Supporting a weaker language through CLIL projects Ane Ortega-Etcheverry - Lyon, October 10th, 2014 - ELSE
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Supporting a weaker language through
CLIL projects
Ane Ortega-Etcheverry
Lyon, October 10th, 2014
Aims of the workshop • SHARE our experience in designing and implementing a global project involving an area and the languages of the curriculum. • EXPERIMENT together, by designing a global unit based on the principles proposed. • DISCUSS
BAM-Txomin Aresti 2010-2013
Details of the project
Primary school Txomin Aresti (Leioa, Basque country)…
• is admitted as a pilot school in the Basque Government
Trilingual project (2010-2013).
Objectives of the Trilingual project:
Introduce changes in the development of English in Primary in
order to improve the level of English.
How?
Through CLIL: making English the language of instruction for
one or more subjects, or part of them.
Implementation…
In Grade 4 (9 yr. old children), to the same students upto the end
of Primary (Grade 6 – 11 yr. old children)
BAM-Txomin Aresti 2010-2013
Details of the school
• Sociolinguistic context: Spanish-speaking
• Student profile: 90%-95% of children is Spanish L1
• Hardly any immigrant children
• Linguistic model of the school: total immersion in
Basque
‒ Early immersion at aged 2 or 3.
‒ Introduction to literacy in Basque
‒ Infant school: total immersion in Basque
‒ Primary school: all subjects in Basque, except for
Spanish and English (introduced in Grade 1)
(http://www.txominaresti.net/en/)Other relevant details of the school • Very dynamic headmistress and teachers. • Involved in a number of innovation projects. • Working towards an integrated language curriculum • Working towards project-based methodology • Long trajectory in discourse approach to language learning, that is, language learning based on communicative situations and making the text the ultimate unit of learning
CLIL model most common in the BAC
(Basque Autonomous Community) and the
one proposed by Education office
» More hours for English
» One or more subjects in English (most
often, Science (Social and Natural
Sciences)What Txomin Aresti was prepared to do
and their limitations
• Prepared to dedicate to English one or two more
hours more per week (to a total of 5 hrs/wk):
• Prepared to make curricular organisational changes
• Not prepared to do a whole subject in English.
Reasons:
» They could not “afford” to take away hours of
exposure to Basque (and therefore jeopardize
meeting the targetted level at the end of Primary:
B2).
» The level of Grade 4 children considered too low
to tackle curricular content with the necessary
academic rigour.IN SEARCH OF A MODEL
FOR TXOMIN ARESTIWe believe that… CLIL is a flexible approach, capable to including different models; therefore there is the possibility of adapting the approach to very different learning contexts.
Flexibility yes, but without forgetting CLIL principles: • A L2 is more successfully learned when it is used in meaningful tasks related to the learning of content. • Learning by using. • Learning while negotiating meaning, by means of “interacting” with content.
Mehisto, Marsh & Frigols (2008: 13).
CLIL Models: A continuum of content and language (Met 1999)
Let’s remember: we are looking for a model… • that followed CLIL principles; • that did not take away hours from the minority language; • that would take into account the limited competence levels of children in English; + • that would integrate all three languages of the curriculum: Basque, Spanish and English (because of the efforts the school was already making in having an integrated language curriculum).
⇒English should not have the responsibility of
teaching basic curricular content
⇒ but would transfer, reuse, consolidate and
expand curricular content.
A global project, whose axe is
Science.
Principles and features ->>>• Ingurune [Science] is the axe around which the global
project is organized.
• Ingurune [Science] contents are worked on in Basque.
• Basque, Spanish and English languages are developed
through Ingurune [Science] contents.
=> contents are transferred
• The work in English, the L3 of the children, is carefully
planned and leans on the work done in the other areas:
» Basic contents are transferred from Ingurune
[Science].
» The language work done in the other languages is
taken into account and transferred in as much as
possible: general comprehension strategies, common
strategies and abilities in the production of texts,
which are transferable between languages.
• Project-based work for each language.In sum, a global project with the non-linguistic area (Ingurune [Science]) and the three languages of the curriculum (Basque, Spanish and English) and where each language is in itself a mini- project organized around a communicative task.
EXAMPLE OF GLOBAL SCIENCE-BASQUE-SPANISH-ENGLISH PROJECT
CURRICULUM TOPIC: Osasuna [Health] PROJECT: Gure dieta eta gure osasuna [Our diet and our health]
YEAR: 4
SCIENCE (in Basque, EUSKARA (Immersion S PA N I S H ( L 1 o f t h e ENGLISH (L3 of the
immersion language) language) students) students)
GAIA: Health (Basque supports the work in RELATED TOPIC: Eating TOPIC: Our diet in the
PROJECT: Our diet and our Science and proposes a well for good health Basque country and other
health. language product (a text) diets
related to the project.)
CONTENTS: FINAL TASK: Opinion article /
• Find out about healthy Letter to the editor (domain: TARGET TEXT: Letter to a
habits: hygiene, rest, sports FINAL TASK (text): Report media); type: argumentative) penfriend (domain: social
and physical exercise, (domain: academic); type: relations; type: expository)
positive attitudes, balanced expository)
C O M M U N I C AT I V E
diet and healthy eating SITUATION: C O M M U N I C AT I V E
habits. C O M M U N I C A T I V E The Basque Government is SITUATION:
• Knowing oneself, analyzing SITUATION organizing a campaign on Our school is organizing an
one’s habits, changing one’s The students will keep a diary healthy habits and obesity exchange with students of a
habits for a healthier life. of what they eat during the day prevention. The students will British school. The teachers of
• Describing basic food types for a week. Based on those learn about the campaign, will the partner school would like
and their functions. data they will write a report in find out about this conditions information about cultural
• Understanding the seven which they first describe their and will write an opinion a s p e c t s o f t h e B a s q u e
parts of the food wheel, diet and at the end evaluate article /letter to the editor Country, including the type of
identifying the foods that how healthy their diet is and proposing measures. food that their students will eat
belong to each part and propose some changes. here. What a good opportunity
drawing conclusions about for our children to talk about
Letter to the editor to be
eating too much or too little their diet and their meal
(This is an academic task, published in local newspaper.
of a food type. routines! Our children will write
whose recipients are the Texts that are not published to
a letter to their penfriend
• Become aware of the teacher and the rest of the be published in school panels
describing them how many
importance of a healthy diet. students. D i s c u s s i o n s , or school web page.
times they eat, what they eat in
reflection and proposals will
each meal and generally, what
follow the presentation of
type of diet we have in the
reports)
Basque country.Topic:'MAKINAK'(Machines)''''''Proiect:'Construc9on'of'a'machine'and'exhib9on'of'all'machines'to'visitors
SCIENCE'(in'Basque) BASQUE SPANISH ENGLISH
$ $ $ $
Curricular$contents:$ TASK:$The$most$influenAn Area-Language Integrated Task (visual representation of work in each language)
TXOMIN ARESTI – BAM: PROYECTOS INTEGRADOS INGURUNE-
EUSKERA-CASTELLANO-INGLÉS, 4º-6º DE PRIMARIA
Curso' Tema'de'Conocimiento' Texto'meta'en'euskera' Texto'meta'en'L.'Española' Texto'meta'en'inglés'
del'Medio'
'
4º' La$salud$ Tema:$Mi$dieta$ Tema:$La$obesidad$infanREFERENCES • Dpto. de Educación, Universidades e Investigación, Gobierno Vasco (2010). Marco de Educación Trilingüe. http://www.hezkuntza.ejgv.euskadi.net/r43-573/es/ contenidos/informacion/dig3/es_2085/g3_c.html • Mehisto, P., Marsh, d. & Frigols, M. J. (2008). Uncovering CLIL. Macmillan. • Met, M. (1999). Content-based instruction: Defining terms, making decisions. NFLC Reports. Washington, DC: The National Foreign Language Center. • Met, M. (1997). Integrating language and content: issues to consider. Ikastaria, 9, 27-39.
You can also read
