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U
UNIVERSITAT DE BARCELONA
B
T. Navés tnaves_at_ub.edu Dpt. Anglès. Facultat de
Filologia http//www.ub.es/filoan/naves.html
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Successful CLIL Programmes Características de los
buenos programas AICLE AICLEAprendizaje
Integrado de Contenidos (Curriculares) y Lenguas
Extranjeras
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• PART I. POR QUÉ AICLE? (5 ptos)
• PART II. 10 CARACTERÍSTICAS DE LOS BUENOS
  PROGRAMAS AICLE (10 ptos)
• PART III. METODOLOGIA AICLE (10 ptos)

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ENLACES / LINKS

• Naves CLIL web site http//www.ub.es/filoan/CLIL
  .html
• Naves talk documents
• http//lada.fil.ub.es/Angles/Lists/Naves/AllItems
  
• 3. Naves CLIL Bibliography
• http//lada.fil.ub.es/Angles/Documents/
  NavesCLILBibliography.pdf
• 4. Naves Homepage
• http//www.ub.es/filoan/naves.html
• Milan Conference on CLIL (Navés Strunk talks)
• http//lada.fil.ub.es/Angles/Milano/Default.htm

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AcrónimosTerminology

• CBT Content-based Teaching
• BE Bilingual Education (Programmes)
• Immersion Programmes
• CLIL Content and Language Integrated Learning
• AICLE Aprendizaje Integrado de Contenidos y
  Lenguas Extranjeras / Aprenentage Integrat de
  Continguts i Llengües Estrangeres
• SCLILP Successful CLIL Programmes

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SCLILP Successful CLIL Programmes

• CBT/BE/IP/CLIL
• PROGRAMMES
• vs
• CBT/BE/IP/CLIL
• METHODS- APPROACHES

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• I PART
• RATIONALE
• PRESENTATION
• (5 pts)

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North America - Europe

• J. Cenoz (UPV),
• D. Coley,
• F. Genesee,
• D. Marsh,
• C. Muñoz (UB),
• D. Nunan,
• M. Pavesi,
• J. Trim

• A. Cohen,
• J. Cummins,
• S. Krashen,
• B. Mohan,
• M. A. Snow,
• M. Swain

EU CLIL AICLE (ELF-FL)
Catalonia, Basque C. Immersion (SL)
UK BE Multiling (ESL)
CANADA Immersion (ESL)
USA (CA) CTB / BE (ESL)
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North America vs. Europe
North America
Europe
Catalonia, Basque C. Immersion
EU CLIL AICLE
UK BE
USA (CA) CTB / BE
CANADA Immersion
ESL ESL ESL EFL/FL SL LEAP LEAP Immigrant
s Immigrants Hispanos French Multiling Com
munityL Heter Homog Homog Hom
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BE and IM Two differences

• The language of initial instruction. BE provides
  instruction in learners L1 while most if not all
  initial instruction in IM is conducted in L2
• In immersion programmes all learners are
  initially unilingual in L1 whereas in BE native
  speakers of the target language are mixed with
  LML.
• (adapted from Navés et al. Forthcoming)

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Why CTB/ BE/ CLIL/ IP?

• The L1 treatment. (Krashen)
• The transfer of skills (Cummins)
• The exposure. To increase SL and FL contact hours
  (Immersion CLIL) (Muñoz, Cenoz, Nussbaum, Long)
• The quality of the input. (Krashen, Cummins)

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1. The L1 factor

• SLA research has shown that the level of
  proficiency in the first language has a direct
  influence on the development of L2 proficiency.
  (Cummins, 1997)
• The lack of continuing first language development
  may inhibit the levels of L2 proficiency and
  cognitive academic growth. (Krashen, 1997)
• (Adapted from Navés et al. 2002)

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2. The TRANSFER of literacy skills

• L1 skills and literacy are transferable to
  the L2. (Krashen, 1996, 1997 Cummins, 1992)
• The knowledge that children get through their
  first language helps make the target language
  they hear and read more comprehensible. (Krashen
  1997)

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3. The exposure

• Muñoz and Nussbaum (1997), suggest CBI as one way
  of providing extra exposure to the target
  language in FL settings in particular, as one way
  of compensating the so limited exposure to the
  target language learners get from traditional
  foreign language instruction.
• Cummins (1981) (Collier, 1987).
• BICS 1 to 2 years,
• CALP 5 to 7 years

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4. The Quality of the Input

• Krashen (1982) suggests that a SL is most
  successfully acquired when
• the focus of instruction is on meaning rather
  than on form
• when the language input is at or just above the
  proficiency of the learner (i1)
• when there is sufficient opportunity to engage in
  meaningful use of that language in a relatively
  anxiety-free environment

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• II Part
• Successful CLIL Programmes SCLILP
• Denominadores comunes
• de los buenos programas AICLE (10 pts)
• (Adapted from Navés et al. 2002)

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1. The role of L1 at early stages

• Support for Learners L1 and culture
• 2. Language arts (reading, writing...) are
  introduced in L1.
• 3. Some academic instruction is also provided in
  L1.
• (Adapted from Navés et al. 2002)

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2. Bilingual teachers. L1 L2 use

• Most teachers are bilingual
• 2. Learners are allowed to use their L1 at early
  stages
• 3. Students are are requested to use L2 after the
  early stages
• (Adapted from Navés et al. 2002)

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3. Content and Language Integrated Learning.

• SCLILP should not of a pull-out nature or
  structured but rather contextualized, integrated.
  
• (Adapted from Navés et al. 2002)

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4. Optionality

• SCLILP are optional, not imposed
• (un derecho, no una obligación)
• (Adapted from Navés et al. 2002)

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5. Parents role

• Parental involvement is pivotal in any SCLILP
• (Adapted from Navés et al. 2002)

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6. Joint effort of all parties

• SCLILP require the joint effort of all parties
  involved
• educational authorities,
• parents
• and teachers
• (Adapted from Navés et al. 2002)

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7. Longevity and Stability

• Longevity which includes not only the
  continuity of the programme but also the
  stability of teaching teams.
• (Adapted from Navés et al. 2002)

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8. Teachers profile

• Teachers profile
• Teacher training must be tailored to meet the
  specific needs of CLIL instruction
• (Adapted from Navés et al. 2002)

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9. Teachers expectations

• Teachers have high expectations about
  learners performance and degree of academic
  achievement.
• (Adapted from Navés et al. 2002)

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• III PART
• SCLILP
• METHODOLOGY
• (10 points)

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10.1 Active teaching

• Giving instructions clearly,
• Accurately describing tasks,
• Maintaining learners engagement in instructional
  tasks
• by maintaining task focus,
• pacing instruction appropriately,
• and communicating their expectations for
  studentssuccess.
• (Adapted from Navés et al. 2002)

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10.2. Presenting new information

• Demonstrating,
• Outlining,
• Using visuals,
• Building redundancy,
• Rephrasing,
• Scaffolding,
• Linking new information to learners previous
  knowledge
• (Adapted from Navés et al. 2002)

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10.3. Monitoring students progress

• Teachers provide feedback
• 2. They check comprehension constantly.
• (Adapted from Navés et al. 2002)

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10.4. Receptive skills

• Emphasis is on the development of receptive
  skills.
• 2. Learners are allowed to respond in a wide
  variety of ways
• non-verbal responses
• responding by doing
• Demonstrating
• (Adapted from Navés et al. 2002)

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10.5. High cognitively demanding tasks.

• Cummins suggest integrating cognitively
  demanding academic skills and content and the TL.
• (Adapted from Navés et al. 2002)

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10.6 Learners home culture

• Teachers respond to and use information from
  their students home cultures,
• using cultural references,
• organising instruction to build upon participant
  structures from students home culture and
• observing the values and norms of students home
  culture.
• (Adapted from Navés et al. 2002)

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10.7. Experiential learning

• Task- work includes
• hands-on tasks,
• Experiential learning,
• Problem-solving tasks, etc.
• (Adapted from Navés et al. 2002)

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10.8 Cognitive skills

• Cognitive abilities and processes such as
• identifying,
• comparing,
• drawing conclusions,
• inferring
• finding similarities and differences,...
• (Adapted from Navés et al. 2002)

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10.9. Co-operative and

• Collaborative learning,
• Autonomous learning and
• Self-directed learning
• (Adapted from Navés et al. 2002)

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10.10 Autonomous learning

• Autonomous learning
• Self-directed learning
• (Adapted from Navés et al. 2002)

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• GRACIAS
• THANK YOU
• GRÀCIES / MERCÈS

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1. http//lada.fil.ub.es/Angles/Lists/ Naves/AllIt
ems Back .
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2. http//lada.fil.ub.es/Angles/Documents/ NavesCL
ILBibliography.pdf

• Naves CLIL Bibliography TESOL-Spain 2002
• Why CLIL? II. CLIL vs English-only III.
  European CLIL IV. Successful CLIL Programmes V.
  Successful CLIL Teaching Methodology VI. Why
  integrating CLIL and ICT? (Not photocopied)
• Back

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2. http//lada.fil.ub.es/Angles/Documents/ NavesCL
ILBibliography.pdf bis- Back
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3. http//www.ub.es/filoan/CLIL.html Back
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4. http//www.ub.es/filoan/naves.html Back
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5. http//lada.fil.ub.es/Angles/Milano/Default.htm
Back
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CBT
Back

• Content-based ESL is a method that integrates
  English-as-a-second-language instruction with
  subject matter instruction. The technique focuses
  not only on learning a second language, but using
  that language as a medium to learn mathematics,
  science, social studies, or other academic
  subjects. (Reilly, Tarey 1988)
• CONTENT-BASED LANGUAGE INSTRUCTION. In this
  approach--also called integrated language and
  content instruction--ESL, bilingual, or foreign
  language teachers use instructional materials,
  learning tasks, and classroom techniques from
  academic content areas as the vehicle for
  developing language, content, cognitive, and
  study skills. The second language is used as the
  medium of instruction for mathematics, science,
  social studies, and other academic subjects.
  Instruction is usually given by a language
  teacher or by a combination of the language and
  content teachers.(Crandall, JoAnn , 1994)

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BE
The term bilingual education can refer to many
different teaching approaches terms such as
"language submersion", "transitional bilingual
education," "two-way immersion" and "maintenance
bilingual education" refer to the various ways
that curriculum content instruction (math, social
studies, science) can be combined or integrated
with English language instruction. Some
approaches provide varying degrees of support in
the students' native language, while others
preserve and build on the students' native
language skills as they learn English (C. Sund
1999) Back
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CLIL

• This approach involves learning subjects such as
  history, geography and others, through an
  additional language.
• (Marsh, 2000)
• Content and Language Integrated Learning (CLIL)
  is a general expression used to refer to any
  teaching of non-language subject through the
  medium of a second or foreign language (L2).
• (Pavesi, 2001)
• Back

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AICLE

• Aprendizaje Integrado de Contenidos Curriculares
  y Lenguas Extranjeras implica estudiar
  asignaturas como historia o ciencias naturales en
  una lengua distinta de la propia. AICLE resulta
  muy beneficioso tanto para el aprendizaje de
  otras lenguas (francés, inglés, ...) como para
  las asignaturas impartidas en dichas lenguas.
• Navés, T. Muñoz, C. 2000
• Back