“To CLIL or not to CLIL” Final meeting

April 2011

Venice (Italy)

IES “Fuentesaúco”

IES “Fuentesaúco”: IES “Fuentesaúco”:

A case of study…BEFORE A case of study…BEFORE & AFTER& AFTER

CLIL implementationCLIL implementation

Some questions Some questions about about CLIL implementationCLIL implementation??????????????????????????????????

“To CLIL or not to CLIL”

CLILIMPLEMENTATION

Is it possible to increase subject knowledge and

enhance L2 proficiency using CLIL? How much learning in another language would you

expect?

What does the education system need to implement the CLIL methodology?

The socio-cultural perspective language conclusions and multifaceted tool of CLIL after two years working.

How do I make sure that students are acquiring the concepts and vocabulary required in the curriculum?

What are the benefits to my institution using CLIL?

CLIL IMPLEMENTATION

What does the education system need to implement the CLIL methodology?

• Government commitment & planning:

• Foreign language at all levels• Teacher training for CLIL

CLIL IMPLEMENTATION

Is it possible to increase subject knowledge and enhance L2 proficiency using CLIL? How much learning in another language would you expect?

-CLIL: an alternative to be explored-CLIL requires motivation-It brings benefits even for the less capable of

acquiring basic skills in English.-Resources and students´ goals are essential

How do I make sure that students are acquiring the concepts and vocabulary required in the curriculum?

-A good knowledge of the goals of the lesson

-Different types of exercises-Debates/presentations-Summaries

CLIL IMPLEMENTATION

The socio-cultural perspective language conclusions and multifaceted tool of CLIL after two years working.

-Foreign languages & cross-cultural communication as the key to success in modern life.

-Learning & development are inter/intrapersonal processes

-Stronger understanding of a foreign culture

CLIL IMPLEMENTATION

What are the benefits to my institution using CLIL?

-Higher motivation -More language skills -Easier access to trans-national initiatives -Wider European/world perspectives -Better institution profile & reputation

CLIL IMPLEMENTATION

Let’s talk Let’s talk about about IES “Fuentesaúco”IES “Fuentesaúco”

“To CLIL or not to CLIL”

Fuentesaúco

ZamoraTierra de campos

Fuentesaúco Flag

Villamor

FUENTESAÚCO

Villaescusa

Cañizal

Fuentelapeña

VadilloEl Pego Bóveda de

Toro

Guarrate

Villabuena

Castrillo

Vallesa

OlmoEl Maderal

LA GUAREÑA REGION

OUR OUR SCHOOLSCHOOL!!

• Rural setting.

• Many students commute by bus from 14 small villages.

• 213 students

• 34 teaching staff / 5 non-teaching staff

• The Head Teacher, Secretary and Coordinator are all teaching staff.

• Fuentesaúco is the most important town in the area (pop. 2000).

• The nearest cities are Zamora (35 km) and Salamanca (32 km).

• Farming and livestock are the main productive sectors.

OUR SCHOOL

IES “Fuentesaúco”:IES “Fuentesaúco”: Why a case of study?

Differences with the other school partners :

1. Ours is the smallest school

2. Students don’t have much contact outside of their area

3. Life is very traditional

Context: English language in Spain

Spanish language is widely spoken in the world, that is why English is not needed to communicate.

Under the Franco’s dictatorship (1939-1975),the promotion of a single culture and language was very strict.

Foreign languages are a pending subject in Spain.

The excessive self-awareness that we have.

Peer pressure

Starting point

For our students :

A useless subject at school. A language that didn’t

have anything to do with their lives.

For teachers:

A job for English teachers A useful language for

travelling

English language used to be:

Why a Comenius Project about CLIL?

Five years ago, we participated in another Comenius Project based on a game called “Geocaching”.

It was the first contact with some foreign countries for our students

Students were very excited to be able to travel abroad.

Parents were very proud of their sons and daughters.

Everyone was very pleased to host European students.

Teachers were delighted to see the positive reaction of the students.

So…

We decided to go one step forward.

Not only to continue with a Comenius Project but a CLIL project.

A big challenge for students and for teachers!!!

It is important to say that in Spain each secondary teacher teaches only one subject

First steps with CLIL

There were 14 teachers out of 34 involved in this project and each of us has a different level of English.

Some of us started by introducing English in our classes with some vocabulary, others preparing short activities, with others giving some lessons in both English and Spanish,…and very few of us a complete module in English.

First reactions

STUDENTS Curiosity at something

different. More attention as

CLIL lessons are more active.

Good atmosphere in the classroom.

TEACHERS Enthusiasm and tension

to do something new.

Concern about how to prepare CLIL lessons.

Skepticism related to results.

CLIL processGOOD STUDENTS

Higher motivation Experience of new

teaching techniques. Discovery of a new way

of learning. Develop a sense of

belonging to a group Pleased to be able to

evaluate teachers.

TEACHERS Higher motivation.

Hard work to prepare CLIL lessons

Good fun recording video-clips.

Closer relationship with students.

Final results

Both teachers and students have been feeling more confident using English.

English has begun to be considered as an exciting and useful language to comunicate as well as a way of learning compulsory subjects at school.

We have been able to test other teaching techniques.

After the experience abroad, everyone has realised how important it is to be able to talk in English.

Students consider English as a subject.

Almost none of them or their families had any interest in Europe as a part of their society.

The idea of travelling outside of Spain was not often considered.

AFTER CLILBEFORE CLIL

Students consider English as something important and useful in their lives.

Most of them are interested in going to the UK during their summer holidays.

Teachers considered English as a language not to be used at school, except English teachers.

Almost none of us had thought about evaluating our teaching techniques before.

AFTER CLILBEFORE CLIL

Teachers are amazed and proud of themselves testing the good results related to the challenge of teaching in English.

Most of us have been encouraged to improve our knowledge of English and to experiment with new teaching techniques.

In one word:

The EndSCHOOL PARTNERSSCHOOL PARTNERS

I.T.I.S. "C. Zuccante“

Inverness Royal Academy

Otto-Hahn-Schule

Grupul Scolar Matei Basarab

Gimnazjum im. Kazimierza Wielkiego

Thomas-Mann-Schule

IES “Fuentesaúco””