content and language integrated learning : s ome concerns
DESCRIPTION
CONTENT AND LANGUAGE Integrated Learning : s ome concerns. Patricia Arnaiz Castro Departamento de Didácticas Especiales. ULPGC. RATIONALE. FL. Content. B enefits. Development in cognitive abilities. REFLECTIONS. CLIL: problem -free? - Content- related issues - PowerPoint PPT PresentationTRANSCRIPT
CONTENT AND LANGUAGE
Integrated Learning: some concerns
Patricia Arnaiz Castro Departamento de Didácticas Especiales. ULPGC
RATIONALE
FL Content
• Dalton-Puffer, C. (2002). «Content and language integrated learning in Austrian schools: applied linguistics takes a look». VIEWS 11 (1&2), 4-26.
Austria
• Dalton-Puffer, C. & Nikula, T. (2006). «Pragmatics on content-based instruction: teacher and students directives in Finnish and Austrian classrooms». Applied Linguistics 27 (2), 241-267.
Finland
• Swain, M. (1996). «Integrating language and content teaching through collaborative tasks». The Canadian Modern Language Review 58 (1): 44-63.
Canada
Development in cognitive abilities
Benefits
CLIL
UC
CE
S
S
REFLECTIONS
- CLIL: problem-free?- - Content-related issues- - Language-related issues- - Students’ interest and
motivation- - Teachers’ motivation and
mastery of the language
STUDENTS GET TWO FOR THE PRICE OF ONE
CLIL, PROBLEM-FREE?
«CLIL is so complex a task that it can malfunction»
(Mehisto, 2008: 108)
CLIL, content-related issues
«Common sense seems to say that students studying
in a L2 cannot possibly learn the same amount of
content as students studying in their first
language» (Mehisto, 2008: 20)
• Hong Kong high school students were very disadvantaged by instruction in English in geography, history, science and maths.
Marsh et al.
(2000)
Yip et al. (2003)
• In Anatolia, Turkey, the authorities stopped maths and science being given in English because of complaints about the university entrance exams.
Kirkgoz
(2007)
Content-related issues
Language-related issues
- Content-trained teachers often give greater focus to content learning to the neglect of language
- Teachers are so often concerned about the depth and coverage of the content that language learning goals become hidden
• Hong KongHoare
(2003); Kong
(2004)
• AustriaDalton-Puffer (2007)
• PennsylvaniaPessoa et al. (2007)
Language-related issues
language content
challenging
LANGUAGE-RELATED ISSUES
Does content focus give more purpose to FL learning ?
Students‘ interest and motivation
interest
knowledge
Students‘ interest and motivation
No particular logical reason why a
student should prefer to study maths
through a FL, or study the FL with the
content being maths (Carrel & Wise,
1998)
Students‘ interest and motivation
Students‘ interest and motivation
Academic content may not stimulate more oral
interaction on the part of students (Dalton-Puffer,
2007), but actually less if the subject matter is novel.
Students‘ interest and motivation
If the content is conceptually complex, the FL medium will make it even more complex to assimilate, and the content
in turn could complicate the foreign language learning process (Seikkula-
Leino, 2007)
Teachers‘ motivation levels
FL capacicty required to teach interactively to the levels
required
Effective follow-up of the implementation of the
programme
Conclusions
Careful analysis of results in previous research
Reflection
Use evidence for the implementation of the programmes
Conclusions
Key role of focus on form (Swain 1995, 2000, 2005)
Evidence for significant concern for meaning and not form (Pérez
Vidal, 2007)Meaning and form
oriented instruction
(Deleyser 2002, 2007; Pérez Vidal,
2007)
More empirical research to find
the best possible learning
outcomes
Conclusions