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C L I LInPrimarySchool
By Barbara Buchholz MACollege of Initial Teacher Education, Eisenstadt, Austria,
presented at CLIL workshop Vienna University, July 2005
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This presentation looks at
• Primary curriculum (very briefly)
• CLIL in primary school (i.p. Basic Interpersonal Com-munication Skills - BICS)
• Action research in general
• An action research project on BICS – A case study at an Austrian primary school
© Profil
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What does the Curriculum say?1. English language acquisition should be expe-rienced
within concrete and situative activities based on children‘s everyday life. (Aller Anfang5/98:12)
2. The English language should be applied inte-gratively within other school subjects (Sciences, Maths, Music, Physical Education) ...(ibid. page 15)
3. In these subjects English should be used as a means of instruction over certain periods of time in order to explain, describe or show simple facts ...(ibid. page 14)
A call for CLIL ...?
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The Curriculum frame
• English as a foreign language (EFL) is compulsory from year1
• No additional lesson time provided for EFL in year 1 & 2; one lesson per week in year 3 & 4
• EFL is integrated in other school subjects (except German)
• Main objectives focus on communicative FL skills
• Didactic principles include monolingual and cross-curricular English Language Teaching (ELT)
A breeding ground for CLIL...?
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Integrating FL = CLIL ?“How is the FL to be integrated?“ The answer to this question is a matter of definition (and of teachers‘ views)
A A matter of time slots in general primary tuition:
There are five minutes left until the break, so let‘s do a little English...
B A matter of subject swapping:
In our music lesson we‘ll learn an English song today.
C A matter of teaching the obvious:
Let‘s talk about animals: fish swim, birds fly...
D A matter of content based language teaching:
Today you‘ll learn about the water cycle._________________________________________________________________A, B, C or D? “The discussion around that question is still ongoing and needs serious attention.“
!
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What is relevant for Primary CLIL?
Language Structures
Lexis Extension
FLEnvironment
L1Influence
Primary teachers‘ FL competence
BICS
Native speaker assistant‘s support
REFRAMING YOUNG
LEARNERS‘CLASSROOM DISCOURSE
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THEACTION RESEARCH
PROJECT
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Action Research - Definition
Action Research is a family of research methodologies which pursue action (thus is change - improvement) and research (thus is enhancing understanding) at the same time.It uses a cyclic process alternating between strategic action and systematic reflection.
(Dick, 2000)
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The Action Research Spiral
Action research is perfectly suitable for case studies.In most cases action research is pure qualitative research.
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The Action Research Cycle
Problemidentification& questions
Results,analyses &
interpretation
Applicationin practice
Planning ofaction steps
Hypothesis
Exploration
Reflection& data
collection
ActionResearch
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The Research Case
ORGANISATION & METHODOLOGY
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The Research Organisation Participants
• 25 primary pupils aged 9 (third grade English emphasis class, i.e. 2 English lessons per week plus EFL integration from year1)
• A teacher colleague as non-participating teacher observer
• A pupil‘s mother as outside observer
• A native speaker assistant as ‘language consultant‘ and outside observer
• Myself as class teacher, inside observer and participating teacher-researcher
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The Research OrganisationSetting & Time
• Original settings in primary school, classroom, school yard, gym
• Normal English lessons respectively
• Integrated English instruction sequences
• School breaks
• Research period: February to September 2002
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The Research Methodology Instruments, techniques &
sources• Research diary & fieldnotes
• Lessons observations
• Peer observation
• Audio tape recordings
• Students‘ inventories
• Students‘ interviews
• Students‘ protocols (initiated after first spiral)
• Classteacher‘s documents (lesson plans, records, protocols)
• Relevant literature and curriculum
• Triangulation & discussion (teachers and students)
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Problem Identification
“Long-term” problem: Students’ avoidance to speak English
Initial Problem:Although receptive FL communication skills are sufficiently present, most students lack the productive component. Thus resulting in the fact that oral interactive communication as such cannot take place and Basic Interpersonal Communicative Skills (BICS) are not existing.
Therefore, young FL students need special communication training, particularly in speaking.
Research questions
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Problem Identification
• Why do students predominantly speak German during English lessons?
• Why do students permanently switch codes, even though the classroom language is English?
• What can be done to improve the classroom discourse situation?
Initial research questions
Exploration
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The Research ProcessExploration & Reflection
• Self – reflection
• Literature
• Documents
Teacher talk in lessons
‘Quick translations‘ vs ‘Explain in English‘
Amount/occasions of peer talk in class
Buckmaster vs Krashen
Peltzer-Karpf‘s studies on bilingual primary education
Studies by Johnstone, Gerngroß
Vygotsky‘s ‘Zone of Proximal Development‘ (ZPD)
Lesson plans: exact definition of language goals
Course books, teaching material etc (languages mix)
First inquiry steps
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The Research Process Exploration - First inquiry steps
• Research Diary
• Preliminary Inquiries
Concentrate teacher‘s own perceptions:
When exactly do children switch codes?
Are emotions helpful or distractive?
Does hearing German have any negative impact?
Teacher observer‘s appraisal: ‘Differing‘ views
Exploratory teacher discussion: ‘Common‘ fact
Students‘ discussion: ‘Lack of chunks‘
First conclusion
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The Research ProcessFirst conclusion
As the classteacher I had to accept, that there was a need to change myown unstructured approach and more or less random use of L1 / L2.Teacher and students had to avoid language mix without any exception.In order to achieve this, appropriate action steps were to be developed.They should meet students‘ needs.
Hypothesis
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Hypothesis
Creating a monolingual FL classroom language
environment will provoke (predominant) monolingual
FL classroom discourse that is conducive to develop
basic interpersonal communication skills (BICS) for
content and language integrated learning (CLIL).
End of first spiral
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First spiral results
• Language management
• Language education
• Language contents
Classroom
Timing
Grouping
Social interaction
Consequence measures
Awarding
Communication tools
Output remedies
Subject-specific terms
Supplementary material
Research Issues
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Further spirals - Action Strategies
• The EZ
• Flag-Is-Up
The ‘ English Zone‘ – an ‘as-if‘ monolingual model
Spatial division of language environment
No German at all – and for all!
Free access, voluntary stay
Inclusion of devices (PC, piano, reading corner, pet)
Expanded EZ
Regular ritual – action and shouts
Hoisted flag and classroom door
Language Management
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Further spirals - Action Strategies
• Social interaction
• Matchstick system
• Red card
Language Education
Games, drama, cooperative tasks
Group monitors - group awards
‘Refugees‘ and ‘penalty‘
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Further spirals - Action Strategies
• Posters
• Stickers
• CTA
Language Contents
Speech models
Metaphors
Visuals
Dialogue sets
‘Word-pool‘
Come-Together-Activity
Music or FL background
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Further spirals – Data collection
• Language Management
• Language Education
• Language Content
Teacher‘s reflection (permanent)
Outsider observation
Teacher observation
Peer observation
Tape recordings
Students‘ discussion
Teacher observation
Peer monitoring
Students‘ protocols
Teacher observation
Outsider observation
Students‘ discussion
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Further spirals – RESULTS
EZ
&
Flag
Surprising success – very high motivation to speak Average 85% of pupils used EZ even in the breaks 75% more speaking activity (words & phrases) Active use of passive vocabulary doubled (words) High effort was made – no one wanted to leave the zone NLP and role-play happened unconsciously Speaking blockades were overcome – no ‘stuck-states‘ Voluntary brain wreck exposed students‘ idleness in
former settings 17 pupils built an ‘English Zone‘ even at home
Language Management
- Arguments about peer observation rules- Students‘ observation records were biased - Danger of temporary restriction of EZ‘s appeal
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Further spirals – RESULTS
Interaction
Matchsticks
Red card
Stronger impact of all interactions in the EZ Less pressure – EZ could be left More flexible implementation Children ‘invented‘ English learning strategies (in L1)
75% appreciated justification/rewarding system Code-switching rate decreased from 25% to 2% Students as organisers – raised self-esteem
- Applicable only in EZ
Very strong effect – only 4 cases in 2 weeks
Language Education
- Deterring rules (the penalty - ‘a housewife‘s job‘?)- Action step dropped
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Further spirals – RESULTS
PostersStickers
CTAMusic&English
Very high motivation through active participation Children‘s genuine conversation phrases recorded Creative hands-on learning with script and text Contextualized language application done by students All children involved autonomously at flexible levels Boosting effect on English peer talk (15% - 65% average) Wide scope for inspiration (choice of CTA topics - CLIL) Decreasing embarrassment in speaking English Concentration plus fun maintained – no one left out Diversion, improvisation, pantomime – adventurous but serious
language learning, self-directed and rewarding Monolingual FL classroom discourse periodically realised!
Language Contents
- CTA results not transferable to working situations- Posters/stickers and CTA need lots of space and time
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The Action Research Cycle
Problemidentification& questions
Results,analyses &
interpretation
Applicationin practice
Planning ofaction steps
Hypothesis
Exploration
Reflection& data
collection
ActionResearch
Research
Evaluation
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Research Evaluation
Inventories & interviews
0102030405060708090
100
EZ Flag Match Red CTA-M CTA-E Posters
super
ok
not so good
Students‘ feedback on action steps
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Research Evaluation
Inventories & interviews
0
10
20
30
40
50
60
70
80
Peers CT Insider Outsider NSA
super
ok
not so good
Students‘ feedback on the observers
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Research Evaluation
Inventories & interviews
0
10
20
30
40
50
60
70
Girls Boys
very much
much
medium
no
Did you improve your English?
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Research Evaluation
Inventories & interviews
0
10
20
30
40
50
60
70
80
Girls Boys
much more
more
equally
not really
How do you like speaking English now?
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Discussion & students‘ comments•I didn‘t know how to speak English and what to say...
•It‘s so cool to really speak English...
•We want to keep the English zone in our classroom...
•I‘ve always wanted to know what‘s „Halt den Mund!“ in English...
•First they (group monitors) were unfair, but it worked out finally...
•The CTA is my favourite game... In English only...
•Now I‘m not afraid anymore of travelling to England.
•It was great to see that I speak a lot better than my elder brother.
•I helped my mother translating an English pop song.
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Teachers‘ quotes
•I never thought that this is going to happen… (Teacher observer)
•It was amazing when children started speaking unconsciously… (Native speaker assistant)
•I could not believe what I saw in that class… (Headteacher)
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Parents‘ quotes
•I‘ve also benefited from that project by adding a big deal of everday English to my business vocab ... (Outside observer)
•My children are building an “English zone“ at home... (Mother)
•My younger son is challenging his elder brother – he speaks much better English … (Father)
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Conclusion Answering Research Question 1
•Thoughtlessness
•Pure idleness
•Lack of motivation
•Lack of vocabulary
•Lack of language structures
•Embarrassment
•Fear of being laughed at
Why do students predominantly speak German among each others during English lessons?
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Conclusion Answering Research Question 2
Why do students permanently switch codes, even though the classroom language is English?
•Lack of concentration
•Lack of motivation
•No vocabulary available
•No language structures available
•Teacher uses L1
•Shyness
•Inhibition & fear of being corrected too often
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Conclusion Answering Research Question 3
What can be done to improve the classroom discourse situation?
•Set clear goals and reflect on achievements
•Set spatial language environment zones
•Make vocabulary available (stickers)
•Make language phrases accessible (posters)
•Use L2 only
•Set flexible steps towards self-directed learning
•Motivate for practice (topics beyond schoolbooks)
•Provide tools for peer- and self-control
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Action Research Aims Achieved
• Overall FL competence improved
• Receptive and productive FL use increased
• Better quality lessons
• Monolingual English classroom periodically present
• BICS predominantly realised
End
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When children find themselves in the companyof others who speak other languages, they willmake an effort to understand and use the newlanguage. (Brumfit, 1991)
Exploit this benefit for your English lessons!
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This action research project was carried outduring my MA study in Education
(Foreign Languages Pedagogy Focus )at Norwich University, England
2001 – 2004Barbara Buchholz
THANK YOU FOR YOURTHANK YOU FOR YOUR
ATTENTION !ATTENTION !