Cross-curricular teaching in Ja

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Cross-curricular teaching in Jaén and
Newcastle-upon-Tyneforeign language
classroomsThe Third Newcastle Postgraduate
Conference in Theoretical and Applied
Linguistics 9th July, 2008Diego Rascón
MorenoUniversity of Jaén, Spain
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Contents

• Introduction
• 2. Objectives
• 3. Procedure
• 4. Data analysis
• 5. Conclusions

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• Introduction
• 2. Objectives
• Procedure
• Data analysis
• 5. Conclusions

4
Introduction

• Spanish educational context (1990-2007)
• The Ley Orgánica General del Sistema Educativo
  (LOGSE)
• - Aim full development of the students
  personality.
• - Academic
• social, emotional and the ethical-moral
  dimensions.
• - Mismatch between the curricula and the LOGSE
• ?
• the Cross-curricular issues (CCIs) were born

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Introduction

• What are they?
• (topics to be taught in all subject areas and in
  all years)
• No subjects like Citizenship Education in
  compulsory secondary education

peace education
health education
environmental education
gender education
moral and civic education
sex education
road safety education
consumer education
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Introduction

• Trends related to CCI teaching in Spain
• - Global issues teaching
• - Values education
• - Citizenship education
• - Intercultural education
• All imply teaching content through language
  teaching ? CLIL
• The CLIL continuum
• content ----------------------o------------------
  ------ language
• (bilingual education) The CCI approach

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Introduction

• English, Welsh and Northern Irish educational
  context
• Curriculum of Modern Foreign Languages (1999-)
  mentions that these subjects can promote pupils
• Mandatory Citizenship Education subject at Key
  Stages 3 and 4

spiritual development
moral development
social development
cultural development
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Introduction

• Why CCI teaching in the foreign language
  classroom apart from subjects like Citizenship
  Education?
• - Own objectives of the subject can also be
  achieved.
• - Language learning becomes richer and more
  effective (Littlejohn, cited in Boyle, 1999).
• - It makes students more interested (Sampedro,
  2006).
• - It is an opportunity for intercultural
  education.
• - Intercultural scope of citizenship education
  (Byram, 2006).
• - Students can learn mutually about their
  cultures.

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Introduction

• - In order not to give a wrong socio-cultural
  message.
• CCI teaching instead of Citizenship Education?
• - For timetable reasons.

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• Introduction
• 2. Objectives
• 3. Procedure
• 4. Data analysis
• 5. Conclusions

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Objectives

• 1. To know how often the Spanish CCIs are
  addressed in their MFL classrooms according to
  Jaén ESO/Newcastle 8-11 year students and
  teachers.
• 2. To know the attitudes to dealing with these
  topics that MFL teachers in these two cities
  have.
• 3. To find out what techniques and resources they
  use when they introduce them in their classes.
• 4. To know about their evaluation.

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• Introduction
• 2. Objectives
• 3. Procedure
• 4. Data analysis
• 5. Conclusions

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Procedure

• January 07 (first visit to Jaén schools)
• February 07 (second visit to Jaén schools)

10 state schools (/11)
10 private schools (/12)
Instrument Student questionnaire
748 state school students
558 private school students
Guidelines
Instrument Teacher questionnaire
17 private school teachers
31 state school teachers
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Procedure

• Late November 07 (first visit to Newcastle
  schools)
• December 07 (second visit to Newcastle schools)

6 state schools (/15)
2 private schools (/5)
Instrument Student questionnaire
254 state school students
107 private school students
Guidelines
Instrument Teacher questionnaire
8 private school teachers
15 state school teachers
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• Introduction
• 2. Objectives
• 3. Methodology
• 4. Data analysis
• 5. Conclusions

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Data analysis

• Student responses

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Data analysis
7.9

• Frequency of CCI education in the English
  classes in Jaén schools according to students

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41.1
40.9
20
43.4
43.3
41.1
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Data analysis
6.5

• Frequency of CCI education in the MFL classes in
  Newcastle schools according to students

5.5
39
26.9
17
22
30
33
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Data analysis

• Learning something else apart from the foreign
  language and culture according to students

37
20
Data analysis

• Learning something else apart from the foreign
  language and culture according to students

28
21
Data analysis

• Teacher responses

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Data analysis

• CCI teaching

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Data analysis

• Percentage given to CCI teaching during the
  whole academic year

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Data analysis

• Approaching some CCIs more than others

25
Data analysis

• CCIs that are most frequently approached

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Data analysis

• Level of difficulty of CCI integration

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Data analysis

• Enough CCI teacher training

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Data analysis

• Materials and resources used for CCI teaching

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Data analysis

• Percentage of the MFL subject mark given to
• CCI evaluation

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• Introduction
• 2. Objectives
• 3. Methodology
• 4. Data analysis
• 5. Conclusions

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Conclusions

• 1.  (i) 43.4 - 40.9 of the Jaén students
  sampled think that five of the CCIs are addressed
  either always or often in their English
  classrooms (moral and civic, environmental,
  health, gender and peace education vs consumer,
  road safety and sex education).
• -------
• 39 - 30 of the Newcastle students sampled
  think that three of the CCIs are addressed either
  always or often in their MFL classrooms.
• (health, gender and environmental education)
• 26 - 22 of them think two of them are
  addressed that often (peace, and moral and civic
  education).
• Less than 20 of them think that the other three
  are addressed that often.

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• 1. (ii) The same amount of teachers in Jaén and
  Newcastle deal with the CCIs, but not in the same
  depth.
• 32 - 24 of the Jaén teachers sampled stated
  that they teach five of the issues more often
  than the other ones (less than 15).
• ----
• 42 of the Newcastle teachers sampled stated
  that they teach health education more.
• 29 environment and peace education are
  covered more often than the other CCIs (less than
  15). .

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• 2. Teachers in Jaén find teaching the CCIs
  easier, though most of them think they have not
  been trained enough to do so, like the Newcastle
  ones.
• 3. Teachers in Jaén are more dependent on the
  publisher coursebook and activity book for
  integrating the CCIs than those in Newcastle.
• 4. More teachers assess them in Jaén (35) than
  in Newcastle (10)
• So which educational system seems to favour the
  teaching of these issues in the MFL subject most?
  The Spanish one (which is not applicable
  anymore).

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Bibliography

• ÁLVAREZ MARTÍN, Mª NIEVES 1992. Educación para el
  consumidor transversales. Madrid Ministerio de
  Educación y Ciencia.
• BOYLE, JOSEPH 1999. Global issues to educate and
  entertain. Modern English Teacher 8.1 39-41.
• BYRAM, MICHAEL 2006. Developing a concept of
  intercultural citizenship, in GEOF, BYRAM and
  FLEMING (eds.) 109-129.
• JARES, XESUS R. 1992. Educación para la paz
  transversales. Madrid Ministerio de Educación y
  Ciencia.
• JIMÉNEZ ARMESTO, Mª JOSÉ and LAURA LALIENA ANDREU
  1992. Educación ambiental transversales. Madrid
  Ministerio de Educación y Ciencia.
• MAÑERU MÉNDEZ, ANA and ESTHER RUBIO HERRÁEZ 1992.
  Educación para la igualdad de oportunidades
  transversales. Madrid Ministerio de Educación y
  Ciencia.
• NIEDA, JUANA 1992. Educación para la salud.
  Educación sexual transversales. Madrid
  Ministerio de Educación y Ciencia.
• OCIO SIMÓ, EUGENIO S. 1992. Educación vial
  transversales. Madrid Ministerio de Educación y
  Ciencia.
• PUIG ROVIRA, JOSEP Mª 1992. Educación moral y
  cívica transversales. Madrid Ministerio de
  Educación y Ciencia.

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• Thank you very much for your attention!
•