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The challenge of integrating language
and content in CLIL
Ana Llinares
Universidad Autónoma de Madrid
II Foro Nebrija en Enseñanza Bilingüe
27 June 2012
A three-part approach to integrating
content and language in CLIL
I. Content and language integration in the classroom
Interaction
III. Content and language integration in learners’ language
development and assessment
Language for academic content
Interpersonal language
From speaking to writing
II. Content and language integration in the curriculum
Subject literacies and genres
A three-part approach to integrating
content and language in CLIL
Llinares, Morton & Whittaker (2012) The Roles of Language in
CLIL. Cambridge: CUP
SUBJECT LITERACIES
AS
SE
SSM
EN
T
CLASSROOM INTERACTION
AS
SE
SSM
EN
T
LANGUAGE DEVELOPMENT
GENRE
REGISTER
Instructional and regulative
registers (focus)
Communication systems (approach)
Interaction patterns and
scaffolding (action)
Expressing ideational meanings
(key concepts and understandings)
Expressing interpersonal meanings (social relationships,
attitudes)
Expressing textual meanings
(moving from more spoken to written forms of language)
A three-part approach to the roles
of language in CLIL
A three-part approach to students’ language
development in CLIL
SUBJECT LITERACIES
AS
SE
SSM
EN
T
CLASSROOM INTERACTION
AS
SE
SSM
EN
T
LANGUAGE DEVELOPMENT
GENRE
REGISTER
Instructional and regulative
registers (focus)
Communication systems (approach)
Interaction patterns and
scaffolding (action)
Expressing ideational meanings
(key concepts and understandings)
Expressing interpersonal meanings (social relationships,
attitudes)
Expressing textual meanings
(moving from more spoken to written forms of language)
FOCUS APPROACH ACTION
Instructional register:
Content knowledge and
skills being focused on
and how (vertical and
horizontal knowledge);
Regulative register:
Managing and
organizing the
classroom as a social
space
Communication
systems used to
achieve pedagogic
goals (dialogic and
authoritative
interaction);
Importance of
dialogic interaction
in L2 learning in
CLIL
Interaction patterns
(e.g. IRF exchanges)
I. CLASSROOM INTERACTION
What opportunities for content and language integrated learning can be created
through interaction in CLIL classrooms?
Adapted from Mortimer and Scott (2003)
S: I put here?
S: What’s that?
S: Water.
S: No, it’s gonna go yellow
S: Now we have to put it in the ( )
S: ( )
S: What do we need to do?
In the science lab (3rd year ESO chemistry)
a) Interaction-Focus
Regulative register (group work)
S1: Boys, look I think the ins – say we do
three…but can we do one
S2: Okay claro (Sp. of course)
S1: Because three is very…a lot
S2: We make one but not three or four
S1: Okay A . Do you like my opinion? My idea?
C ((the teacher)) gave us a box…Please A
speak in English!
S2: But D, look! We only do one…only one!
Group work (1st year ESO technology)
Possibilities of regulative register in CLIL
classroom interaction
• Wider range of language functions (exchange of goods
and services)
• More possibilities if there are hands-on and group work
activities
• Use of L2 in regulative register may be a challenge
(needs to be carefully and patiently nurtured)
a) Interaction-Focus
Regulative register
Dialogic
Authoritative
Non-interactive Interactive
Teacher reviews different
points of view
Teacher and students
consider a range of ideas
Teacher presents a specific
point of view (the ‘official’
scientific story)
Teacher leads a
question/answer
routine to establish
one point of view
Mortimer and Scott, 2003
b) Interaction-Approach Four types
b) Interaction-Approach
Dialogic interaction (Primary) TCH: Well, OK. Let’s check the answers of the
exercise on page five…On page five. ST: X, can I .. ? TCH: What material, sorry? ST: X, can I ..? TCH: Yes. ST: On Sunday I go to a TCH: I went to…? ST: I go to a TCH: I went ST: I went to a ... How do you say exposición? TCH: Exposition, exhibition. ST: Exhibition and I find and I found a .. a ...
person that that that is making with two, ... with two ... dos palos
TCH: with two sticks. ST: with two sticks. TCH: She was making what? ST: She was making ..
TCH: Or he was making, that person was making... ST: She was making the glass with a protect glass, is make glass with with the fire and .. TCH: So, .. ST: two sticks, TCH: So, water, .. ST: and .. TCH: Melts. OK, with heat and that .. ST: she makes a special box to make the neck TCH: Necklace? And where, where, where was that, here in Tres Cantos? St: In Madrid.
By participating in dialogic interaction,
CLIL learners ...
• receive comprehensible input and produce comprehensible output
• learn appropriate social and communicative strategies
• come into contact with alternative perspectives on different topics
Haneda and Wells 2008
b) Interaction-Approach
T: What are the names of that? S: Apses T: Apses, that’s right.
Initiation
Response
Follow-up
I
R
F
b) Interaction-Action
“The bread and butter of Austrian CLIL classrooms is
obviously facts, facts, and facts.”
(Dalton-Puffer, 2007: 125)
c) Interaction-Action
Interaction patterns
Effectiveness of IRF
Question type
Role of participants
Feedback type
Activity
The role of the activity: project work
S1 One question. You said that you have to come to the… green area or to the skate park?
S2 You have to come to the skateboarding park. It’s obvious! S1 Yes, but you want that the people eh.. the foreign people
came to C to see our vegetation? In C vegetation!? S2 And you like to be twenty metres square.. you like to.. to
build a.. skate park in twenty metres eh.. of square that is.. that in this green area keep all the animals and vegetation.
S1 eh.. eh I think I think is a very expensive project because L
said is five thousand euros. I think is really really expensive to.. do a skateboarding park of this price
S2 Eh.. what do you mean with that? That is very expensive?
Clarification request
Rhetorical question
Metacognitive question
A three-part approach to the roles
of language in CLIL A three-part approach to students’ language
development in CLIL
SUBJECT LITERACIES
AS
SE
SSM
EN
T
CLASSROOM INTERACTION
AS
SE
SSM
EN
T
LANGUAGE DEVELOPMENT
GENRE
REGISTER
Instructional and regulative
registers (focus)
Communication systems (approach)
Interaction patterns and
scaffolding (action)
Expressing ideational meanings
(key concepts and understandings)
Expressing interpersonal meanings (social relationships,
attitudes)
Expressing textual meanings
(moving from more spoken to written forms of language)
a) Genres or text types
Texts of a discipline actions (eg. define terms, give
instructions, classify phenomena... ). These texts/ actions
apprentice learners into that discipline. Students need to
learn the function and structure of its texts
Different disciplines construct knowledge in different ways
= through different actions
EG: Science: procedure
Geography: descriptive report
History: biographical recount
II. SUBJECT LITERACIES What are the types of language relevant to CLIL subjects and
how can learners be supported in learning and using these
types of language?
SCIENCE PROCEDURE
AIM
EQUIPMENT
AND
MATERIALS
METHOD
Comparing the carbon dioxide content of
inspired and expired air
You can use either lime water or
hydrogencarbonate indicator solution for this
experiment. Lime water changes from clear to
cloudy when carbon dioxide dissolves in it.
Hydrogencarbonate indicator solution changes
from red to yellow when carbon dioxide
dissolves in it.
1. Set up the apparatus as in Fig. 6.12.
2. Breathe in and out gently through the
rubber tubing. Do not breathe too hard.
Keep doing this till the liquid in one of the
flasks changes colour.
Jones and Jones 2002: 51
HISTORICAL ACCOUNT
BACKGROUND
ACCOUNT
SEQUENCE
Plantation slavery in North America
The first Africans arrived in North America
during the early days of the English colonisation, in
1619.
Slavery developed quite slowly in North America,
increasing as the growth of the tobacco trade during
the 17th century created a demand for workers. By
the middle of the 18th century there were over
260,000 African slaves in Virginia alone, most of
whom had been transported to, rather than born in,
the colony. A few years later the numbers decreased
as the tobacco trade reduced, only to increase again
with the introduction of cotton as a plantation crop,
particularly after the invention of the cotton ‘gin’ in
1793 by Eli Whitney, an American from Connecticut.
Counsell and Steer 1993: 11
HISTORICAL ACCOUNT BY CLIL
STUDENT
BACKGROUND
ACCOUNT
SEQUENCE
Afterwards the plague was brought to Europe by
a sailor who came in a ship from Genoa.
The Plague then was carried by rats and was
easily expanded through Europe ‘thanks’ to the
very bad health and hygen conditions.
It had many consequences in Europe: About
1000000 people died in England. Salarys grew
because less people could work.
Llinares, Morton and Whittaker, 2012: 139
b) Register
Each genre + different function + different stages
different grammar and lexis
EG
Science procedure action verbs + imperatives...
nouns + quantifiers, classifiers...
Descriptive report verbs of state, existence, present tense...
nouns + adjective, qualities...
Biog. recount proper ns., verbs of state, action,
adverbials of time
II. SUBJECT LITERACIES
A three-part approach to the roles
of language in CLIL
A three-part approach to students’ language
development in CLIL
SUBJECT LITERACIES
AS
SE
SSM
EN
T
CLASSROOM INTERACTION
AS
SE
SSM
EN
T
LANGUAGE DEVELOPMENT
GENRE
REGISTER
Instructional and regulative
registers (focus)
Communication systems (approach)
Interaction patterns and
scaffolding (action)
Expressing ideational meanings
(key concepts and understandings)
Expressing interpersonal meanings (social relationships,
attitudes)
Expressing textual meanings
(moving from more spoken to written forms of language)
III. LANGUAGE DEVELOPMENT
a) Language to represent content
VOCABULARY AND GRAMMAR ADEQUATE TO THE
GENRE-REGISTER-ACTIVITY
Language for socialising
Language for
operating in the
classroom
Language for
specific genres
INTERPERSONAL FUNCTION
(INTER-CLIL)
Language for personal experience
III. LANGUAGE DEVELOPMENT
b) Interpersonal language
Interpersonal language
S1 One question. You said that you have to come to the… green area or to the skate park?
S2 You have to come to the skateboarding park. It’s obvious! S1 Yes, but you want that the people eh.. the foreign people
came to C to see our vegetation? In C vegetation!? S2 And you like to be twenty metres square.. you like to.. to
build a.. skate park in twenty metres eh.. of square that is.. that in this green area keep all the animals and vegetation.
S1 eh.. eh I think I think is a very expensive project because L
said is five thousand euros. I think is really really expensive to.. do a skateboarding park of this price
S2 Eh.. what do you mean with that? That is very expensive?
-Spoken language is context dependent
Informal spoken language uses few lexical words
T: Glue it, here. Just put this there, tie it tight, not just stick it to the
wood but x…x it. Let’s see. That’s it, and the other, X.
S: This is in here.
T: That’s it, then it’s x..x. And then you can x…x
-Written language must be context independent
(Whittaker, Llinares & McCabe, 2011). Written language in
education must use the register of the discipline.
III. LANGUAGE DEVELOPMENT
c) Spoken/written language
Spoken-like: information in clauses/informal lexis
After 4 years of fighting, everybody was fed up of it and they just
wanted it to finish as soon as possible, the problem was that it was
difficult to make a fair peace treaty.
Written register: information in nominal groups/ NPs
The mos important cause was the anxiety of Germany to build up a
great Empire and control all Europe with his army and navy.
Another important cause was the differences of costums, languages
and traditions in the Balkans that led to many crisis that raised
temperature in Europe.
III. LANGUAGE DEVELOPMENT
c) Spoken/written language
A three-part approach to the roles
of language in CLIL
A three-part approach to students’ language
development in CLIL
SUBJECT LITERACIES
AS
SE
SSM
EN
T
CLASSROOM INTERACTION
AS
SE
SSM
EN
T
LANGUAGE DEVELOPMENT
GENRE
REGISTER
Instructional and regulative
registers (focus)
Communication systems (approach)
Interaction patterns and
scaffolding (action)
Expressing ideational meanings
(key concepts and understandings)
Expressing interpersonal meanings (social relationships,
attitudes)
Expressing textual meanings
(moving from more spoken to written forms of language)
Two types of assessment
Formative scores
based on content-
language integrated
scale to give formative
scores and track
students’ progress over
time (can feed into
summative scores)
Interactional feedback
during classroom
interaction: on-the-spot
assessments of where
students are in relation
to content and
language learning
goals (through
scaffolding and
corrective feedback)
Interactional feedback: corrective feedback
• Recasts ST: The minerals are other solid substance that form the rock
TCH: Solid substances that form rocks. And A., which are the characteristics of a rock?
• Prompts ST: Mammal is covered with skin or furs
TCH: What?
ST: Fur
• Explicit correction T: No, scardy isn’t a word. You must say scared
Lyster & Ranta, 1997
Formative scores using content-
language integrated scale
• Marzano’s (2010) assessment scale consisting of 5
values (0-4)
• Polias’ (2003) Scope and Scales (based on genre and
register)
CONTENT LANGUAGE (GENRE & REGISTER)
4.0 Students will be able to argue that Cromwell was
either a hero or a villain, taking into account
different points of view. They will also compare
Cromwell’s actions in parliament with any event
from the 20th century.
Arguing genre (discussion): Background, the
issue at stake, different perspectives; own
point of view.
Text organised according to arguments (not
time or causal factors).
Uses language for comparing and contrasting
points of view.
3.0 Students will be able to describe the events
leading up to the English Civil War, explain their
significance and how they contributed to the
war breaking out.
Factorial explanation: answer organised
according to reasons or factors, not timeline.
Uses causal language (conjunctions,
circumstances, verbs).
Uses simple language forms to express degree
of certainty (The war was probably caused by
…)
Uses evaluative language to highlight
importance/significance.
2.0 Students will be able to identify key events in
Cromwell’s political career, particularly those
leading up to the Civil War. They should produce
a simple statement as to his historical importance.
Biographical/historical recount: Uses
appropriate vocabulary to describe
participants;
Uses a range of action verbs in the past tense;
Uses simple evaluative vocabulary.
1.0 With help, may produce elements of a simple
recount of Cromwell’s career and mention one or
two isolated events connected with the Civil War.
May use some genre and register features of
levels 2.0 and 3.0 with partial success.
0 Even with help, no success
A three-part approach to integrating
content and language in CLIL
Llinares, Morton & Whittaker (2012) The Roles of Language in
CLIL. Cambridge: CUP
SUBJECT LITERACIES
AS
SE
SSM
EN
T
CLASSROOM INTERACTION
AS
SE
SSM
EN
T
LANGUAGE DEVELOPMENT
GENRE
REGISTER
Instructional and regulative
registers (focus)
Communication systems (approach)
Interaction patterns and
scaffolding (action)
Expressing ideational meanings
(key concepts and understandings)
Expressing interpersonal meanings (social relationships,
attitudes)
Expressing textual meanings
(moving from more spoken to written forms of language)
THANK YOU!!!!