CONTENT AND LANGUAGE INTEGRATED LEARNING DESIGN

E l i z a b e t h V i d e s O r o z c o

2012

The process of designing and

implementing a Content and

Language Integrated Language

course for 10 graders focusing on

personal development contents.

IED SOFIA CAMARGO DE LLERAS

Session outline:

1. Setting the scene.

2. Literature review.

3. Course Designing process

4. Implementing

5. Action research: Program evaluation

6. Methodology

7. Findings

6. Conclusion

7. Comments

Setting the scene

1. IED Sofia Camargo de LLeras.

Public school.

Girls.

English for General Purspose (EGP).

2. Curriculum was not coherent with Mission-Vision-

Pedagogical approach.

3.

Sandwich approach.

Students needs/lacks: Interesting topics, cognitive

strategies, socio affective strategies, communicative

competence, speaking skills, technological tools and

bilingual environment.

Pedagogical implications: objectives, content,

methodology, evaluation, cognitive and socio affective

strategies.

Needs-based approach to course design (questionnaires, observation and

interviews).

.

0

10

20

30

40

50

60

70

80

90 TOPICS

TOPICS

Syllabus focus

Skills-based

(language and/or

learning skills)

Learner-centred

(process)

Learning-centred

(task-based, procedural)

Content-based

Language-based

(structures, functions,

vocabulary)

CONTENT-LANGUAGE INTEGRATED

LEARNING

THEORY

1. What is CLIL?

2. Long history.

The acronym CLIL was originally defined in 1994, and

launched in 1996 by UNICOM, University of Jyväskylä (in

Finland) and the European Platform for Dutch Education. It

was meant to describe educational methods

where....subjects are taught through a foreign language

with dual-focused aims, namely the learning of content,

and the simultaneous learning of a foreign language'.

This was later extended to include learning through any

language that is not the first language of the learner. CLIL

quickly became a generic 'umbrella' term to cover a range

of different approaches in diverse educational contexts.

The syllabus is organized around topics; materials and activities are chosen for their relevance to the topic rather than according to language criteria. (Moss, forthcoming)

A dual focused educational context

in which a second or foreign language is

used as a medium in the teaching and

learning of content. Attention can be

either on a particular subject or linked to

language (Marsh, 2002).

3. Why now and here?

If the methodology is right, if the sequencing has been coherent, if the

students have prepared the discussion in the appropriate way and the

language framework has been carefully considered, there is no reason why

it cannot work, why it cannot be 'meaningful'. If the students are involved,

then the discussion constitutes 'real communication'. And last but not least,

within this process the language used (both functional and topical) will

automatically be relevant (Ball, 2010).

4. Models / types

Topic-based language classes (Where the

language teacher plans her teaching around a

series of themes/topics, thus moving away from

the traditional planning of the syllabus on

purely linguistic grounds).

5. 4 Cs

Content – Communication – Cognition - Culture

DESIGN

Targeted group: 20 students. 10th grade

level 3. A2 – A2+

IED SOFIA CAMARGO DE LLERAS

10th GRADE ENGLISH PROGRAM

CLIL SPEAKING COURSE TO ENHANCE PERSONAL DEVELOPMENT

NAME OF COURSE: CLIL 1 GRADE: 10th

MODULES: 5

DURATION: 48 HOURS HOURS PER WEEK: 5

TERM: 3rd and 4th

COURSE DESCRIPTION

This is a two term English Content and Language Integrated course program that focus on the development of speaking skills through the

enhancement of cognitive and socio affective strategies in order to acquire lifelong learning and communicative competences. This course

will also help students to acquire strategic competences – “the ability to solve communication problems despite an inadequate command of

the linguistic and sociocultural code” (Mariani, 1994) – in order to contribute to the development of an overall communicative competence.

The type of content based instruction to be used is the Theme based model. Theme based CBI is usually found in EFL contexts. Theme

based CBI will be taught by an EFL teacher with a content specialist on Natural science, Religion, Spanish, technology and Human

Development school subjects. The topics of study and the teaching-learning strategies were carefully selected and built on students own

interest and school demands. These topics to be dealt in the classes are tailored to enhance personal development through speaking activities

and group and pair work interaction. The program is divided in 5 modules that will be covered in the third and fourth terms. A total of 48

hours.

COURSE GOAL

Target:

Building of speaking skills to get fluency. Learning:

Development of cognitive and socio affective strategies to promote speaking.

Human:

Build foundation on personal development awareness about specific aspects.

OBJECTIVES

GENERAL OBJECTIVES

Target:

Students should be able to:

Use speaking skills to fluently interact in different situations that imply natural language.

Learning:

Students should be able to:

Use cognitive and social affective strategies to promote speaking.

Human:

Students should be able to:

Discuss and reflect on personal aspects to grow.

SPECIFIC OBJECTIVES

Understand and appreciate different viewpoints and arguments of extended speech and texts provided by topic that are reasonably

familiar.

Understand various reasonably complex authentic or edited informative, descriptive and argumentative texts.

Produce clear, detailed viewpoints and supported arguments orally on subjects related to personal development.

Interact in discussions defending viewpoints with little difficulty.

Exchange opinion about different aspects related to their personal life and interest.

Discuss and speculate about different aspects that would raise awareness on the importance to grow personally to become a better

person.

Interact with a degree of fluency and spontaneity that makes interaction with peers and teacher quite possible.

Take an active part in discussions in familiar contexts, accounting for and sustaining viewpoints.

Self-evaluate their learning process to help develop their life long learning competence.

COMPETENCE

Strategic competence.

Oral communication competence.

Interpersonal competence

Life long learning competence

ESTANDAR GENERAL

Participo en conversaciones en las que puedo explicar mis opiniones e ideas sobre temas generales, personales y abstractos. También

puedo iniciar un tema de conversación y mantener la atención de mis interlocutores; cuando hablo, mi discurso es sencillo y

coherente. Aunque mi acento es extranjero, mi pronunciación es clara y adecuada.

ESCUCHA

Muestro una actitud respetuosa y tolerante cuando escucho a otros.

Me apoyo en el lenguaje corporal y gestual del hablante para comprender mejor lo que dice.

Utilizo las imágenes e información del contexto de habla para comprender mejor lo que escucho.

MONOLOGO

Narro en forma detallada experiencias, hechos o historias de mi interés y del interés de mi audiencia. 1, 2

Hago presentaciones orales sobre temas de mi interés y relacionados con el currículo escolar.

Utilizo un vocabulario apropiado para expresar mis ideas con claridad sobre temas del currículo y de mi interés.

Puedo expresarme con la seguridad y confianza propios de mi personalidad.

Utilizo elementos metalingüísticos como gestos y entonación para hacer más comprensible lo que digo.

Sustento mis opiniones, planes y proyectos.

Uso estrategias como el parafraseo para compensar dificultades en la comunicación.

CONVERSACIONES

Participo espontáneamente en conversaciones sobre temas de mi interés utilizando un lenguaje claro y sencillo.

Respondo preguntas teniendo en cuenta a mi interlocutor y el contexto.

Utilizo una pronunciación inteligible para lograr una comunicación efectiva.

Uso mis conocimientos previos para participar en una conversación.

Describo en forma oral mis ambiciones, sueños y esperanzas utilizando un lenguaje claro y sencillo.

Uso lenguaje funcional para discutir alternativas, hacer recomendaciones y negociar acuerdos en debates preparados con

anterioridad.

Utilizo estrategias que me permiten iniciar, mantener y cerrar una conversación sencilla sobre temas de mi interés, de una

forma natural. 1

COURSE CONTENT

THEMES: SUB-THEMES CONTENT

SPECIALIST

TIME

MODULE 1: Learning about yourself:

The Unique you.

1. Your self image.

2. Improving the way you see yourself.

3. How are you like other people?

4. How can you deal with uncomfortable feelings

5. How can you get along with others better?

6. Growing and changing: Your body and how it grows.

7. Project: A movie biography.

Religion and

human

development

Natural science

Technology

12 hours

MODULE 2: Foods, nutrition and you. 1. Nutrition: what food does for you, your food choices,

protein, carbohydrates and fats.

Natural science 10 hours

2. Developing healthy habits

3. Using the daily food guide.

4. Planning to make a meal: Basic kitchen skills.

5. Project: Building a healthy diet.

Technology

MODULE 3: Values and Ethics 1. Definition.

2. Workshop

Ethics 6

MODULE 4: Communication skills 1. Verbal and non-verbal communication.

2. listening skills

3. asking the right question

4. Combating shyness.

5. Project: Senior class president.

Communication

practice (Spanish)

10

MODULE 5: Careers: preparing for

your future

1.Decisions about work

2. Preparing for your career.

3. Focus on the future.

4. Project: My Job perspectives

Counseling 10

COGNITIVE AND SOCIO

AFFECTIVE STRATEGIES

SPEAKING SKILLS LANGUAGE TEACHING

POINTS

-Analysis

-Relating information

-Repetition strategies

-Note taking

-Relate new information to visual

concepts

-Working cooperatively

-Paraphrasing

-Asking for clarification

-Mind maps construction

-Inferencing

-Use of graphic organizers

-Placing new word in context using its

concepts

-Asking conversation controlling questions

-Paraphrasing.

-Using controlled fillers

-Using minimal response

-Using language to explain language

-Avoiding getting blocked by controlled communication

breakdowns expressions

- Using physical response or sensation.

Discourse markers

Particle (such as oh, well, now,

then, you know, and I mean)

-Turn taking expressions: I just

want to add something, well, I

think that, the problem is…

-Mark the beginning and the end

expressions: To sum up, in other

words, First, one of the… To

start.

-Formulaic expression

-Useful expressions to express

opinions

-Useful expressions to show

-Imagery

disagreement in a polite way.

-Polite expressions

-Adequate expression of

agreement and disagreement.

METHODOLOGY

The methodology aims at encouraging students both intellectually and affectively in order to achieve a meaningful learning. The

theory behind the nature of language and language learning will focus on Content based Instructions. These activities are designed for the

purpose of remembering, understanding, practicing, obtaining information, thinking for themselves, learning by doing, going beyond

memorization, reflecting on own thinking and feelings, monitoring own process and keeping a record of what it is done. These activities

would also provide the learners with the opportunity to work with their peers in role playing, panels and to interact with teacher’s lectures

and with the materials. The type of activities selected can pursue the following order: presentation, practice and evaluation. The activities

design for the presentation phase can help the learners be introduced to the learning material for the first time. It can generate the input for

speaking. It will involve authentic reading or listening texts. The practice phase will engross activities that provide learners with controlled

practice, guided practice and free practice. This will lead to a set of comprehension and application activities where students must show

understanding of written or spoken discourse and an integration of knowledge, personalized learning and creativity.

INSTRUMENTS OF EVALUATION

Oral testing: (After each module). Through familiar speaking activities in order to evaluate different cognitive and socio affective

strategies. The use of rubrics will help the teacher to assess students learning process. The rubrics focus on fluency and content rather than

accuracy. Decision making on what criteria to apply on the different techniques to evaluate speaking: Interpersonal mode and/or

presentational mode, moving from skill building to skill using and moving from meaningful to communicative to situational activities.

Teacher’s assessment: A subjective estimate of the learner`s overall performance

Continuous assessment: observation of performance during assignments. Grading schemes that include some measure of class

participation. Teacher records participatory action during the classes.

Learning journal (Diaries): Students write what they have learned so far and what technique was very helpful for them. What they need to

review or straighten. Personal growing (PEI demands). They write how they have grown as a person under the perspective of personal

development and the value of respect.

Self assessment: The learners themselves evaluate their own performance, using clear criteria and weighing systems agreed on beforehand

MATERIALS

AUTHENTIC READING PASSAGES TAKEN FROM THESE SOURCES

http://www.stevepavlina.com/

http://www.stevepavlina.com/articles/courage-to-live-consciously.htm

http://seattlecentral.edu/faculty/baron/Winter_courses/ITP145/ITP145values_and_ethics_activity.htm

http://changingminds.org/explanations/values/values_morals_ethics.htm

http://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-dm/pt4ch15.html

http://www.personalitytype.com/

http://www.personalitytype.com/career_quiz?type=1

AUTHENTIC SUBJECT TEXT BOOKS:

Teen living. Prentice hall.

Health for life. Scott, Foresman. 1990.

Young living. Clayton, Nanalee. Mac Graw Hill. 2002}

Science with me. Scott, B. Mc. Graw Hill (2010)

TECHNOLOGICAL TOOLS:

Excel

Movie maker.

Smart board

Power point presentation

University lab.

OTHERS:

Booklets for projects,

Fine boards, water paints, markers, etc.

CONTACT INFORMATION

Instructor: Elizabeth Vides Orozco. E-mail: [email protected]

To what extent are the CLIL 1 level 3 ESP program design structure, implementation, and results expected articulated with the target

institution’s horizon and its learners’ identified needs?

I

IMPLEMENTATION PROGRAM

EVALUATION

- Program evaluation theory.

Stufflebeam and Shinkfield (2007); Owen (2007); Lodico, Spaulding, and Voegtle (2010); Fitzpatrick, Sanders and Worthen (2004).

- Program evaluation as research.

Suchman and Tyler (Cited by Lynch, 1996), Glanz (2003); Stufflebeam and Shinkfield (2007); Cook (2009).

- Content and language integrated language. Ball (2010); Brinton, Snow, and Wesche (1989); Marsh (2002).

RESEARCH OBJECTIVES TECHNIQUES INSTRUMENTS MODEL COMPONENTS

-To describe how the

program addresses

institutional purposes.

Document Interview

Checklist on needs analysis report evaluation.

Checklist on PEI (Mission, Vision, Pedagogical approach) analysis.

Guiding Questions

Context

- To describe how the

course program design

helps address the

targeted needs.

Document Observation

Focus group Interview

Checklist on program syllabus design. Video class observation checklist or

format Guiding questions

Input

- To establish how the

course program

implementation address

the target needs

ObservationFocus group

Interview, Journals Survey

Video Class observation formatDirect observation format done by an

outsider Analysis of 7 journals

Discourse analysis

Process/ Product

- To determine to what

extent the topics and

classroom practices

fostered students’ oral

skills?

Observation, Survey,

Focus group Interviews

Observation format, Guiding questions Oral performing comparing checklist

Process/ product

FINDINGS

1. The program was coherent.

2. Students speaking skills improved.

3. Students noticed it was a different approach

to learn English and it was effective: “Nos

sentiamos como si estuvieramos en clases de

ètica y hablabamos como si ingles fuera nuestra

lengua”. It helped to develop self-confidence

and emotional self-consciousness

4. It could make learning the language more

interesting and motivating.

5. Students could use the language to fulfill a real

purpose, which could make students both more

independent and confident.

6. Students could also develop a much wider

knowledge of themselves. Through CLIL classes,

they could feed back into improving and

supporting their general educational needs.

7. Teacher could help students to develop

valuable study skills such as note taking,

summarizing and extracting key information

from texts.

8. Taking information from different sources, re-

evaluating and restructuring that information

could help students to develop very valuable

thinking skills that might then be transferred to

other subjects.

9. The inclusion of a group work element within

the framework given above could also help

students to develop their collaborative skills,

which can have great social value (Peachy, 2003).

Difficulties

1. Students took a while to get

accustomed to the approach.

2. Material design

3. Content vocabulary was challenging.

4.

COMMENTS - QUESTIONS