CarmelinaMaurizio_Contribute_CLIL_2016.pdf

Clil: Content and Language Integrated Learning, an approach to teach and learn using the subjects as a vehicle 1 WHAT CLIL IS CLIL is the acronym for Content and Language Integrated Learning, coined in 1994 by David Marsh and Anne Maljers (Marsh, 1994) with some of their collaborators, who defined the pedagogical and educational aspects of CLIL, bringing in the field of education a real revolution. For the last 20 years it has become the term describing both learning another (content) subject, through the medium of a foreign language and learning a foreign language by studying a content-based subject. CLIL was born in the breeding ground of bilingual and multilingual education , which has , for decades, played an important role in European educat ion. The underlying principles of CLIL1 are: 1 http://www.unifg.it/sites/default/files/allegatiparagrafo/21-012014/mehisto_criteria_for_producing_clil_learning_material.pdf (15/10: 9,05) 1 • Language is used to learn as well as to communicate • It is the subject matter which determines the language needed to learn. • According to the 4Cs curriculum (Coyle, 1999, 2008), a successful CLIL lesson should combine the following elements: Content, Communication, Cognition, Culture. The 4Cs framework2 for CLIL starts with Content and focuses on the interrelationship between content, Communication (language), Cognition (thinking) and Culture (awareness of self a d other ess to uild on the synergies of integrating learning (content and cognition) and language learning (communication and cultures). It unites learning theories, language learning theories and intercultural understanding. The 4Cs Framework holds that it is through progression in knowledge, skills and understanding of the subject matter, engagement in associated cognitive processing, interaction in a communicative context, developing appropriate language knowledge and skills as well as acquiring a deepening intercultural awareness https://clilingmesoftly.wordpress.com/clil-models-3/the-4-cs-model-docoyle/ (18/10:9,00) 2 2 through the positioning of self a d other ess , that effective CLIL takes place whatever the model. From this perspective, CLIL involves learning to use language appropriately whilst using language to learn effectively. The 4Cs Framework is a tool for mapping out CLIL activities and for maximising potential in any model, at any level and any age3. A CLIL lesson makes possible to integrate language and skills, and receptive and productive skills; lessons are often based on reading or listening texts / passages; the language focus does not consider structural grading and is functional, suggested by the context of the subject, so it is approached lexically rather than grammatically. A CLIL lesson looks at content and language in equal 3 Idem (19/10: 10,45) 3 measure, and often follows a four-stage framework.4 On the other hand, there is no single model of CLIL, but some different models, that share the same principles, based on the common point that content and language should be integrated.5 2 THE CLIL LESSON The criteria to build up a CLIL lesson, but first of all, those to select quality materials, are based on how and what extent a lesson will be used for, but, basically, they should promote critical and creative thought, discussion and learner autonomy, helping students in recognising the limitations of their current thinking and learning and understanding, when they need additional information in order to contribute to joint problem-solving6. Coonan, C.M., (2003) Planning for CLIL. A General Outline and Thoughts on Two Micro-features 5 Coyle, D. (2005), Planning tools for teachers, University of Nottingham 6 Mehisto, P. (2012), Criteria for producing CLIL material, Encuentro revista, pag. 17 20 4 4 The following can be considered the main aspects of a CLIL lesson7: -The texts are accompanied by illustrations and visual markers (headings, sub – headings), so that learners can visualise what they are reading, that helps them find their way through the content. Identification and organisation of knowledge - Texts are often represented diagrammatically, that is learners are helped to categorise the ideas and information in a text, thanks to, for example, tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these. - The language learners are expected to be able to reproduce is the one based on the use of their own words, both simple and more complex language, without no grading of it. The CLIL teacher could highlight useful language in the text, categorising it according to functions. 7 Sepesiova M. (2015), CLIL lesson Planning, pag. 132 - 137 5 Here it follows a short list of the possible activities students could be asked to do in a CLIL lesson8: • Listen and label a diagram/picture/map/graph/chart • Listen and fill in a table • Listen and make notes on specific information (dates, figures, times) • Listen and reorder information • Listen and identify location/speakers/places • Listen and label the stages of a process/instructions/sequences of a text • Listen and fill in the gaps in a text • Question loops - questions and answers, terms and definitions, halves of sentences • Information gap activities with a question sheet to support • Trivia search - 'things you know' and 'things you want to know' • Word guessing games • Class surveys using questionnaires 8 Serragiotto, G. (2014), Programmare percorsi CLIL, Università di Venezia, http://slideplayer.it/slide/602276/ (16/10: 11,50) 6 • Students present information from a visual using a language support handout. 3 COGNITIVE AND LINGUISTIC ADVANTAGES Let now consider what are the advantages related to CLIL approach, both form the cognitive and the linguistic viewpoint. First of all, CLIL is long-term learning, so it means that students become academically proficient in English after 5-7 years in a good bilingual programme, in fact the basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners and so knowledge of the language becomes the means of learning content. In a CLIL lesson, language is seen in real-life situations, so errors are a natural part of language learning and it becomes clear that fluency becomes more and more important than accuracy, and, last but not the least, learners develop fluency in English by using English to communicate for a variety of purposes, integrating it into the curriculum (Perez – Canado 2012)9. 9 Perez Canado, M. L. (2015), CLIL in action: voices from the classroom, Cambridge Scholar Publishing 7 It is also very important to focus on the advantages in a CLIL lesson, from a wider perspective, in fact CLIL helps to introduce a wider cultural context10, to prepare for internationalisation, to access International Certification and enhance the school profile; but not only, it helps also to improve overall and specific language competence, to prepare for future studies or working life and to develop multilingual interests and attitudes, increasing learner motivation. CLIL approach is important also from the social side: the European Union sees the diversity of language and the need for communication as central issues, so with increased contact between countries, proportionally there will be an increase in the need for communicative skills in a second or third language, not only in English of course. Everybody knows that languages will play a key role in curricula across Europe. Let also think about crosscurricular advantages, specifically for young people, CLIL helps them in 10 Reid, E. (2013), CLIL as a method of intercultural teaching, Constantina University of Philosophy, Nitra 8 - Learning by construction (not by instruction) enhanced when students get rapid feedback as they learn11; - Dialogic and interactive lectures replace monologue, and chunked texts replace long texts - Getting familiar with global citizenship and participation, favouring the consciousness of multiple identities and the need of collaborative learning 4 CLIL IN EUROPE AND IN THE WORLD HISTORY & DATA 1) Europe a) Where and how According to the European issue I pro i g the effectiveness of language learning: CLIL and o puter assisted la guage lear i g , it is necessary to distinguish three different types of bilingual education: - immersion , where education is orientated to teaching a country s other language (e.g. Canada, Belgium, Ireland, Luxembourg, Malta, Finland and 11 Marsh, D. (2015), Added value of integrating ELT across the curriculum, Singapore 9 Switzerland) or regional language (Slovenia and United Kingdom). The language is often the other official language of the country. Immersion teachers are native speakers. - su ersio , relates to the linguistic and cultural integration of migrants, whose children are taught in the language of the majority group, with the aim of developing skills in the language that may be foreign to them, but which is needed for access to the curriculum and daily life inside and outside school (Admiraal et al. 2006). This is common in the teaching of migrant children in schools in many European countries. - CLIL is where the target language of bilingual education is a foreign language and the target group is the linguistic majority of a certain country. CLIL has precedents in immersion programmes (North America) and education through a minority or a national language (Spain, Wales, France), and many variations on education through a 'foreign' language. Nowadays, CLIL is being carried out in more than 20 European countries, focusing on the linguistic situation of the respective country, 10 the local 'history' of CLIL, general associated with political and educational factors, types of CLIL models applied, and curriculum d e v e l o p m e n t a n d c e r t i f i c a t i o n . In Hungary for example, some schools teach non-language subjects in Hungarian and others in Slovak. In addition, all these countries, except Slovenia and the United Kingdom (Wales, Northern Ireland and Scotland) have other patterns of language use. Twenty-five countries/regions offer CLIL provision where nonlanguage subjects are taught through a language regarded as 'foreign' by the curriculum as well as through the state language (or one of the state languages as applicable). This group also encompasses education provision where all nonlanguage subjects are taught in a foreign language. Other language combinations (e.g. a regional or minority language and a state language) also exist in all these countries, except in Bulgaria, Germany, Portugal, United Kingdom (England), Liechtenstein and Croatia. In Croatia, however, some schools provide education where all non- 11 language subjects are taught in a regional or minority language12. Figura 1Eurydice, 2006 b) When: CLIL milestones Here it follows a short story about CLIL milestones13, realized according the project CLIL atri – la aatris EMILE , o e of the first attempt to sum up, from a chronological viewoint, what CLIL had been since the first 90s up to the first decade of the 21st century: - 1990 – 1996: the European interest towards bilingual education increases years by years, involving reseachers, with a lot of publications, AA.V., (2012), Key data on teaching languages at school in Europe 2012, The EU Commission 13 http://archive.ecml.at/mtp2/CLILmatrix/EN/CLIL_milestones_EN.htm 12 12 aiming to give relevance to the European value of learning foreign languages; - 1996 – 2001: soon after the term CLIL has been invented, the number of experiences in promoting this approach increases, with the development of programs for primary and secondary schools; - 2001 – 2007: the European experiences based on CLIL becomes a priority in the educational field, thanks to the dissemination and its valorisation; - 2001 – 2015: teachers trai i g a d the further ore dissemination of CLIL practices become the main aspects of the approach in these years. It is not without importance that since the late 90s, some European networks had arisen and some European projects had been launched, to prove that CLIL has a peculiar position inside the field of linguistic education: - CLIL Consortium, a network of experts born in 2010, - CLIL Cascade, a project born in 2007, made of 14 different countries - Factworld, a forum set up to support the teaching of subjects through the medium of a foreign language, bilingual education, immersion 13 education, content and language integrated learning (CLIL) Bilingual education - TIE CLIL, Translanguage in Europe, a project involving France, Italy, Spain, born in 1998 - LICI, Language in content instruction, a project born in 2006, with the participation of 7 countries, involving schools, teachers, experts 2) CLIL in the world: some examples Some data, witnessing how CLIL is adopted all over the world, show how interesting projects are going on the basis of different needs: - China: Chinese teachers and researches are becoming more and more involved in CLIL projects and in general in bilingualism; a project, dedicated to 16 years students, has been carried on in the last years in Guangzhou14 - Colombia: CLIL State of the Art" is a project in Colombia, drawing on data collected from 140 teachers' regarding their attitudes toward, 14 Xiao, J. (2016), Integrated English in China 14 perceptions of, and experiences with CLIL (content and language integrated learning15) - India: new approaches and methods have been under the attention of Indian teachers, first of all of those working in rural areas16 - South Africa: the researches show that CLIL could be a solution to promote both using and learning local languages and English17 - Taiwan: there are about 100 degree programs, where CLIL is used (only for English)18 - United Arab Emirates: CLIL projects, for students in secondary private schools, show that the improvement of English is got through the CLIL approach19 MacDougald, G. (2015), Teachers attitude, perceptions and experiences in CLIL, Colombian Applied Linguistic Journal 16 Bite, V. (2012), Innovative methods in teaching English for rural students, The Criterion 17 Mathole, Y. (2016), Using CLIL to address multilingualism in South 15 African Schools, Liverpool University Press 18 Yang, W., Gosling, M. (2013), National Appraisal and Stakeholder perceptions of a tertiary CLIL programma in Taiwan, International CLIL research Journal 19 Marwa, I. (2016), The impact of CLIL on Arabic, English and Content Learning of Arab, American University of Sharja 15 5 CLIL IN ITALY HISTORY & DATA The first steps towards the CLIL approach go back to the 90s, when some schools had been starting to use foreign languages to teach subjects, namely the pio eer tea hers alled this pro ess uso della li gua ei olare la guage see as a ehicle); late in the 90s the Italian Foreign Languages Teachers took into consideration some European reco e datio s, for e a ple Bili gual Edu atio in Secondary Schools: learning and teaching Non language subjects Through a foreign language (1995) 20. In the first years of the 21 st century the Italian school system started to promote bilingualism and multilingualism, for example the Decree of 2002, says that Nell a ito dell auto o ia didatti a posso o essere programmati, anche sulla base degli interessi manifestati dagli alunni, percorsi formativi che coinvolgono più discipline e attività nonché insegnamenti in lingua straniera in attuazione di 20 Ciancio, M. L., (2012), Apprendimento integrato di Lingua e Contenuto, Liceo Fermi 16 i tese e a ordi i ter azio ali .21In 2000 with the Mi istr Proje t Li gue a di , ith the implementation of the Law 53/03, related to secondary school, all the students in their last school year should be taught in a foreign language (usually English) a subject, chosen by the council of theachers (no limits in Licei, only the Science, Technology, Engineering and Mathematics area in secondary school for technicians), while in Licei Linguistici (Linguistic Secondary Schools), they are thaught in a different language since the 3rd year, according to CLIL approach. In 2010 another Decree, signed by the President of the Republic, launched the Reform for Licei and Schools for technicians, that made definitely compulsory the teaching in a foreign language of a subject of the syllabus. The rules for the tea hers trai i g ere issued i 2011 (Regolamento per la formazione iniziale degli insegnanti – Rules for the training of the beginner teachers) and they state that they have to follow a 21 According to the school autonomy, they could plan, also on the base of tthe stude ts i terests, trai i g paths, hi h i ol e ore su je ts, also tha ks to international agreements (Translated from the Italian by the author) 17 course to get the C1 level (CEFR) of the foreign language (usually English), attending lessons and doing an internship. The first courses started only in 2013 and all the subject teachers, who had just got a certificate for the C1 level, had the immediate possibility to join the methodological lessons without any other training. The courses were carried on according to the blended approach, thanks also to the collaboration ot the National Agency, INDIRE22, which supported them with a proper operative system. All the training path was in charge of the Linguistic Centres of the local universities. INDIRE has also built a repository to olle t good CLIL pra ti es , GOLD, http://gold.indire.it/gold2/. Furthermore, thanks to the European promotion of eTwinning projects, the Italian teachers are connected with other European teachers, working and practicing on CLIL and in general on innovative education. 6 PERSPECTIVES (3) 22 http://www.indire.it/ 18 INNOVATIVE CLIL An interesting proposal, which promotes the innovative aspect of CLIL, comes from Italy, the project E CLIL. I short, the Guideli es of E CLIL describe the project itself and its actions in this way23: the E , hi h pre eeds CLIL, is referred to ICTs and is related to the development of the digital skills, highly and strongly supported by the European Union Educational Commission. CLIL and ICTs are definetly interconnected, because both imply a general rethinking of educational practices, having a global impact on students, teachers and all the school community24. According to the Do u e to di progetto 25, l i tegrazio e di contenuti disciplinari, competenze linguistiche e uso delle nuove tecnologie possono rappresentare per la scuola italia a u occasio e di aute tico rinnovamento e dunque necessitano di alta 23 http://hubmiur.pubblica.istruzione.it/alfresco/d/d/workspace/Spaces Store/90ce1993-e3ba-4fc8-916b171292f31ea9/linee_guida_progetto_eclil.pdf 24 Cinganotto, L., (2011) Le caratteristiche del progetto E clil per una didattica innovativa, pagg. 25 – 28 25 http://hubmiur.pubblica.istruzione.it/alfresco/d/d/workspace/SpacesStore/90ce19 93-e3ba-4fc8-916b-171292f31ea9/linee_guida_progetto_eclil.pd 19 consapevolezza da parte di tutte le componenti scolastiche, di una costante interrogazione da parte dell i seg a te sui propri etodi e u a co ti ua ricognizione da parte dello studente sui propri risultati26. The project involved a national network of schools and subjects teachers and students were asked to share their products during a final seminar. The positive ripercussions were more than one: the motivation towards internationalization of the syllabus, the promotion of the language skills, the raising awareness about CLIL and also the development of the digital skills.2728 INCLUSIVE CLIL The inclusive dimension of the CLIL approach is still ignored and little explored, nevertheless, if it is observed from the viewpoint of inclusion, the The integration of content, language skills and the use of ICTs can be for the Italian school an occasiono a real innovation and so this needs of a high consciousness coing from all the school parts, of a constat asking himself/herself by the teacher about his/her methods and also a constant exploration by students about their results (by the author, TN) 27 Cinganotto, L. (2015), Insegnare in una lingua straniera con le tecnologie digitali, INDIRE 28 Barbero, T. (2013), Progettare percorsi CLIL usando le tecnologie, Loescher, pag. 49 – 62 26 20 educational aspects that support CLIL and its main features match completely with those that are at the basis of the inclusive didactics. So, if teaching inclusively means: - Individualizing and making the lessons accessible - Personalizing the contents - Creating a motivating learning environment - Giving value to the previous knowledge - Promoting critical thinking and the different learning styles - Planning the lessons, introducing videos, diagrams, schemes, ICTs, realia - Promoting the cooperation It is amazing how all the above mentioned points, related to inclusive teaching, could be definitely referred to CLIL main aspects as well. This could be very important especially for the learning process of Second or Foreign Languages, in particular for students with special needs and learning disorders. In Italy a Law was issued in 2010 to promote the right to study for SEN – Special Educational Needs students - (170/2010), focusing on the necessity to plan strategically the lessons and the use of inclusive approaches. CLIL inclusive 21 value could become a very powerful resource from this viewpoint. 7 CONCLUSIONS It seems evident that teaching according to CLIL requires a generale rethinking of the traditional concepts of the language classroom and the language teacher. This process is starred by a certain number of obstacles, that should be taken into consideration by the local Ministries of Education, by educational researchers and CLIL experts. First of all, it is not solved the question of the opposition to language teaching by subject teachers: the last may be unwilling to take on the responsibility. Secondly, because CLIL is based on language acquisition in monolingual situations, a good deal of conscious learning is involved, demanding a lot of skills from the subject teacher. It is also relevant that some aspects of CLIL are unnatural, for example such the appreciation of the literature and culture of the learner's own country through a second language. Lastly, the question of 22 the teacher training paths is open: are the courses well programmed to make them skilled in a foreign language? And it is not without importance that most current CLIL programmes are experimental and only few sound research-based empirical studies 8 REFERENCES Bibliography AA.VV., (2006) Bilingual and Multilingual Education in the 21st century: Building on experience, Multilingual Matters, Toronto AA., VV., (2009), CLIL practice: Perspectives from the field, CCN, University of Jyvaskyla (Finland) AA.VV:, (2009) What is Technological Content Pedagogical Knowledge?, Michigan State University AA.V., (2012), Key data on teaching languages at school in Europe 2012, The EU Commission Admiral, W.,(2006), Examining teacher roles and competences in content and language integrated learning (CLIL) 23 Balboni, P., Coonan, C. (2014), Fare CLIL: strumenti per l i seg a e to i tegrato di li gua e dis ipli a nella scuola secondaria, Loescher Rivista n. 14 AA.VV., , The CLIL tea her s o pete es grid, Lend Trento Ball, P., Kelly, K and Clegg, J. (2015), Putting CLIL into practice, Oxford Press Barbero, T. (2013), Progettare percorsi CLIL usando le tecnologie, Loescher Bite, V. (2012), Innovative methods in teaching English for rural students, The Criterion Brown, T. (2015), Terrific tools for language teachers, Loescher Cinganotto, L. (2012), Aspetti Linguistici ed i ter azio ali ell appre di e to CLIL, Università Roma Tre Coonan, C. (2003), Some issues implementing CLIL, ELC Information Bullettin, n 9 Coonan, C.M., (2003) Planning for CLIL. A General Outline and Thoughts on Two Micro-features, in MIUR-USR-Piemonte, L'uso veicolare della lingua straniera in apprendimenti non-linguistici, Quaderni, 6, Piemonte 24 Coyle, D. (2005), CLIL in Europe and the UK, British Council Coyle, D. (2005), Planning tools for teachers, University of Nottingham Coyle, D. (2008). CLIL – a pedagogical approach. In N. Van Deusen-Scholl, & Hornberger, Encyclopedia of Language and Education, 2nd edition (pp. 97111), Springer Coyle, D., Holmes, B., King, L. (2009), Towards an integrated Curriculum, The Languages Company Coyle, D., Hood, P., Marsh, D. (2010), CLIL, Cambridge University Press Di Martino, E., Di Sabato, B. (2013), CLIL implementation in Italian Schools, Latin American Journal Fortanet Gomez, I. (2013), CLIL in higher education, Multilingual Matters Gotti, M., Nickening, C. (2011), Multilinguismo, CLIL e innovazione didattica, BuPress Kelly, K. (2014), COOP – E CLIL, Collaboration between language teachers and subject teachers, Teachingenglish. Org 25 Jenkins, J. (2012), English as a Lingua Franca, from the classroom to the classroom, ELT Journal,n. 66 Langè, G., Cinganotto, L. (2015), E CLIL per una didattica innovativa, Loescher, Rivista n. 18 Langè, G. (2014), Le scelte italiane, Loescher Langé G., (2002) TIE-CLIL Professional Development Course, Direzione Regionale della Lombardia MacDougald, G. (2015), Teachers attitude, perceptions and experiences in CLIL, Colombian Applied Linguistic Journal Marsh, D., (2004), The relevance and the potential of Content and Language Integrated Learning for acieving MT+ in Europe, European Language Council Bulletin, n. 9 Marwa, I. (2016), The impact of CLIL on Arabic, English and Content Learning of Arab, American University of Sharja Mathole, Y. (2016), Using CLIL to address multilingualism in South African Schools, Liverpool University Press Maurizio, C. (2016), ICT, Task Based Learning and CLIL, Media Education n. 10, Erickson 26 Mehisto, P. (2012), Criteria for producing CLIL material, Encuentro revista Mehisto, P., Frigol, J., Marsh, D. (2010), Uncovering CLIL, MacMillan Mehisto, P. (2007), What a school needsto consider before launching a CLIL programme, Lang Perez Canado, M. L. (2015), CLIL in action: voices from the classroom, Cambridge Scholar Publishing Quartavalle, F. 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