Learning foreign languages is a process of acquiring authentic contents in cultural contexts. In this respect, bilingual programs provide an effective connection between content-based studies and ...linguistic activities. The European umbrella term CLIL (Content and Language Integrated Learning) not only comprises the aims and objectives of a sustainable format of teaching foreign languages but also the priority of content over language, in other words: language follows content, as in the Bauhaus precept form follows function. But in order to effectively integrate content and language, a comprehensive pedagogical approach is needed that goes beyond existing curricula and guidebooks.
Bernd Klewitz aims at establishing the CLIL methodology by linking content requirements of subject areas, especially those in the social sciences, with linguistic building blocks and tools. The integrative methodology of bilingual programs extends to the study of literature, traditionally a domain of language tuition, but thought to be a seminal part of CLIL as well.
The building blocks and language tools presented in this volume focus on learning foreign languages in cultural contexts, aims, and objectives of CLIL, parameters of an integrated bilingual teaching strategy, dimensions of bilingual learning, elements of a CLIL concept, Literary CLIL, CLIL tools and strategies, modules with worked examples, challenges, and desiderata, and a comprehensive glossary. Each section is completed with an interactive part of review, reflection, and practice.
Expansive assessment seeks to reimagine assessment in content and language integrated learning (CLIL) through the lens of expansive theories of communication (e.g., multimodality, translanguaging). ...However, for expansive assessment to be consequential for students in CLIL classrooms, teachers must be open to recognizing student learning expressed in ways that go beyond what has been traditionally privileged (e.g., written English).
This article reports on two complementary studies of U.S. teachers’ perspectives and practices related to expansive assessment. Study 1 addressed multimodal assessment with pre-service teachers (PSTs) in science. Study 2 addressed translanguaged assessment with in-service teachers (ISTs) in language arts.
Participants in Study 1 were 10 PSTs. Participants in Study 2 were two ISTs from different elementary schools with different instructional arrangements.
Interviews and observations were used to elicit teachers' perspectives on expansive assessment and their practices interpreting students’ performances.
In both studies, teachers' perspectives closely reflected their practices. For example, PSTs whose perspectives eschewed logocentrism tended to recognize evidence of science learning in students' visual responses. However, there were also findings unique to each study. For example, ISTs’ perspectives and practices related to translanguaged assessment were mediated by the language policies at their schools.
The two studies, which examined different teacher populations, assessment approaches, and content areas, converge in highlighting three overarching themes to guide future research: (a) the importance of clarity regarding constructs assessed, (b) the contextual mediation of teachers’ perspectives and practices, and (c) the need for teacher learning across their careers.
•Expansive assessment can offer a more complete picture of students' content learning.•Teachers' perspectives on expansive assessment reflect their assessment practices.•Teachers' perspectives and practices are mediated by their contexts.•Teachers may benefit from critical reflection on their perspectives and practices.
Assessing CLIL: a multidisciplinary approach Van Mensel, Luk; Hiligsmann, Philippe
International journal of bilingual education and bilingualism,
05/2023, Letnik:
26, Številka:
5
Journal Article
Recenzirano
Odprti dostop
Introduction of the Special Issue 'Assessing CLIL: A multidisciplinary approach'.
By failing to appropriately control for selection effects, most previous research has overestimated the effects of Content and Language Integrated Learning (CLIL) on the development of students' ...foreign language skills. Furthermore, the CLIL-effect on the content subject is still widely unknown. Therefore, the present study investigated skill development of 1806 German CLIL and non-CLIL eighth-graders in English and History controlling for a wide range of student, classroom and teacher characteristics. Results of multilevel modelling confirmed that CLIL-classrooms showed greater increases in English listening comprehension but not general English skills as measured by a C-test than non-CLIL-classrooms. In History, the increases in subject knowledge over one school year were comparable despite CLIL-students' larger amount of instruction (three instead of two hours per week). The results confirm previous, differential findings for English. For the content subject, they indicate that CLIL-classrooms need to invest substantially more time to achieve comparable learning outcomes.
•Content and language integrated learning had positive effects on English listening comprehension.•There was no positive effect on general English skills after considering confounding variables.•Gains in historical knowledge were comparable between CLIL- and non-CLIL-classrooms.•Multilevel modelling allowed to consider classroom composition and teacher characteristics.•Controlling for student- and classroom-variables explained big proportions of variance.
Little is known about young CLIL (Content and Language Integrated Learning) learners’ attention to formal aspects of the target language when engaged in collaborative task-based interaction. Previous ...research on language-related episodes (LREs) with other populations indicates that certain variables (e.g. target language proficiency or pair formation method) may play a role in the production of LREs. This study investigates the amount, types and resolution of LREs produced by primary education CLIL learners in a collaborative picture-ordering + story-telling task depending on two variables – L2 English proficiency (grade 5 dyads vs. grade 6 dyads) and pairing method (proficiency-matched dyads vs. student self-selected dyads). Findings indicate that young CLIL learners’ interactive behaviour in L2 English, at least in terms of LRE production, does not differ as a consequence of target language proficiency, whereas pair formation method exerts some influence, self-selected pairs producing and resolving more meaning-based LREs. No differences were found for form-focused LREs.
•Visual thinking (VT) has potential for dealing with recurring problems in CLIL instruction.•Systemic Functional Multimodal Discourse Analysis facilitates identification of VT features.•Implications ...relevant for the design of printed and e-learning teaching materials.
Content and Language Integrated Learning (CLIL) is a dual-focused pedagogical approach in which a foreign language is used for the learning and teaching of both content and language. CLIL specialists have recommended different types of scaffolding techniques, mainly in relation to language use. However, there is increasing interest in multimodal scaffolding techniques involving language in combination with visual resources. Within this context, visual thinking methodology is considered here as a potentially valuable tool for mediating CLIL. Using a Systemic Functional Multimodal Discourse Analysis (SF-MDA) approach, this study aims to identify several features of visual thinking that could help scaffold CLIL in the science classroom. Some strategies are proposed, both to promote acquisition of scientific language and to facilitate the development of content knowledge. The approach is explored in relation to students’ understanding and communication of complex scientific knowledge in a foreign language in upper secondary education.
In Content and Language Integrated Learning (CLIL) programmes, students learn content subjects through their additional language. The global spread of CLIL has raised concerns about teachers' ...professional development needs, and their assessment literacy is an essential one. This scoping review synthesises 60 theoretical and empirical articles on CLIL teachers' assessment literacy. The findings illustrate some prominent themes related to CLIL teachers' assessment literacy, identify areas that have been under-researched, and validate and refine a theoretical framework of CLIL teachers’ assessment literacy. This framework presents important dimensions of conceptions, knowledge and practices of CLIL assessment, with mediation of contextual factors.
Although using authentic materials has advantages and disadvantages, it is evident that they bring many benefits to EFL learners, especially in terms of developing communication skills and cultural ...understanding. Moreover, they offer an opportunity to learn how English is used in real-life situations. This study adopts accidental ethnography as the research methodology. It illustrates, through content and language integrated learning (CLIL), how authentic materials are effective and useful to EFL learners in a specialised vocational high school. The findings indicated that the participants genuinely learned English and acquired career-related vocabulary that would be beneficial to their prospects, hence lending credence to the potential of authentic materials.
The construct of cognitive discourse functions (CDFs) has been proposed as a bridge between linguists and educationalists, linking 'subject specific cognitive learning goals with the linguistic ...representations they receive in classroom interaction' (Dalton-Puffer 2013. "A Construct of Cognitive Discourse Functions for Conceptualising Content-Language Integration in Q4 CLIL Multilingual Education." EuJAL 1 (2): 216-253, 220). We focus on the CDF evaluate, using the Appraisal model to analyze evaluative language in a longitudinal corpus of student texts written in L2 English across disciplines (natural science, history, art), collected from the same students at the end of primary school (aged 11+) and at the beginning and end of secondary year 2 (aged 13-14). We trace students' control of meaning-making resources for the CDF evaluate across disciplines and over time through their ability to 'couple' interpersonal, or evaluative, meanings with their ideational, or field-specific knowledge. The findings show some development towards appropriate field + evaluation couplings, and suggest ways teachers can focus students' attention on the language of evaluation across disciplines, aiding development of cognitive discourse competence. Our study further supports the contributions of Systemic Functional Linguistics to educational contexts, as the Appraisal framework discriminates types of evaluation for creating disciplinary knowledge.
Second language classroom research has explored how teachers demonstrate their classroom interactional competence (CIC). CIC focuses on teachers’ ability to use appropriate language to mediate ...students’ learning and promote learning opportunities. Research on translanguaging has highlighted how teachers and students mobilise diverse multilingual, multimodal and spatial repertoires to collectively construct meaning in classroom interactions.
Based on a larger linguistic ethnographic project in a Hong Kong English-Medium-Instruction secondary mathematics classroom, this paper adopts a case study approach in order to examine how the teacher’s use of iPad expands his choice for using different multimodal repertoire to mediate and assist students’ learning of academic language and mathematical knowledge.
Multimodal Conversation Analysis is deployed to analyse the classroom interaction data and it is triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis.
It is evident in the findings that the construction of a technology-mediated space displays the English- Medium-Instruction teacher’s CIC, harnessing the available semiotic repertoires afforded by the iPad in order to achieve his pedagogical goals.
I argue that the notion of CIC can be conceptualised through adopting translanguaging as an analytical perspective, which highlights the teacher’s ability in orchestrating technological affordances for creating an interactional space for student learning. Such a conceptualisation reinforces the need for teachers to draw on a wide range of available multilingual, multimodal, and technological repertoire to create a learning environment conductive to interaction and academic and language learning in English-Medium-Instruction classroom.
•The notion of CIC can be conceptualised through a translanguaging perspective.•Teacher uses diverse resources to scaffold students' content and language learning.•Teacher's use of iPad expands his multilingual and multimodal repertoires.
