Beyond CLIL

Beyond CLIL

Chapter 9 Repositioning the Langauge Classroom in Pluriliteracies Contexts Dr. Jane Chien National Taipei University of Education

CLIL interpretations and pedagogic labelling

CLIL is a dual-focused educational approach in which an additional language is used for the learning an teaching of both content and language. That is in the teaching and learning process, these is a focus not only on content and not only on language. Each is interwoven even if the emphasis is greater on one or the other at a given time.

Coyle et al., 2010, p. 1

Bilingual Science

language-aware subject pedagogy

Monolingual Education No Longer Adaquate

We believe that monolingual education is no longer adequate in the twenty-first century, and that every society needs some form of bilingual education.

Garcia, 2009, p17

Developmental Stages towards Integrated Learning

Toward Integrating content and langauge

Conceptual framework for integration

Content and Langauge

4Cs Framework

Subject Literacies

Coyle 2007

Coyle, Hood & Marsh 2010

Nikula et al, 2016

Leung and Morton 2016

Morton 2018

Leung and Morton (2016) Conceptual Framework for integration Disciplinary Orientation and Langauge Pedagogy

Useful planning heuristics to guide intergration

The Role of Language Teacher in CLIL Contexts

Teacher identities in Bilingual Education

Are we language assistants?

How can language teachers access the depth of subject knowledge in English?

Dale et al. (2018) proposed a framework for language teachers in bilingual education revealing that langauge teachers require understanding in the

inquiry areas of langauge, content, pedagogical and collaborative practices > building on usage based rather than structure based view of langauge informed by CDF, genre pedagogy, and PTDL model.

Create Pluriliteracies Environment

Through Culture Investment

Learners are curious about difference and similarities such that comparison between peoples is perceived as an interesting element of langauge learning.

• raise learners' cultural understanding
• develop intercultural competence
• critical literacies:
• Learners are given opportunities to reflect and understand themselves in relation to other cultures and langauges.
• understand how one's culture and langague shapes the perception of oneself, of the world, and of our relationship with others'.

Reposition Cultural Elements in Language Teaching

Literature, Literacies and Langauge Teaching

9.3.1 Literary texts studied alongside a broad range of other text types e.g. advertisements, newspaper reports, magazines, pop song lyrics, social media, & multimodal texts- foster self-awareness and identity in interaction with a new langauge and culture.

Literature, Literacies and Langauge Teaching

• provides authentic text
• engage in creative, reflective experiences
• develop linguistic and cultural awareness
• calls on emotional responses

Literature, Literacies and Langauge Teaching

Deeper learning thru Literature

Literature, Literacies and Langauge Teaching

Develop skills which are transferable to disciplinary skills.

From argumentationof literary texts providing evidence to claims...to transfering argumentative skills to scientific arguments.

from single text to multiple sources of info

P. 152 Table 9.1 learning goals for reading and reasoning from multiple sources (Goldman et al., 2016) 3. Construct written arguments with claims, evidence, and warrents

Repositioning the Langauge Teacher in a Pluriliteracies Context

Pluriliteracy is the ability to produce and understand messages in a variety of linguistic and nonlinguistic codes (e.g., in languages other than the mother tongue or in visual, mathematical, or spatial terms).

Deeper learning through a project

CONTACT

THANKS!