLILincorporatedintothecurThelanguagefocuswithinCLILisinvariablyonfacetsoflanguageawarenessThismayinvolvelearnershavinggreaterunderstandingofTypesoflanguageneededtolearncontentTypesofthinkingskillsrequiredforachievingdifferentlearningoutcomesTypesofpreferredlearningstylesandstrategiesthatindividualspossessThelanguagefocuswithinCLILFocalawarenessonhowweuselanguagetoachievegoalsthroughintegratededucationisnowakeyinterdisciplinaryresearchissue.
Greateremphasis:examininghowCLILmethodologiescanenablesuccessfuloutcomestobeachieved.
FocalawarenessonhowweuseDiscussionTowhatextendcanCLILbeimplementedinyourownteachingcontext?DiscussstrengthandweaknessofCLILbasedonyourownteachingcontext.DiscussionTowhatextendcanLanguageAwareness
&
ContentandLanguageIntegratedLearning
LanguageAwareness
&
Content36StructureofPresentationsPartI:Introduction&EarlydevelopmentPartII:MajorcontributionsPartIII:WorkinprogressPartIV:FuturedirectionsPartV:DiscussionStructureofPresentationsPartIntroduction&EarlydevelopmentIntroductionLanguageAwareness(LA)RangeItcoversabroadrangeofissuesconcerninglearning,teachingandusinglanguage;Concerns
Itinvolvesachievingdeeperunderstandingofhowlanguageisusedtoachievespecificgoals;EffectsItmaybringaboutpositiveornegativeresults.LanguageAwareness(LA)RangeDevelopmentofLADuringthe1980sTheLAmovementoriginallyfocusedonexplicitknowledgeofgrammarandfunction;MuchworkwascarriedoutintheUKinrelationtosocialinequalitiesandlowstandardsofliteracyinL1;Sincethe1980sAdrivingforcehasbeenonthelearningofasecondlanguage,andcriticallanguageawareness;Focuswasonthelearnerstounderstandtheprocessoflearningandtheuseoflanguage;DevelopmentofLADuringthe1DevelopmentofLAAssociationofLanguageAwareness(2006)describedtheareaasfocusingon“explicitknowledgeaboutthelanguage,andconsciousperceptionandsensitivityinlanguagelearning,languageteachingandlanguageuse”.AsoneaspectofLAmovement,namelyhowpeopleeffectivelylearnlanguages,CLILemerged.
DevelopmentofLAAssociationContentandLanguageIntegratedLearning(CLIL)CLILisagenerictermreferringtotheteachingofsubjectsinadifferentlanguagefromthemainstreamlanguageofinstruction;Dual-focusedonbothtopicandlanguage;“thenon-languagesubjectisnottaughtinaforeignlanguagebutwithandthroughaforeignlanguage”(Eurydice2006,p.8).ContentandLanguageIntegrateCLIL-IncredibleTeachingTip(video)CLIL-IncredibleTeachingTip(CLIL-IncredibleTeachingTip(video)CLIL-IncredibleTeachingTip(WhyisCLILoutstanding?CLILisinspiredby“importantmethodologicalprinciples…suchastheneedforlearnerstobeexposedtoasituationcallingforgenuinecommunication”(Eurydice2006,p.9);CLILgoesbeyondaimingfordevelopmentoftypesoflower-orderthinkingskillstowardshigher-orderskills.ThisdifferentiatesCLILfromothertypesofcontent-orientedlanguagelearningapproaches.WhyisCLILoutstanding?CLILiWhyisCLILoutstanding?“CLILenableslanguagestobetaughtonarelativelyintensivebasiswithoutclaiminganexcessiveshareofschooltimetable”(Eurydice2006,p.9);CLILcanactivateyounglearners’“communicationawareness”bothinL1andL2,andthuswillmotivatethemtolearn.WhyisCLILoutstanding?“CLILMajorcontributionsMajorcontributionsDevelopmentofCLILCulturaldiversity;newtechnology;neworadaptedformsofcommunication;Globalizationandthe“knowledgesociety”ReconsideringmaximizingliteracylevelsinL1andL2,inspecificlanguagedomainsDevelopment
ofintegratededucationalapproachesDevelopmentofCLILCulturaldiMajorContributionsofCLILCLILmovementresultedinmovingbeyondlinguisticgoalsthatarepredominantlyutilitarian,towardsthosethatarepragmatic;“thepropagationofCLILrespondstothegrowingneedforefficientlinguisticskills,bearinginmindthatthemajorconcernisabouteducation…andthemultiplelanguageproficiencyistheaddedvalue…atnocosttootherskillsandknowledge,ifproperlydesigned”(Fishman1989,p.447).MajorContributionsofCLILCLIMajorContributionsofCLILOutsideofEurope,themajorcontributionsoriginallycamefromtheworkonimmersioninCanada,wheremorethan1000keystudieshavebeenpublished.However,thoseCLILmodelswhichgaveparticularinteresttohowcontentisnegotiatedandlearnt,andhowthinkingskillsareapplied,meantthatpredominantinterestinlanguagebecamediminished.Thisisdivergentfromimmersion.MajorContributionsofCLILOutWORKINPROGERSSWORKINPROGERSSFivedimensions:TheCultureDimension-CultixTheEnvironmentDimension-EntixTheLanguageDimension-LantixTheContentDimension-ContixTheLearningDimension-LearntixApan-Europeansurvey:whyCLILwasbeingintroducedacrossEurope
(Marsh,MaljersandHartiala,2001)
Fivedimensions:Apan-EuropeanContixEntixLantixCultixLearntixage-rangeoflearnerssocio-linguisticenvironmentdegreeofexposuretoCLILThedimensionsareheavilyinter-relatedinCLILpractice.LantixCultixThetypesofinterestsfoundwithlanguageawareness;knowledgeaboutlanguage,sensitivitytoaspectsoflanguagelearning,insightintolanguageuseintermsofcriticalthinkingskillsandinterpersonalcommunication.ContixEntixLantixCultixLearntiDistinguishingthedimensionsallowsustoidentifythereasonswhyCLILisimplementedindiverseEuropeancontexts.
The2001surveyreportwasafirststeptowardsdescribingCLILtypeswhichfollowstheworkonsituationalandoperationalvariablesinbilingualeducationreportedbyMackay(1970)andSpolsky,GreenandRead(1974)
ThedimensionsreporteddonotdenotespecifictypesofCLIL.TheyconcernthegoalsunderpinningCLILmodels.
Distinguishingthedimensions1.TheculturedimensionA.buildinginterculturalknowledgeandunderstandingB.developinginterculturalcommunicationskill…2.TheenvironmentdimensionA.preparingforinternationalization.B.enhancingschoolprofile…3.ThelanguagedimensionA.improvingoveralltargetlanguagecompetenceB.Deepeningawarenessofknowledgeoflanguage,andlanguageuse…4.ThecontentdimensionA.providingopportunitiestostudycontentthroughdifferentperspectivesB.preparingforfuturestudiesand/orworkinglife…5.ThelearningdimensionA.complementingindividuallearningstrategiesB.increasinglearnermotivation…(Marsh,MaljersandHaritiala,2001,p.16)1.Theculturedimension
Researchintereststendtobeonsituational,operationalandoutcomeparameters.ThesefocusonthetheoreticalprinciplesunderpinningCLIL;themethodologies;thelearningenvironment;andmeansbywhichtoassessimpact.
ResearchintereststendtobTheoreticalbasisforCLILinCoyle(2005,p.6)
HowthisapproachcanRaiselearnerlinguisticcompetenceandconfidenceRaiseteacherandlearnerexpectationsDeveloprisk-takingandproblem-solvingskillsandgrammaticalawarenessMotivateandencouragestudentindependenceTakestudentsbeyond“reductive”foreignlanguagetopicsImproveL1literacyEncouragelinguisticspontaneity(talk)ifstudentsareenabledtolearnthroughthelanguageratherthaninthelanguageDevelopstudyskills,concentration-learninghowtolearnthroughtheforeignlanguageisfundamentaltoCLILGeneratepositiveattitudesandaddressgenderissuesinmotivationTheoreticalbasisforCLILin
Coyle(1999)introducedaframeworktodescribetheinter-relationshipbetweenlanguageandsubjectteachingcommontosuccessfulformsofCLIL
Coyle(2005),the4CsFramework—aframeworkwhichincorporatesattentionbeinggivingtocultural,communicative,contentandcognitiveattributes.
Coyle(1999)introducedaframPrinciplesforthe4CsFramework
Contentmatterisaboutthelearnerconstructingtheirownknowledgeanddevelopingskills;Contentisrelatedtolearningandthinking(cognition);Thinkingprocesses(cognition)needtobeanalysedfortheirlinguisticdemands;Languageneedstobelearnedwhichisrelatedtothelearningcontext;Interactioninthelearningcontextisfundamentaltolearning;Therelationshipbetweenculturesandlanguagesiscomplex.Principlesforthe4CsFramewoCoyle(2005,p.8)emphasizesthattheoperatingprinciplesandoutcomesofCLILwillnotbefoundinthetraditionalspheresofeitherlanguageorsubjectteachers.Coyle(2005,p.8)emphasizesthWorkonCLILnowincreasinglyfocusesonhowthemethodologyachievesoutcomesthatfallwithinthedomainoflanguageawareness.
CLILDrawingonthe4Cinputofmethodologies,CLILprovidesaproceduralplatformbywhichthestudentscanundergotheconceptualshift,bothexperientiallyandintellectually.AcademicdisciplinesLanguagesciencesCLILisviewedasbeingneither‘languagelearning’nor‘subjectlearning’,butafusionofbothWorkonCLILnowincreasinglyMoreissues…ThediversityinvolvedinCLILmakesitdifficulttogeneralizeresearchfindings.Therewillbeaninevitabletimelagbetweendescriptionandevidenceofoutcome.CLILtranscendst
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