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