the challenge of integrating language and content in clilthe challenge of integrating language and...

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



Llinares, Morton & Whittaker (2012) The Roles of Language in

CLIL. Cambridge: CUP

SUBJECT LITERACIES

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CLASSROOM INTERACTION

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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

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registers (focus)







attitudes)



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


of language in CLIL A three-part approach to students’ language

development in CLIL

SUBJECT LITERACIES

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attitudes)



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


of language in CLIL


development in CLIL

SUBJECT LITERACIES

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registers (focus)







attitudes)



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


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.


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.


c) Spoken/written language


of language in CLIL


development in CLIL

SUBJECT LITERACIES

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registers (focus)







attitudes)



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



Llinares, Morton & Whittaker (2012) The Roles of Language in

CLIL. Cambridge: CUP

SUBJECT LITERACIES

AS

SE

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EN

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AS

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EN

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GENRE

REGISTER


registers (focus)







attitudes)



THANK YOU!!!!

[email protected]

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