CLIL Seminar Vienna Sep 2023

CLIL Summer seminar - vienna 2023

Darío Luis Banegas

How could we increase language use in the CLIL classroom while developing ourselves at the same time?

(1) Conceptual background(2) the study(3) proposal(4) questions/chat

INDEX

Conceptual background

01

KEY CONCEPTS

• Language as a meaning-making system
• CLIL
• Pluriliteracies (disciplinary literacies, language use, & textual fluency) for deeper learning (transfer)

the language triptycH(COyle et al., 2010)

the language triptycH(COyle et al., 2010)

(Dalton-Puffer, 2016, p. 29)

[Cognitive discourse functions are] verbal routines that have arisen in answer to recurring demands while dealing with curricular content, knowledge, and abstract thought"

THE STUDY

02

- Bilingual school (EN-SP)- Three secondary school classes (Biology, History, Literature)- Learners: (15-17 yo), B1-B2 CEFR- Teachers: QTS in Science/History/ELT- 2 Tracks

action research

THROUGH

Q&A momentsTranslationExemplificationOnline search

FOR

Explicit & implicit grammarAwareness raising

OF

Word listsAwareness raisingGrammar explanation

"I realised that first I had to familiarise myself with the key concepts and I recorded myself languaging my understanding"

THE LANGUAGE about LEARNING

"I relied on my partners in the group as I wanted to listen to their viewpoint, and that helped me change mine."

+info

The Language Quadriptych (Banegas & Mearns, forthcoming)

Language teaching as a multimodal and multispatial experience

Language scaffolding as a pluriliteracies endeavour

The Language Quadriptych as a compass for pedagogical-linguistic knowledge

the proposal

03

CPD

+model

question time!

Thanks!

References

Coyle, D., Hood, D., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press. Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press. Dalton-Puffer, C. (2016). Cognitive discourse functions: Specifying an integrative interdisciplinary construct. In T. Nikula, E. Dafouz, P. Moore & U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 29-54). Multilingual Matters. Llinares, A. (2023). CLIL and linguistics. In D. L. Banegas & S. Zappa-Hollman (Eds.), The Routledge handbook of content and language integrated learning. Routledge.

5%

OF: specific & general academic language (syntax & lexis) > thematic patterns FOR: language needed to carry out collaborative/individual tasks (also includes general academic language). THROUGH: spontaneous language needs as a result of learning (may also include specific & general academic language).

I think we noted it individually in our own lessons, and then we discussed it during the breaks, but it seems like they [the students] want to reflect on their own learning in English too.(Antonia, teacher)

We teachers are so used to doing CPD [continuing professional development] courses that are about implementing this or that, following the expert’s advice sometimes with little space to manoeuvre and do our own thing. But with this experience, we had the chance to extend the Language Triptych and go beyond that by asking the students to use English to reflect on their own learning processes. Isn’t that amazing? (Selena, teacher)

I started paying myself attention to key words, repeated words, connectors, etc., and it’s amazing how one can take these things for granted even in Spanish. History does have its own language, its particular way of communicating knowledge. (Camilo, teacher)