supporting a weaker language through clil projects … · ‒ early immersion at aged 2 or 3. ... a...
TRANSCRIPT
Aims of the workshop
• SHARE our experience in designing and implementing a global project involving an area and the languages of the curriculum. • EXPERIMENT together, by designing a global
unit based on the principles proposed. • DISCUSS
BAM-Txomin Aresti 2010-2013 Details of the project
Primary school Txomin Aresti (Leioa, Basque country)… • is admitted as a pilot school in the Basque Government
Trilingual project (2010-2013). Objectives of the Trilingual project: Introduce changes in the development of English in Primary in order to improve the level of English. How? Through CLIL: making English the language of instruction for one or more subjects, or part of them. Implementation… In Grade 4 (9 yr. old children), to the same students upto the end of Primary (Grade 6 – 11 yr. old children)
BAM-Txomin Aresti 2010-2013 Details of the school
• Sociolinguistic context: Spanish-speaking • Student profile: 90%-95% of children is Spanish L1 • Hardly any immigrant children • Linguistic model of the school: total immersion in
Basque ‒ Early immersion at aged 2 or 3. ‒ Introduction to literacy in Basque ‒ Infant school: total immersion in Basque ‒ Primary school: all subjects in Basque, except for
Spanish and English (introduced in Grade 1)
(http://www.txominaresti.net/en/)
Other relevant details of the school
• Very dynamic headmistress and teachers. • Involved in a number of innovation projects. • Working towards an integrated language
curriculum • Working towards project-based methodology • Long trajectory in discourse approach to
language learning, that is, language learning based on communicative situations and making the text the ultimate unit of learning
CLIL model most common in the BAC (Basque Autonomous Community) and the
one proposed by Education office
» More hours for English » One or more subjects in English (most
often, Science (Social and Natural Sciences)
What Txomin Aresti was prepared to do and their limitations
• Prepared to dedicate to English one or two more hours more per week (to a total of 5 hrs/wk):
• Prepared to make curricular organisational changes
• Not prepared to do a whole subject in English. Reasons: » They could not “afford” to take away hours of
exposure to Basque (and therefore jeopardize meeting the targetted level at the end of Primary: B2).
» The level of Grade 4 children considered too low to tackle curricular content with the necessary academic rigour.
We believe that… CLIL is a flexible approach, capable to including different models; therefore there is the possibility of adapting the approach to very different learning contexts.
Flexibility yes, but without forgetting CLIL principles: • A L2 is more successfully learned when it is
used in meaningful tasks related to the learning of content.
• Learning by using. • Learning while negotiating meaning, by
means of “interacting” with content.
Let’s remember: we are looking for a model…
• that followed CLIL principles; • that did not take away hours from the minority
language; • that would take into account the limited
competence levels of children in English;
+ • that would integrate all three languages of the
curriculum: Basque, Spanish and English (because of the efforts the school was already making in having an integrated language curriculum).
⇒ English should not have the responsibility of teaching basic curricular content
⇒ but would transfer, reuse, consolidate and expand curricular content.
A global project, whose axe is Science.
Principles and features ->>>
• Ingurune [Science] is the axe around which the global project is organized.
• Ingurune [Science] contents are worked on in Basque. • Basque, Spanish and English languages are developed
through Ingurune [Science] contents. => contents are transferred
• The work in English, the L3 of the children, is carefully planned and leans on the work done in the other areas: » Basic contents are transferred from Ingurune
[Science]. » The language work done in the other languages is
taken into account and transferred in as much as possible: general comprehension strategies, common strategies and abilities in the production of texts, which are transferable between languages.
• Project-based work for each language.
In sum, a global project with the non-linguistic area (Ingurune [Science]) and the three languages of the curriculum (Basque, Spanish and English) and where each language is in itself a mini-project organized around a communicative task.
EXAMPLE OF GLOBAL SCIENCE-BASQUE-SPANISH-ENGLISH PROJECT CURRICULUM TOPIC: Osasuna [Health] PROJECT: Gure dieta eta gure osasuna [Our diet and our health]
YEAR: 4 S C I E N C E ( i n B a s q u e , immersion language)
E U S K A R A ( I m m e r s i o n language)
S P A N I S H ( L 1 o f t h e students)
E N G L I S H ( L 3 o f t h e students)
GAIA: Health PROJECT: Our diet and our health. CONTENTS: • Find out about healthy
habits: hygiene, rest, sports and physical exerc ise, positive attitudes, balanced diet and healthy eating habits.
• Knowing oneself, analyzing one’s habits, changing one’s habits for a healthier life.
• Describing basic food types and their functions.
• Understanding the seven parts of the food wheel, identifying the foods that belong to each part and drawing conclusions about eating too much or too little of a food type.
• Become aware o f the importance of a healthy diet.
(Basque supports the work in Science and proposes a language product (a text) related to the project.) FINAL TASK (text): Report (domain: academic); type: expository) C O M M U N I C A T I V E SITUATION The students will keep a diary of what they eat during the day for a week. Based on those data they will write a report in which they first describe their diet and at the end evaluate how healthy their diet is and propose some changes. (This is an academic task, whose recipients are the teacher and the rest of the students. Discussions, reflection and proposals will follow the presentation of reports)
RELATED TOPIC: Eating well for good health FINAL TASK: Opinion article / Letter to the editor (domain: media); type: argumentative) C O M M U N I C A T I V E SITUATION: The Basque Government is organizing a campaign on healthy habits and obesity prevention. The students will learn about the campaign, will find out about this conditions and will write an opinion article /letter to the editor proposing measures. Letter to the editor to be published in local newspaper. Texts that are not published to be published in school panels or school web page.
TOPIC: Our diet in the Basque country and other diets TARGET TEXT: Letter to a penfriend (domain: social relations; type: expository) C O M M U N I C A T I V E SITUATION: Our school is organizing an exchange with students of a British school. The teachers of the partner school would like information about cultural a s p e c t s o f t h e B a s q u e Country, including the type of food that their students will eat here. What a good opportunity for our children to talk about their diet and their meal routines! Our children will write a letter to their penfriend describing them how many times they eat, what they eat in each meal and generally, what type of diet we have in the Basque country.
Topic: MAKINAK (Machines) Proiect: Construc9on of a machine and exhib9on of all machines to visitors
SCIENCE (in Basque) BASQUE SPANISH ENGLISH
Curricular contents: • Understanding strength
and its importance • Simple and complex
machines • Machine classifica<on;
criteria usage. • Characteris<cs and
components of complex machines.
• To be able to examine and explain the workings of some simple machines.
• To build a machine and be able to explain what type of machine it is, what it does, how it works and how it was built.
TASK: The most influen<al machines in the history of the world FINAL LINGUISTIC PRODUCT: A debate (Domain: academic. Type: argumenta<ve) COMMUNICATIVE SITUATION: AWer iden<fying (or proposed by the teacher) 5 very influen<al and important machines for the development of our civiliza<on, the students will choose one, find out about it and a be prepared to defend its importance in a debate.
TASK: Related to the contruc<on of the machine FINAL LINGUISTIC PRODUCT: Oral presenta<on (Domain: academic-‐divulta<ve. Type: expository) COMMUNICATIVE SITUATION: We have done a great job by crea<ng our machines. We will display them in the school pa<o for parents, visitors and other students to see, and we’ll have to explain to the visitor all about the machine and answers any ques<ons they have.
TASK: Related to the event: the display of machines. TEXT: A piece of news in the school web-‐page News sec<on (Domain: media. Type: relato informa<vo) COMMUNICATIVE SITUATION: As the school is organizing a display of the machines and inven<ons created, we’ll have to give news of this in our webpage for our fellow school and other schools to know. The students will write (a) an announcement of
the event, and (b) a piece of news on
how it went.
TXOMIN ARESTI – BAM: PROYECTOS INTEGRADOS INGURUNE-EUSKERA-CASTELLANO-INGLÉS, 4º-6º DE PRIMARIA
Curso
Tema de Conocimiento del Medio
Texto meta en euskera Texto meta en L. Española Texto meta en inglés
4º La salud Tema: Mi dieta
Texto:exposi<vo: Informe, a par<r de un diario
Tema: La obesidad infan<l.
Texto argumenta<vo: Carta al director
Tema: Nuestra dieta y hábitos alimen<cios
Texto: exposi<vo Carta a un niño que vendrá a su casa en intercambio.
Las plantas Tema: Las plantas son importantes y debemos cuidarlas
Texto argumenta<vo : Arbculo de opinión en pág. web.
Tema: Experimentando con plantas
Texto exposi<vo oral: Experimento (descripción de proceso)
Tema: Mi planta favorita
Texto descrip<vo: Presentación oral con apoyo de foto
Las máquinas
Proyecto: Hacemos una máquina y la presentamos a los padres y madres
Tema: ¿Cuáles han sido, a lo largo de la historia, las máquinas más importantes?
Texto: argumenta<vo oral Debate
Tema: La máquina que he creado
Texto: Exposición oral a los padres sobre la máquina creada
Tema: Evento de la exposición oral sobre la máquina creada.
Texto narra<vo (relato): No<cia en página web anunciando el evento; no<cia en página web contando el evento
5º Los animales invertebrados
Tema: Los animales invertebrados
Texto exposi<vo oral: Exposición cienbfica
Tema: Animales de compañía. Campaña contra el abandono de animales
Texto: Exposi<vo-‐argumenta<vo : murales de sensibilización contra el abandono de mascotas.
Tema: Adoptar un animal del zoo
Texto: Carta informal en que describen a un penfriend el animal adoptado.
La energía Tema: Energías renovables
Texto argumenta<vo oral : debate
Tema: Necesidad de ahorrar energía
Texto argumenta<vo: Arbculo de opinión
Topic: How can we save energy?
Texto: Instruc<vo, con consejos sobre cómo ahorrar energía (en murales)
Euskadi, nuestra <erra Texto exposi<vo-‐descrip<vo Tema: Viajando por Euskadi
Texto narra<vo: Relato de una excursión
Tema: Elementos caracterís<cos de Euskadi
Texto exposi<vo
6º La Tierra y el universo Tema: ¿Por qué...? (Fenómenos relacionados con el tema)
Texto exposi<vo-‐explica<vo
Tema: La orientación
Texto instruc<vo: cómo construir una brújula
Tema: Direcciones y orientación
Texto instruc<vo (giving direc<ons): mapa del tesoro.
Viajando por Europa Texto: exposi<vo.
Guía turís<ca: Sección de instroducción geográfica y climá<ca a diferentes países europeos
Tema: ¿Adónde vamos de viaje? Propuesta de des<no.
Texto: argumenta<vo.
Tema: Organizamos un viaje a Inglaterra
Texto: Plan de viaje día a día.
El nuevo mundo Relato histórico Tema: Personajes
Texto: Biograka de personaje histórico
Tema: Who were Pocahontas and John Smith? The true story
Texto: Narra<vo
REFERENCES
• Dpto. de Educación, Universidades e Investigación, Gobierno Vasco (2010). Marco de Educación Trilingüe. http://www.hezkuntza.ejgv.euskadi.net/r43-573/es/contenidos/informacion/dig3/es_2085/g3_c.html
• Mehisto, P., Marsh, d. & Frigols, M. J. (2008). Uncovering CLIL. Macmillan.
• Met, M. (1999). Content-based instruction: Defining terms, making decisions. NFLC Reports. Washington, DC: The National Foreign Language Center.
• Met, M. (1997). Integrating language and content: issues to consider. Ikastaria, 9, 27-39.