Learning from Mistakes and Detecting Specific Training Needs: a CLIL Grid (original) (raw)
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Learning Technologies for CLIL in the Italian Schools
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The paper will focus on the potential of learning technologies for CLIL (Content and Language Integrated Learning), as recommended by the European Commission and as shown in international literature reviews. Some of the best known definitions and features of learning technologies will be discussed, considering different frameworks from recent literature and the wide range of applications for both language learning and CLIL. A brief overview of CLIL provision in Europe will be also outlined, pointing out the innovative aspects of this methodology, which is considered by the European Commission as a driving force of success and quality in education. Moving from this theoretical background, some practical examples will be provided to show how learning technologies can positively impact students' learning outcomes and teachers' professional development and growth. In particular, an introduction to the Italian background concerning CLIL will be provided and some projects carried ...
2017
The presentation is aimed at showing the potential of teacher training in the field of English language, CLIL and technologies in terms of professional development and improvement of teaching practices and students’ learning outcomes. Reference will be made to two online training initiatives carried by two of the authors, designed both as training and research paths. The initiatives, aimed at guiding participants in the discovery and experimentation of webtools for language learning and CLIL will be described in order to highlight the design of the pathways, the learning process and some of the main outcomes, detailed in terms of participants’ interaction, language, methodological and technological outcomes, products realized during the courses. The impact of these initiatives on the teacher’s profile will be directly mentioned by the third author, a primary school teacher, passionate about language learning, CLIL and innovative methodologies who attended all the initiatives propose...
First steps in CLIL: Training the teachers
Latin American Journal of Content & Language Integrated Learning, 2011
A medida que el "Proyecto de Inglés como lengua Universal" de David Graddol gana ímpetu , los Ministerios de Educación adoptan cada vez más el AICLE como un enfoque innovador para la enseñanza de lenguas modernas, como método de motivación para la enseñanza de las materias, o simplemente como una contribución a la internacionalización y al ideal del multilingüismo. Con este crecimiento exponencial, la falta de docentes competentes, formados en AICLE se ha vuelto más evidente. Los docentes de contenido, son generalmente monolingües y no pueden reconocer los beneficios de ser bilingües, mientras que los docentes de idiomas no se sienten competentes en el conocimiento del área requerido para la enseñanza de contenidos. Los Ministerios de Educación insisten en la aplicación de AICLE, pero no cuentan la fuerza de trabajo suficientemente competente en las tres áreas necesarias: El conocimiento de la segunda lengua, el conocimiento de la materia, y la metodología de AICLE. Este trabajo explora la necesidad de diseñar módulos de capacitación de calidad en las universidades de ITT (Initial Teacher Training), para los cursos de PGCSE (Postgraduate Certificate in Education) en las universidades, y en cursos de INSET (In-Service Education and Training) para que los maestros se sientan seguros al embarcarse en cursos de AICLE en los niveles primario, secundario, y terciario. Palabras Claves: formación, competencias, lengua meta, conocimiento de contenido, metodología de AICLE.
CLIL IN TEACHER TRAINING: PERSPECTIVES AND PROPOSALS
Al considerar cada vez más la lengua inglesa como un componente básico de la educación, muchos países europeos, entre los que se encuentra España, están introduciendo iniciativas legislativas para incorporar el enfoque AICLE en entornos de enseñanza. El artículo presenta ejemplos de la aplicación del aprendizaje integrado de lengua y contenidos en el ámbito de la formación docente a partir de una larga relación de colaboración entre las universidades de Nottingham Trent y de Salamanca, que muestran cómo es posible incrementar el potencial del enfoque AICLE y alcanzar nuevas dimensiones de integración más allá de la lengua y de los contenidos al incardinar las iniciativas AICLE en amplios marcos de referencia para la formación de profesores de idiomas, superando así la distancia entre diferentes visiones culturales y pedagógicas y haciéndolas socialmente relevantes.
TEACHING LANGUAGES VIA CLIL METHODOLOGY -ONLINE TRAINING OF PRIMARY SCHOOL TEACHERS HOW TO USE IT
EDULEARN23, 2023
The author will share and reflect on her experience of training primary school teachers on how they could teach English online using the CLIL (content and language integrated learning) methodology. The author herself, trained by a CLIL expert (Judit Kovács-a colleague of David Marsh, one of the initiators of CLIL), has been teaching CLIL for almost 25 years to different age groups. COVID-19 and the transition to the online space have been a big challenge in training primary school teachers on how to teach children CLIL not only physically in the classroom, but also through online platforms. CLIL contributes to the development of children's communicative competence in a foreign language, but also supports the development of their various global competences and soft skills, especially critical and creative thinking. Basic facts about the history of CLIL will be offered in this paper, together with experiences of online teaching of CLIL methodology and its reflection and feedback from trained teachers. This contribution was financially supported by the Ministry of Education of the Slovak Republic and its grant scheme KEGA (project entitled "Creation of a web portal for methodical support of teaching foreign languages in primary education" KEGA 011UMB-4/2022).
2011
As David Graddol's "World English Project" gains momentum (Graddol, 2006), CLIL is increasingly being taken up by Ministries of Education as an innovative approach to teaching modern languages, as a motivating method for teaching subject areas, or simply as a contribution to internationalisation and the ideal of multilingualism. With this exponential growth, the lack of competent, trained CLIL teachers has become more evident. Content teachers are not infrequently monolingual and may not recognize the benefits of becoming bilingual, while language teachers may not feel proficient in the subject-area knowledge required for content teaching. Education ministries insist on CLIL implementation, but do not oversee a workforce sufficiently competent in all three necessary areas: target language ability, subject knowledge, and CLIL methodology. This paper explores the need to design quality training modules at ITT (Initial Teacher Training) colleges, for PGCSE (Postgraduate Certificate in Education) courses at universities, and INSET (In-Service Education and Training) courses so that teachers to feel confident in embarking on CLIL courses at primary, secondary, and tertiary levels.
Technology-enhanced CLIL classrooms
CLIL in Foreign Language Education: e-textbook for foreign language teachers, 2015
Objectives Digital competence, as one of the European key competences for lifelong learning (European Parliament and the Council, 2006) has long been on the agenda of educational policy makers. ICT integration to foreign language teaching methodologies is practiced at all levels and for all language skills. CLIL, precisely, stands as a successful form of subject oriented language practice and helps develop multilingual societies. This chapter aims to outline the research and practices where CLIL meets technology providing examples and working links to resources. Terminology and literature review To briefly recap, Nikula (2015, p. 11-12) highlighted that the content orients CLIL classroom rather than language and tasks are mainly subject-specific. CLIL teachers approach language implicitly; hence, it remains as a means to interact between the teacher and students. At one end of this practice, scaffolding plays a vital role; the scaffolding strategies teachers administer include establishing and achieving learning goals, considering student needs, eliciting answers through supporting questions, motivating and praising students. At the other end, task and project based learning forms the basis for face to face, online and blended models. The close relationship between CLIL form and task-based learning eases the integration of tasks and hands-on activities as defined by Ellis (2013, p. 9-10), tasks require detailed planning, use of authentic language for communicative purposes and practicing of language and cognitive skills. Task-based language learning and teaching with technology have been considered complementary and approached from theoretical and practical aspects (Thomas & Reinders, 2010). Technology integrated tasks with clear guidelines which students can perform ubiquitously attract students attention and enhance their motivation. The end products published and peer reviewed online contribute to autonomous learning and hence improve their self-confidence. As of note to the terminology, a comprehensive CLIL glossary can be found on the website of Cambridge English compiled based on the Teaching Knowledge Test (TKT) contents and British Council that emerged from the CLIL Essentials course. CLIL in Turkey Research on CLIL in Turkey is quite limited. Teaching a foreign language and learning content through an additional language have long been discussed within the framework of national educational policies. The relevant research in Turkey focuses more on Content-based instruction (CBI) (Arslan & Saka, 2010; Kızıltan & Ersanlı, 2007) than CLIL (Bozdoğan & Karlıdağ, 2013) concentrating on the theme-based model and its implementation. CLIL is by far practiced through participation in the international projects (eclilt.net, aeclil.eu and projectclil.tr.gg). Both CBI and CLIL studies mostly took place at the higher education institutions and reported positive perceptions of students and teachers with increased motivation. Very recently, Language in Focus-LIF2015 conference hosted a CLIL Symposium to discuss the recent practices and the study as a project report by Yılmaz and Şeker (2013) included CLIL and ICT integration and the positive perceptions of young learners. Technologies in CLIL Technological advances and innovations are now indispensable part of educational policies all around the world. In language education, specifically CALL (Computer-assisted Language Learning) emerged to meet the needs of learners. Though it initially faced some resistance from teachers, teacher trainings helped them gain the awareness, confidence and necessary
An Approach to CLIL Through ICT Start Up CLIL Network Towards CLIL Project
2017
The project towards CLIL (Content and Language Integrated Learning) was carried on during the school year 2015-2016 by a network of primary and low secondary schools located in the district of Carini Territory in Sicily. I had the chance to coordinate this network, named "Start Up CLIL", set up in order to promote and foster the use of CLIL approach as a tool to improve the quality of learning and teaching foreign language, in particular English in Italian schools. Students involved were students attending the last classes of primary and low secondary school. The theme chosen referred to History and Education to Citizenship. The approach was based on the use of ICT (Information Communications Technology) and of specific softwares and tools to build up interactive lessons on a predetermined path involving several disciplines. This choice has proven to be successful in terms of involvement and improvement in acquisition of language skills in students and in terms of collaboration among teachers. Moreover, the students realized the importance of learning a foreign language as a tool to communicate and to do things, acquiring at the same time digital skills in connection with language and disciplinary skills. I will give some examples of CLIL units and works and how the network teachers built them.