read the PPT - CCLL: Common Constitution and Language Learning

Carmel Mary Coonan
University of Venice ‐ Ca’ Foscari
Italy

Aim of talk
Situation as it is
What is needed
Focus on CLIL teacher competences

Definition of CLIL
Eurydice, 2006
The acronym CLIL is used as a generic term to describe
alltypesofprovisioninwhichasecondlanguage(a
foreign, regional or minority language and/or another
official state language) is used to teach certain subjects
in the curriculum other than the language lessons
themselves

Marsh, CLIL/EMILE –The European Dimension,
2002
“a pragmatic and pro‐active approach to foreign
language learning” (p. 10)
“CLIL and EMILE refer to any dual‐focused
educational context in which an additional
language, thus not usually the first language of the
learners involved, is used as a medium in the
teaching and learning of non‐language content”
(p.15)

Eurydice, 2006
In half of all countries specialist foreign language
teachers are qualified to teach another subject

Level of subject specialization among specialist teachers of foreign
languages in primary and/or general lower secondary education,
2002/03
• Teacher qualified to teach two
different subjects, one of which
is a foreign language (light blue)
• Teacher qualified to teach
solely foreign languages
(dark blue)
• There are no detailed
recommendations concerning
specialist qualifications (stripes)
• No specialist language teachers
(grey)

CLIL TEACHERS IN ITALY
CF. HANDOUT

Teacher training in CLIL
HOW ARE INSTITUTIONS MEETING THESE
TEACHERS’ TRAINING NEEDS?

QUESTIONNAIRE …
… TO BEGIN TO FIND OUT WHAT PROVISION
THERE IS
(limited to the (areas of) countries and (several)
institutions represented in the group)
5 countries (Fr. Belg. Italy, Eng. Sp.)
20 questionnaires

Picture
Courses: most launched on or after the new millenium
(exceptions)
Providers: university (4); other educational institutions
(majority), (networks of) schools
Types of courses: postgraduate; complementary to a
normal course; tailor‐made; professional develop. by
schools

Cont.
Great majority of courses are in‐service;
All courses are optional;
Recognition:
No course provides qualifying status;
University courses afford some kind of recognition
for career (points, MA);
Some courses are recognised as part of hours of
obligatory professional develop.
Others: none

Mode of delivery
Mainly
Face to face
In situ
Exception:
On‐line (asinchronous)/blended (esp. tailormade)

Students
Mainly:
‐ qualified teachers disc. & FL (but cfr. università)
‐ local provenance (excep. on‐line courses)
Enrolment requirements:
degree; exams; be part of a project; be
a teacher; have interest; enrol as a couple; specific
language competence level (very few ascertain this)

Evaluation and certif.
University (mostly):
summative of work assignments and final
dissertation
Others: none
Certification:
University: diploma (evaluation and attendance hours)
Others: participation (hours) or no cert. at all

Connection with practice
Great majority do not require a practicum (two
universities only)
Obligation to experiment in class during the course:
universities yes; others no

Tendencies
Pre‐millenium Post millenium
Length: courses get shorter (600h+ 12h)
Quantity: provision increases
Provider:
pre‐millenium: University provides (and decides);
post millenium: local education authorities;
(network of) schools provide; schools ask and
sometimes decide alone

Tendencies
Pre‐millenium Post millenium
Mode of delivery:
Greater contact with the schools; providers go out to the
schools = more situated
Idea of a ‘course’ as ‘a priori’ structured content is
integrated by idea of professional development being
elaborated ‘in itinere’ and ‘in situ’ with the actors as
they act (‘reflection in and on action’)

Tendencies
Pre‐millenium Post millenium
Content:
Pre‐millen. courses more theoretical
Post‐milen. courses more practical;
language courses also (very few)
Attempt also to combine methodology and language
element of courses with specific subject disciplines
(very few)

Tendencies
Pre‐millenium Post millenium
Theoretical underpinnings:
Variety of terms used to describe them but all seem to
indicate attempt to engage students in creating own
knowledge and to develop competences:
reflective; action research; task‐based learning;
problem solving; collaborative; constructivist;
professional dialogue; pragmatic.

Content
Content is differently articulated. General areas (like
below) are dealt with in many different ways:
Fundamental CLIL Principles;
Materials Design;
Classroom Research
Evaluation
Web learning

A general consideration
Need to provide for practice and application in the
actual classroom
Students learn to create materials (work as plans) but
are rarely seen using them (work as process) so
dynamics of classroom teaching in CLIL and all
associated issues are not monitored

Needs analysis interviews:
language area
Teacher competence:
‐ Need to improve language skills through work experience
abroad
‐ Need for specific language competence
‐ Need to be linguistically flexible
Language in CLIL lesson
‐ Subj. Teachers need to understand role of language in
learning
‐ Work out the role/balance between subj./L2 teacher in
team teaching

Needs analysis:
methodological area
Know‐how:
‐ to get learners to talk
‐ create exercises, activities
‐ strategies to overcome problems of comprehension
Know that:
‐ CLIL requires a change of mindset and of workpractices

Needs analysis: materials area
Know how to:
‐ Adapt and transform authentic documents for specific
needs and goals
Need:
‐ to work with language teachers
‐ for opportunities for joint work of teachers to develop/talk
about materials, websites, exploitation
‐ Specific CLIL websites, comparative periodical in different
subjects; periodical newsletter on different themes …

Needs analysis:
methodological area
Know‐how:
‐ to get learners to talk
‐ create exercises, activities
‐ strategies to overcome problems of comprehension
Know that:
‐ CLIL requires a change of mindset and of workpractices

Needs analysis: materials area
Know how to:
‐ Adapt and transform authentic documents for specific
needs and goals
Need:
‐ to work with language teachers
‐ for opportunities for joint work of teachers to develop/talk
about materials, websites, exploitation
‐ Specific CLIL websites, comparative periodical in different
subjects; periodical newsletter on different themes …

Needs analysis: assessment area
Oral language assessment
Langage/subject: how to better balance

Semlang Summer University
Views of participants concerning CLIL teacher training

Teacher qualifications
Lack of training
Language capacities of teachers: what level of competence by subject
matter teacher?)
Language teacher: how much content should the language teacher
know? Should standards be set for these competences? Could
standards ‘kill’ CLIL
Need for greater number of targeted courses
Lack of schools where in service training in CLIL can be carried out –
so where to find mentors (who trains them?).
Few schools so there is no strong call on authorities to set up training
Be part of pre‐service and/or in‐service training?
Trainers: who trains them?
Single qualification of teachers in many countries

Dissemination of knowledge of CLIL
Set up information and communication strategies
to target students, fellow teachers and families
Set up system of interlinked pre‐and in‐service
training including provision of materials and other
help) ‐ especially helpful for those countries
where there is nothing (Lithuania for example,
Georgia, …
Create data base of texts, materials and teaching
principles

Costs aspect
Few resources available from ministries –too much
reliance on European money only

Pedagogical aspects
Lack of teaching materials
Competition between CLIL and other pedagogical
strands/departments competing for teaching hours –is
detrimental to CLIL
Issue of assessment
Issue of assuring progression both in content and language
‘Clash’ between a double methodology and lack of cooperation
with subject teachers –very often caused by time constraints
Problems related to difference in quantity: small phased –in
approach versus bilingual immersion programmes
Little focus on languages other than English

CLIL cosmos
A galaxy of teacher competences

CLIL teacher competences
CCN SURVEY –WORKING DOCUMENT
OCTOBER ON THE CCN SITE FOR DISCUSSION
http://www.ccn‐clil.eu

Objectives
Handout of examples