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CONTENT AND LANGUAGE
Integrated Learning: some concerns
Patricia Arnaiz Castro Departamento de Didácticas Especiales. ULPGC
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RATIONALE
FL Content
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• Dalton-Puffer, C. (2002). «Content and language integrated learning in Austrian schools: applied linguistics takes a look». VIEWS 11 (1&2), 4-26.
Austria
• Dalton-Puffer, C. & Nikula, T. (2006). «Pragmatics on content-based instruction: teacher and students directives in Finnish and Austrian classrooms». Applied Linguistics 27 (2), 241-267.
Finland
• Swain, M. (1996). «Integrating language and content teaching through collaborative tasks». The Canadian Modern Language Review 58 (1): 44-63.
Canada
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Development in cognitive abilities
Benefits
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CLIL
U
C
CE
S
S
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REFLECTIONS
- CLIL: problem-free?- - Content-related issues- - Language-related issues- - Students’ interest and
motivation- - Teachers’ motivation and
mastery of the language
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STUDENTS GET TWO FOR THE PRICE OF ONE
CLIL, PROBLEM-FREE?
«CLIL is so complex a task that it can malfunction»
(Mehisto, 2008: 108)
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CLIL, content-related issues
«Common sense seems to say that students studying
in a L2 cannot possibly learn the same amount of
content as students studying in their first
language» (Mehisto, 2008: 20)
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• Hong Kong high school students were very disadvantaged by instruction in English in geography, history, science and maths.
Marsh et al.
(2000)
Yip et al. (2003)
• In Anatolia, Turkey, the authorities stopped maths and science being given in English because of complaints about the university entrance exams.
Kirkgoz
(2007)
Content-related issues
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Language-related issues
- Content-trained teachers often give greater focus to content learning to the neglect of language
- Teachers are so often concerned about the depth and coverage of the content that language learning goals become hidden
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• Hong KongHoare
(2003); Kong (2004)
• AustriaDalton-Puffer (2007)
• PennsylvaniaPessoa et al. (2007)
Language-related issues
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language content
challenging
LANGUAGE-RELATED ISSUES
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Does content focus give more purpose to FL learning ?
Students‘ interest and motivation
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interest
knowledge
Students‘ interest and motivation
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No particular logical reason why a
student should prefer to study maths
through a FL, or study the FL with the
content being maths (Carrel & Wise,
1998)
Students‘ interest and motivation
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Students‘ interest and motivation
Academic content may not stimulate more oral
interaction on the part of students (Dalton-Puffer,
2007), but actually less if the subject matter is novel.
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Students‘ interest and motivation
If the content is conceptually complex,
the FL medium will make it even more
complex to assimilate, and the content
in turn could complicate the foreign
language learning process (Seikkula-
Leino, 2007)
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Teachers‘ motivation levels
FL capacicty required to teach interactively to the levels
required
Effective follow-up of the implementation of the
programme
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Conclusions
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Careful analysis of results in previous research
Reflection
Use evidence for the implementation of the programmes
Conclusions
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Key role of focus on form (Swain 1995, 2000, 2005)
Evidence for significant concern for meaning and not form (Pérez
Vidal, 2007)
Meaning and form oriented
instruction (Deleyser 2002,
2007; Pérez Vidal, 2007)
More empirical research to find
the best possible learning
outcomes
Conclusions