This paper describes the strategies and techniques used in training non-language subject-matter
t... more This paper describes the strategies and techniques used in training non-language subject-matter teachers at the University of Cádiz’s School of Education Sciences in the CLIL (Content and Language Integrated Learning) methodological approach, adapting their teaching profile to the new methodology, in order to gradually develop the multilingual and multicultural competence of students within the framework of the School’s Plan de Lenguas de Centro. The methodological strategies have been applied in three areas: 1) Cooperative work, namely tandems and monitoring sessions; 2) Planning a didactic unit together with teaching materials’ elaboration and adaptation: planning sheets, scaffolding strategies, etc.; 3) Classroom implementation: communication strategies relating to the teacher’s discourse and oral interaction in the classroom, etc.
English:
CLIL presents itself as a methodological challenge that Higher Education must accept and... more English: CLIL presents itself as a methodological challenge that Higher Education must accept and plan in response to the need to promote the acquisition of multilingual and multicultural competences amongst university students. The paper presents the most relevant aspects of the experience carried out at the Facultad de Ciencias de la Educación of the Universidad de Cádiz, Spain. It intends to make teachers aware of this need and lay the foundations of the progressive introduction of multilingualism in basic teacher training.
Spanish: El Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE) se presenta como un desafío metodológico que la educación superior debe asumir y planificar ante la necesidad de potenciar la adquisición de las competencias plurilingüe y pluricultural en el alumnado universitario. Este artículo presenta los aspectos más relevantes de la experiencia desarrollada en la Facultad de Ciencias de la Educación de Cádiz (España), que pretende concienciar al profesorado y servir de base para la implantación progresiva del plurilingüismo en la formación inicial de maestros.
This paper features a reassessment of dictogloss (Wajnryb, 1990), a technique integrating languag... more This paper features a reassessment of dictogloss (Wajnryb, 1990), a technique integrating language skills and subject-matter content, in the light of the CLIL agenda. The teaching experiences and research using dictogloss so far have been for and about the language classroom. In this sense, dictogloss has proved a successful tool to enhance cooperative learning, learner autonomy, thinking skills and assessment. The main aim of using dictogloss in second language instruction has been improving the command of a foreign language by working with form through meaning, which in fact matches the basic principle underlying the new CLIL approach: teaching content through language. The main section of this paper will be devoted to describing our newer, adapted version of dictogloss within the SCLIL (Specialized CLIL) teaching framework. It begins with an introduction to CLIL and how dictogloss smoothly complies with the basic principles of this didactic approach. The next section provides a description of dictogloss as originally conceived by Wajnryb, and how it has evolved based on recent research. Then, an example of an SCLIL-adapted dictogloss activity is being described. Finally, we will try to justify our new reverse perspective of teaching specialized content through language within the higher education context.
This paper is based on my experience as a member of the coordinating team of the Plurilingual Edu... more This paper is based on my experience as a member of the coordinating team of the Plurilingual Education Programme (PEP) at the School of Education, Universidad de Cadiz (Spain). We have been working with a group of 23 subject-matter teachers belonging to up to 13 content areas and three target languages: English, French and German. The main purpose of the project was to train lectures on the CLIL (Content and Language Integrated Learning) methodological approach. We have focused our training on content and communication (based on Coyle (1999)’s four C’s framework) with an emphasis on constructing the communicative channels appropriate to convey content with language as a medium of communication, not as an aim itself. As communicative exchanges will be between non-native teachers and non-native students, teachers have been trained on some communicative strategies typical of the CLIL approach in order to improve the teachers’ communicative competence.
In this paper, some of these strategies and their benefits will be depicted : using the foreign language as the language of communication in the class, improving clarity of speech, enhancing oral interaction with/among students, visual aids, rephrasing, reformulating, redundancy or content reduction are amongst the most essential strategies to improve communicative exchanges in bilingual settings.
Education Programme (PEP) at the School of Education, Universidad de Cadiz (Spain). We have been ... more Education Programme (PEP) at the School of Education, Universidad de Cadiz (Spain). We have been working with a group of 23 subject-matter teachers belonging to up to 13 content areas and three target languages: English, French and German. The main purpose of the project was to train lectures on the CLIL (Content and Language Integrated Learning) methodological approach. We have focused our training on content and communication (based on Coyle 's four C's framework) with an emphasis on constructing the communicative channels appropriate to convey content with language as a medium of communication, not as an aim itself. As communicative exchanges will be between non-native teachers and non-native students, teachers have been trained on some communicative strategies typical of the CLIL approach in order to improve the teachers' communicative competence. In this paper, some of these strategies and their benefits will be depicted : using the foreign language as the language of communication in the class, improving clarity of speech, enhancing oral interaction with/among students, visual aids, rephrasing, reformulating, redundancy or content reduction are amongst the most essential strategies to improve communicative exchanges in bilingual settings.
This paper describes the strategies and techniques used in training non-language subject-matter
t... more This paper describes the strategies and techniques used in training non-language subject-matter teachers at the University of Cádiz’s School of Education Sciences in the CLIL (Content and Language Integrated Learning) methodological approach, adapting their teaching profile to the new methodology, in order to gradually develop the multilingual and multicultural competence of students within the framework of the School’s Plan de Lenguas de Centro. The methodological strategies have been applied in three areas: 1) Cooperative work, namely tandems and monitoring sessions; 2) Planning a didactic unit together with teaching materials’ elaboration and adaptation: planning sheets, scaffolding strategies, etc.; 3) Classroom implementation: communication strategies relating to the teacher’s discourse and oral interaction in the classroom, etc.
English:
CLIL presents itself as a methodological challenge that Higher Education must accept and... more English: CLIL presents itself as a methodological challenge that Higher Education must accept and plan in response to the need to promote the acquisition of multilingual and multicultural competences amongst university students. The paper presents the most relevant aspects of the experience carried out at the Facultad de Ciencias de la Educación of the Universidad de Cádiz, Spain. It intends to make teachers aware of this need and lay the foundations of the progressive introduction of multilingualism in basic teacher training.
Spanish: El Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE) se presenta como un desafío metodológico que la educación superior debe asumir y planificar ante la necesidad de potenciar la adquisición de las competencias plurilingüe y pluricultural en el alumnado universitario. Este artículo presenta los aspectos más relevantes de la experiencia desarrollada en la Facultad de Ciencias de la Educación de Cádiz (España), que pretende concienciar al profesorado y servir de base para la implantación progresiva del plurilingüismo en la formación inicial de maestros.
This paper features a reassessment of dictogloss (Wajnryb, 1990), a technique integrating languag... more This paper features a reassessment of dictogloss (Wajnryb, 1990), a technique integrating language skills and subject-matter content, in the light of the CLIL agenda. The teaching experiences and research using dictogloss so far have been for and about the language classroom. In this sense, dictogloss has proved a successful tool to enhance cooperative learning, learner autonomy, thinking skills and assessment. The main aim of using dictogloss in second language instruction has been improving the command of a foreign language by working with form through meaning, which in fact matches the basic principle underlying the new CLIL approach: teaching content through language. The main section of this paper will be devoted to describing our newer, adapted version of dictogloss within the SCLIL (Specialized CLIL) teaching framework. It begins with an introduction to CLIL and how dictogloss smoothly complies with the basic principles of this didactic approach. The next section provides a description of dictogloss as originally conceived by Wajnryb, and how it has evolved based on recent research. Then, an example of an SCLIL-adapted dictogloss activity is being described. Finally, we will try to justify our new reverse perspective of teaching specialized content through language within the higher education context.
This paper is based on my experience as a member of the coordinating team of the Plurilingual Edu... more This paper is based on my experience as a member of the coordinating team of the Plurilingual Education Programme (PEP) at the School of Education, Universidad de Cadiz (Spain). We have been working with a group of 23 subject-matter teachers belonging to up to 13 content areas and three target languages: English, French and German. The main purpose of the project was to train lectures on the CLIL (Content and Language Integrated Learning) methodological approach. We have focused our training on content and communication (based on Coyle (1999)’s four C’s framework) with an emphasis on constructing the communicative channels appropriate to convey content with language as a medium of communication, not as an aim itself. As communicative exchanges will be between non-native teachers and non-native students, teachers have been trained on some communicative strategies typical of the CLIL approach in order to improve the teachers’ communicative competence.
In this paper, some of these strategies and their benefits will be depicted : using the foreign language as the language of communication in the class, improving clarity of speech, enhancing oral interaction with/among students, visual aids, rephrasing, reformulating, redundancy or content reduction are amongst the most essential strategies to improve communicative exchanges in bilingual settings.
Education Programme (PEP) at the School of Education, Universidad de Cadiz (Spain). We have been ... more Education Programme (PEP) at the School of Education, Universidad de Cadiz (Spain). We have been working with a group of 23 subject-matter teachers belonging to up to 13 content areas and three target languages: English, French and German. The main purpose of the project was to train lectures on the CLIL (Content and Language Integrated Learning) methodological approach. We have focused our training on content and communication (based on Coyle 's four C's framework) with an emphasis on constructing the communicative channels appropriate to convey content with language as a medium of communication, not as an aim itself. As communicative exchanges will be between non-native teachers and non-native students, teachers have been trained on some communicative strategies typical of the CLIL approach in order to improve the teachers' communicative competence. In this paper, some of these strategies and their benefits will be depicted : using the foreign language as the language of communication in the class, improving clarity of speech, enhancing oral interaction with/among students, visual aids, rephrasing, reformulating, redundancy or content reduction are amongst the most essential strategies to improve communicative exchanges in bilingual settings.
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Papers by Pako Rubio
teachers at the University of Cádiz’s School of Education Sciences in the CLIL (Content and Language
Integrated Learning) methodological approach, adapting their teaching profile to the new methodology, in
order to gradually develop the multilingual and multicultural competence of students within the framework
of the School’s Plan de Lenguas de Centro. The methodological strategies have been applied in three areas:
1) Cooperative work, namely tandems and monitoring sessions; 2) Planning a didactic unit together with
teaching materials’ elaboration and adaptation: planning sheets, scaffolding strategies, etc.; 3) Classroom implementation: communication strategies relating to the teacher’s discourse and oral interaction in the
classroom, etc.
CLIL presents itself as a methodological challenge that Higher Education must accept and plan in response to the need to promote the acquisition of multilingual and multicultural competences amongst university students. The paper presents the most relevant aspects of the experience carried out at the Facultad de Ciencias de la Educación of the Universidad de Cádiz, Spain. It intends to make teachers aware of this need and lay the foundations of the progressive introduction of multilingualism in basic teacher training.
Spanish:
El Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE) se presenta como un desafío metodológico que la educación superior debe asumir y planificar ante la necesidad de potenciar la adquisición de las competencias plurilingüe y pluricultural en el alumnado universitario. Este artículo presenta los aspectos más relevantes de la experiencia desarrollada en la Facultad de Ciencias de la Educación de Cádiz (España), que pretende concienciar al profesorado y servir de base para la implantación progresiva del plurilingüismo en la formación inicial de maestros.
In this paper, some of these strategies and their benefits will be depicted : using the foreign language as the language of communication in the class, improving clarity of speech, enhancing oral interaction with/among students, visual aids, rephrasing, reformulating, redundancy or content reduction are amongst the most essential strategies to improve communicative exchanges in bilingual settings.
teachers at the University of Cádiz’s School of Education Sciences in the CLIL (Content and Language
Integrated Learning) methodological approach, adapting their teaching profile to the new methodology, in
order to gradually develop the multilingual and multicultural competence of students within the framework
of the School’s Plan de Lenguas de Centro. The methodological strategies have been applied in three areas:
1) Cooperative work, namely tandems and monitoring sessions; 2) Planning a didactic unit together with
teaching materials’ elaboration and adaptation: planning sheets, scaffolding strategies, etc.; 3) Classroom implementation: communication strategies relating to the teacher’s discourse and oral interaction in the
classroom, etc.
CLIL presents itself as a methodological challenge that Higher Education must accept and plan in response to the need to promote the acquisition of multilingual and multicultural competences amongst university students. The paper presents the most relevant aspects of the experience carried out at the Facultad de Ciencias de la Educación of the Universidad de Cádiz, Spain. It intends to make teachers aware of this need and lay the foundations of the progressive introduction of multilingualism in basic teacher training.
Spanish:
El Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE) se presenta como un desafío metodológico que la educación superior debe asumir y planificar ante la necesidad de potenciar la adquisición de las competencias plurilingüe y pluricultural en el alumnado universitario. Este artículo presenta los aspectos más relevantes de la experiencia desarrollada en la Facultad de Ciencias de la Educación de Cádiz (España), que pretende concienciar al profesorado y servir de base para la implantación progresiva del plurilingüismo en la formación inicial de maestros.
In this paper, some of these strategies and their benefits will be depicted : using the foreign language as the language of communication in the class, improving clarity of speech, enhancing oral interaction with/among students, visual aids, rephrasing, reformulating, redundancy or content reduction are amongst the most essential strategies to improve communicative exchanges in bilingual settings.