the added value of clil by david marsh
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Seminario Interactivo: "The Added Value of CLIL in Enhancing Educational Outcomes" by David MarshTRANSCRIPT
The Added Value of CLIL in Enhancing Educational Outcomes
CEP Luisa Revuelta de Córdoba - 15 November 2012 - David Marsh
Change Agents in Fast Developing Systems & CLIL
Moujaes et al. 2012Canada, New Zealand, Korea
Change Agents in Fast Developing Systems & CLIL
Moujaes et al. 2012 Singapore, Finland, Australia
The Evidence-base is Steadily Growing Globally
School Leadership
Page 5
Effects from Learning Activities – 0.40 upwards considered Strong
Self-reported grades 1.44
Formative Evaluation 0.90
Classroom Discussion 0.88
Teacher-student Relationships 0.72
Concept Mapping 0.60
Cooperative Learning 0.59
Visualization 0.55
John Hattie Visible Learning (2012)
Page 6
Dimension 1Simultaneous Pressure for Change 1990-2012
Gra
ssro
ots
Pre
ssur
e
Examining Existing Educational Practices
Content and Language Integrated Learning
CLIL
Total Immersion Partial ImmersionDouble ImmersionBilingual Education Two-way ImmersionDual language Immersion Foreign language ImmersionHeritage Language Immersion
Sheltered Instruction Observation Protocol Cognitive Academic Language Learning Cross-curricular Language Teaching Content-based Language Teaching Task-based Language Instruction English as medium of Instruction English for Specific Purposes Content-based Instruction
Stability over CLIL Definitions 1994 - 2012
K-12 Current Status - Europe 2012 – 2006 (Eurydice)
2012 2006
Eurydice 2006 & 2012
The CLIL Development Trajectory
Summarising Dimension 1
Trajectory Trajectory
Professional inter-linking of language teaching with other disciplines
Parent and student expectations
Impact of competence-building on curriculum
Political integration
Simultaneous with other integrative trajectories influencing education
Dimension 2Mainstreaming and Student Diversity
Specific Needs
(often through educational paradigm)
includes migrants students, those
hospitalized, giftedness
generally shorter-term challenges
Special Needs
(often through psycho-medical paradigm) includes single or multiple disabilities, or disorders
generally longer-term challenges
Significance of Scale: Special Needs
Page 13
Indicative RatesAround 20%
Finland 30% of all students receive special education each year NNDR 2012
Significance of Scale: Special & Specific Needs
Indicative ratesvary considerablyand can be 40%+
UK 55% London primary students not having English as first language (2010) due to migration, National: 0.5m (MW 2012)
Stresses a Triple Focus for Teaching & Learning
The Learner
For SEN language experts cognition and student engagement is crucial
Individualizing learning paths means combining cognition, content & language as in CLIL
If everyone is percieved as the same, we don’t find the need to think about thinking
Cog
nitio
n
Inclusion, Innovation & Integration
The CLIL Development Trajectory
Summarising Dimension 2
Trajectory Trajectory
Migration and changing composite of classrooms
Recognition & diagnosis
Understanding how to overcome learning challenges leads to culture of individualized learning & implementation of solutions such as socio-constructivist holistic teaching and learning
Inclusion into mainstream classes, and equity of access to effective language learning
Cognition, thinking skills & individualized learning paths
Dimension 3 CLIL as Holistic Practices & LA
Coyle et al. 2010
Challenges, Constraints & Opportunities
The CLIL Development Trajectory
Summarising Dimension 3
Trajectory Trajectory
Increasing access to digital information requires acute critical thinking skills
Media-rich lifestyles of young people impact on L1 and L2
Power of language awareness to promote learner autonomy
Enhanced competences in language awareness is a long-standing goal in quality language education
Interactive basis of new digital landscape strengthening case for socio-constructivist educational practices
Dimension 4 Impact of Languages on Individuals
EC 2009, plus projected
New Knowledge Driven by Innovative Research Practices
MBE: To improve the state of knowledge in & dialogue between education, biology, and the developmental & cognitive sciences
International Mind, Brain & Education Society
University of Cambridge, Centre for Neuroscience in Education
University of Harvard, Graduate
School of Education
OECD:CERI
Significance of Plasticity for (Languages) Education‘Weak enough to yield to an influence, but strong enough not to yield all at once’ William James, The Principles of Psychology (1890)
The brain as adaptive and malleable and not ‘hard-wired’
cerebral architecture is heavily influenced by experiences such
as when learning at school, or immersion in a new environment
Athanasopoulus et al. 2010
Significance of Plasticity on Media Use
8-18 year olds – USA – hours of exposure 1999-2009
2004: Multi-tasking alongside use at
26% of time
2009: Multi-tasking alongside use at
29% of time
1999: Multi-tasking alongside use at
16% of time.
Rideout, Foehr & Roberts 2010
The CLIL Development Trajectory
Summarising Dimension 4
Trajectory Trajectory
Technological advances through fMRIs, PET, OT, and others have a major impact on understanding processes of language & thought (Ojima et al. 2010)
Advantages of using two languages on regular basis outweighs disadvantages (Bialystock 2010)
The neurocognitive mechanisms for learning the L1 have implications for learning an L2 in CLIL-type immersive environments (Morgan-Short et al. 2012)
Ideas emerging from authentic neuroscience with relevance for education (Howard-Jones 2011 )
Broad advantages from using two languages on a regular basis that support learning of other subjects (EU 2009)
Reported CLIL Provision Europe - K-12 - 2012
Student Admission - CLIL Programmes - K-12 - 2012-2006
2012
2006
Eurydice 2006 & 2012
Status of Target Languages - K-12 - 2012-2006
2012
2006
Eurydice 2006 & 2012
Conclusion – The Development Trajectory
development has been driven by real-time pressures
no single blueprint for implementation or export
requires facing challenges and re-thinking of practices
strengthened by inter-disciplinary dialogue, breaking ‘silo’ mindsets, recognition of the potential of diversity, & professional capacity-building
further strengthened by identified generic features of good practice in educational transformation, and research on mind & brain
acts as open-source, different agendas, and differing approaches
leading to educational experience relevant to language and literacy
rising significance of language and literacies in education is likely to drive future development of CLIL