paintings in efl and clil contexts - tesol · pdf filepaintings in efl and clil contexts ....

Mª CRUZ ARCOS SORANDO

Centro de Profesores y Recursos de Teruel

eoicruz@hotmail.com

PAINTINGS IN EFL AND CLIL CONTEXTS

Strenghts and weaknesses of CLIL:

Integration of content and language

Flexibility

The learning situation

Foreign language competence

Cooperation

Affective factors

Economic, cognitive, health benefits…

Research...

INCREASING INTEREST IN CLIL EDUCATIONAL APPROACH:

CEFR (2001) ‘Key competences for lifelong

learning’ 2006 (in Spanish curricula incorporated through a law LOE, 2/2006). European C.

Council of Europe White Paper, 2008. Educational organisations & intercultural exchange through the arts

Eurydice survey, ‘Arts and cultural education in Europe’, 2009 (in 30 countries). European C.

Council of Europe websites: ‘Arts Exhibition’ or ‘Artists for dialogue’

CLIL oriented centres: Social Science (History & History of Art)

INCREASING INTEREST IN ARTS EDUCATION:

PAINTINGS AS A RESOURCE FOR TEACHING-LEARNING LANGUAGES IN CLIL & EFL CONTEXTS

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SPANISH MINISTRY OF EDUCATION, CULTURE & SPORTS - BRITISH COUNCIL AGREEMENT SIGNED IN 1996

To provide children from ages 3 to 16 with a bilingual and bicultural education through the integration of Spanish and English curricula

12 communities involved in the project: ARAGÓN, ASTURIAS, CANTABRIA, CASTILLA Y LEÓN, CASTILLA LA MANCHA, CEUTA, EXTREMADURA, MADRID, MELILLA, MURCIA, THE BALEARIC ISLANDS & NAVARRA

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THE STUDY

CP ANEJAS + OTHER PRIMARY SCHOOLS IES FRANCÉS DE ARANDA

TERUEL

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PARTICIPANTS

N. SEX AGE

TOTAL

• 83 PARTICIPANTS • 4TH YEAR OF SECONDARY EDUCATION (4º ESO) • 43% MALE, 57% FEMALE

CLIL 31 41.9 male 58.1 female

14 years old - 6.5% 15 years old - 93.5%

EFL

31 35.5 male 64.5 female

14 years old – 12.9% 15 years old – 51.6% 16 years old – 32.3% 17 years old – 3.2%

Pilot Study

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52.4 male 47.6 female

14 years old – 4.9% 15 years old – 81% 16 years old – 14.3%

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PARTICIPANTS weekly hours of instruction in English in primary school

(native teachers of English)

COURSE AGE SUBJECT CLIL EFL

INFANT 3/4 4/5 5/6

English English English

5 7 8

1 1 1

PRIMARY

6/7 7/8 8/9

English Science

Physical E. Art

3 3 1 1 8

2

2

PRIMARY 9/10 10/11 11/12

English Science

Art

3 5 2 10

3

3

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PARTICIPANTS weekly hours of instruction in English in secondary school

(non-native teachers of English)

COURSE AGE SUBJECT CLIL EFL

1 ESO 12/13 English Social Science

Natural Science

5 3 3 11

3

3

2 ESO

13/14 English Social Science

Natural Science

5 3 3 11

4

4

3 ESO 14/15 English Social Science

Natural Science

5 3 2 11

3

3

4 ESO 15/16 English Social Science

Natural Science (optional)

5 3 3 11

4

4

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THE INSTRUMENT

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Standardised 60-item multiple choice - language proficiency

10-item questionnaire - general attitude & difficuties to the skill of

writing

13-item questionnaire - paintings as stimuli, development of 4 skills,

resource for language & content

Statistical analysis carried out by means of SPSS (Statistical Package

for Social Science)

Lead-in activity and stimulated written composition based on

paintings

Ratio & percentage measures used to analyse written production

1. STRONGLY AGREE

2. DISAGREE

3. NEITHER AGREE NOR DISAGREE

4. AGREE

5. STRONGLY AGREE

LANGUAGE PROFICIENCY (standarised proficiency test)

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HYPOTHESIS 1: CLIL learners will

have a more positive attitude to writing than EFL learners

10 ITEM QUESTIONNAIRE

9 items presented on a five-point Likert scale (4 items had to be removed to increase reliability)

FACTOR I: Difficulties when writing in English

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DIFFICULTIES

grammar mistakes

lack of vocabulary

don’t know how to write a composition

don’t know what to say

don’t know how to organise ideas

topics of compositions seem to be motivating (low saturation- item removed)

HYPOTHESIS 1: CLIL learners will

have a more positive attitude to writing than EFL learners

QUESTIONNAIRE

Reliability-Cronbach’s Alpha – 5 items: CLIL (.738) & EFL (.787)

FACTOR I: Experience of writing in English (item 10)

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CLIL EFL Piilot Study

Useful (81%)

Useful (61%)

Useful (67%)

Creative (71%)

Heavy going (42%)

Boring (38%)

Interesting (65%)

Easy (42%)

Heavy going (34%)

WRITTEN TASK

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HYPOTHESIS 2: The general attitude

towards using paintings as stimuli to develop the four skills will be more positive in CLIL than EFL learners

13-ITEM

QUESTIONNAIRE:

11 items presented on a five-point Likert scale (none of them had to be removed, high saturation levels)

FACTOR III: paintings as stimuli

FACTOR IV: paintings and development of 4 skills

FACTOR V: paintings as a resource for language and content

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VARIMAX ROTATED FACTOR MATRIX

FACTOR CLIL EFL

III .554 .442

IV .624 .502

V .575 .406

RELIABILITY

.867

.746

Total Variance Explained 72.903% 74.049%

HYPOTHESIS 2:

The general attitude towards using paintings as stimuli to develop the four skills will be more positive in CLIL than EFL learners

QUESTIONNAIRE:

ITEM 11: -the writing activity we have done with paintings has been …(you can underline all the adjectives that best describe your opinion)

Exciting, boring, easy, difficult, useful, not useful, motivating, not motivating,

interesting, heavy going, entertaining, creative

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CLIL EFL Piilot Study

Creative (77%)

Creative (65) Creative (76%)

interesting (70%)

Entertaining (65%)

Easy (71%)

Entertaining (55%)

Exciting (55%)

Entertaining (67%)

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CLIL EFL Piilot Study

Creative (77%)

Creative (65) Creative (76%)

interesting (70%)

Entertaining (65%)

Easy (71%)

Entertaining (55%)

Exciting (55%)

Entertaining (67%)

CLIL EFL Piilot Study

Useful (81%)

Useful (61%)

Useful (67%)

Creative (71%)

Heavy going (42%)

Boring (38%)

Interesting (65%)

Easy (42%)

Heavy going (34%)

LANGUAGES/ PAINTINGS

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HYPOTHESIS 2: The general attitude

towards using paintings as stimuli to develop the four skills will be more positive in CLIL than EFL learners

QUESTIONNAIRE:

ITEM 12: If we had more time (or in another moment of the course), I would like to do more activities related to these or other paintings. Answer YES or NO and justify your answer

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80% of participants would like to do more activities related to paintings

(80.6% CLIL; 74.2 EFL; 85.7 Pilot Study)

HYPOTHESIS 3: CLIL learners will do better than EFL

learners in the following

variables: syntactic complexity,

fluency & accuracy

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STIMULATED WRITTEN

PRODUCTION

SYNTACTIC COMPLEXITY

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ESSAY LENGTH

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ACCURACY (percentage of Error-free (EF)

Clauses (C), T-units (T) & complex T-units (CT)

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ACCURACY (average of errors in Clauses (C), T-units (T)

& complex T-units (CT)

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CONCLUSION

PAINTINGS/ ART

CLIL/ EFL

4 SKILLS/ CONTENT

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Mª CRUZ ARCOS SORANDO

Centro de Profesores y Recursos Teruel

eoicruz@hotmail.com