CLIL-based Methodology

This essay reports the results of a study concerning the application of CLIL model to dyslexia in order to propose methodological strategies able to help people with this disorder to learn languages. The work was addressed to some Calabrian students who have started to learn Spanish. After a brief discussion about dyslexia and CLIL model, we will underline the improvement showed by our experimental group.

Over the last 15 years European Higher Education institutions have adapted to the requirements of the European Commission as regards academic degrees. Some of the key premises derived from the Bologna declaration (1999) include the promotion of employability and students' mobility as well as multilingualism at universities. More recently, the European commission language policies have established the Common European Framework of References for Languages (CEFR), making language level certification a compulsory requirement at the end of a degree. Although never declared the lingua franca among the EU member states, English has become the preferable foreign language chosen among EU universities to communicate internationally; therefore a minimum level of the English language is currently required before the end of a degree in most Spanish universities. To do so, most Spanish universities have opted to offer some of their degree subjects in English, so that students get familiar with specific subject content in English, thus implementing a Content Language Integrated Learning teaching model (CLIL). This paper presents a practical teaching example of a subject from the Humanities discipline taught in English and the challenges the content language teacher has to face in the classroom in order to follow the European commission language requirements for Higher Education

The article was published at the Conference Proceedings of the "CLIL Methodology in University Instruction: Online and in the Classroom", 13-14 February 2009, University of Urbino.

Acknowledging the new international working demands, following the major expansion that the European Union has recently undergone and the overall globalization, the methodology of CLIL in teaching and learning English seems to be the best solution for university students, since its benefits may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation. The curriculum of the department of Marketing and Operations Management of the University of Macedonia, in Edessa includes the following compulsory subjects at the 1st and 2nd year of studies:  “Academic Vocabulary in English and Reading Comprehension Skills” - English I, “Writing for Academic Purposes in English” - English II, “Vocational English” - English III  and “Presentation skills”- English IV. The English teachers attempt to develop learning material by selecting contemporary authentic texts from worldwide known financial magazines and websites and by designing activities so as to improve specific skills. In the course “Academic Vocabulary in English and Reading Comprehension Skills” students are introduced to a variety of authentic financial texts, such as newspaper articles, articles published on the Internet, book extracts etc, in order to enrich their vocabulary, familiarize them with the different written genres and improve different techniques of reading. The course “Writing for Academic Purposes” focuses on developing students’ abilities to classify, organize, compose and formulate a text in a coherent way. The different parts of a thesis, content and form (preface-introduction-chapters-conclusion-notes-indexes-references) are also explored. The courses “Vocational English” and “Presentation skills” are conducted mostly via Information Communication Technology. Among others, students write their Curriculum Vitae in English by using the site of European Commission, a motivation letter, a thank you letter to their employer, a report about a colleague and, as an assignment, they are asked to present an international company (using PowerPoint). 

Accepting the aforementioned and focusing on the learner’s active participation, this research aims at observing and investigating learners’ needs and views by engaging them in the process of self assessment and evaluation of the course. More specifically, the aims of this research are: to introduce self-evaluation and self-assessment in ESP learning and teaching and more importantly to study and explore learners' attitudes and needs in terms of the usefulness of the various activities, materials, tools, lesson plans, class organisation methods adopted in content teaching in a foreign language. In the case of the department of Marketing and Operations Management, content teaching refers to business and financial issues.

νέα διαθεματική προσέγγιση της διδασκαλίας της Γεωγραφίας με την εισαγωγή των ΤΠΕ στην εκπαιδευτική διαδικασία συντελεί στην ανάπτυξη και κινητοποίηση της χωρικής σκέψης κι ικανοτήτων των μαθητών και διευκολύνει τη σύνδεση γεωγραφικών θεμάτων με άλλες γνωστικές περιοχές. Το αναμορφωμένο Πρόγραμμα Σπουδών του μαθήματος της Αγγλικής γλώσσας στο Γυμνάσιο ενθαρρύνει συστηματικά τη διδασκαλία της χρήσης της γλώσσας σε ποικιλία γραπτών και προφορικών πολυμεσικών κειμένων με τα σχολικά εγχειρίδια να περιέχουν κείμενα πολιτισμικού, κοινωνικού και περιβαλλοντικού χαρακτήρα με σαφή γεωγραφικό προσανατολισμό. Βασικός ερευνητικός και διδακτικός σκοπός της παρούσας εργασίας είναι οι μαθητές να κατανοήσουν τη δυναμική αλληλεπίδραση που αναπτύσσεται μεταξύ των λαών, φυλών, και άλλων κοινωνικών ομάδων αλλά και των γλωσσών τους, με αφορμή τα σημαντικότερα ευρωπαϊκά νησιωτικά κράτη. Συντάχθηκε για το σκοπό αυτό ένα διδακτικό σενάριο-σχέδιο μαθήματος που αποτελείται από 1 φύλλο εργασίας με 4 δραστηριότητες. Η προτεινόμενη διάρκεια εφαρμογής αντιστοιχεί σε 2 διδακτικές ώρες. Η συνολική αξιολόγηση της εκπαιδευτικής δράσης έδειξε ότι η συντριπτική πλειοψηφία των μαθητών αποτιμά θετικά τη χρήση με τρόπο ομαδοσυνεργατικό τόσο των ΤΠΕ όσο και της Αγγλικής γλώσσας στη διδασκαλία της Γεωγραφίας μέσα στο εργαστηριακό χώρο.

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.

Rome, Italy
University of “Tor Vergata”
20 – 22 June 2019

a-mode.eumade4ll.eu
_________________________________________________

Keynote speakers:

Marina Bondi
Carey Jewitt
Rodney Jones
Gunther Kress and Jeff Bezemer
David Machin
Theo van Leeuwen
_________________________________________________

A-MODE ORGANIZING COMMITTEE:

Elisabetta Adami – University of Leeds, UK
Cristina Arizzi – University of Messina, Italy
Styliani Karatza – National and Kapodistrian University of Athens,
Greece, and University of Leeds, UK
Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany
Ilaria Moschini – University of Florence, Italy
Sandra Petroni – University of Rome ‘Tor Vergata’, Italy
Marc Rocca – Rocca Creative Thinking Limited, UK
Maria Grazia Sindoni – University of Messina, Italy

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas. Rome, Italy University of “Tor Vergata” 20 – 22 June 2019 a-mode.eumade4ll.eu _________________________________________________ Keynote speakers: Marina Bondi Carey Jewitt Rodney Jones Gunther Kress and Jeff Bezemer David Machin Theo van Leeuwen _________________________________________________ A-MODE ORGANIZING COMMITTEE: Elisabetta Adami – University of Leeds, UK Cristina Arizzi – University of Messina, Italy Styliani Karatza – National and Kapodistrian University of Athens, Greece, and University of Leeds, UK Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany Ilaria Moschini – University of Florence, Italy Sandra Petroni – University of Rome ‘Tor Vergata’, Italy Marc Rocca – Rocca Creative Thinking Limited, UK ...

Профилирана гимназия с преподаване на чужди езици град Плевен Софийски университет "Св. Климент Охридски" Резюме. Настоящият труд описва резултативния ефект на рефлексията, като форма на оценка за използването на електронни средства в усвояването на биологични понятия на английски език в обучението по биология и здравно образование в гимназиален етап. Рефлексията се разглежда в контекста на самооценката за случващото се в новите ситуации в класната стая и кореспондирането му с резултатите от обучението. Обект на проследяване на рефлексията като форма за получаване на обратна връзка е проведен дидактически експеримент-изследване в действие. Резултатите от изследването бяха анализирани след представяне на количествени и качествени данни, получени в резултат от тест, анкета и интервю. Експериментът проследява ефективността на учебния процес чрез прилагане на различни електронни средства за постигане на педагогически цели. Рефлексията е разгледана в два аспекта: самооценка на когнитивния напредък и психоемоционален самоконтрол, свързан с промяна на интереса към биологичната наука изучавана на английски език чрез въвеждането на електронни средства в обучителния процес. Резултатите от проведените анкети и интервю доказват увеличаването на интереса на учениците към биологията. Използването на електронни средства при поставяне и изпълнение на задачи свързани с биологията допринасят за разширяване на кръгозора на днешните ученици и за повишаването на положителното отношение на участниците в експеримента. Рефлексивността е способността за осъзнаване на личностното поведение в процеса на самонаблюдение. В процеса на обучение рефлексията се свързва със самооценяване, самоконтрол, самоактуализaция и собствено наблюдение (Стоянова 2017). Рефлексията в обучението се свързва и с психоемоционалното осъзнаване на личностните потребности за реализация и съпоставка с оценката на останалите участници в процеса на обучение. Преживяването на положителни емоции, интерес, акцентиране към индивидуалността на обучаемите улесняват рефлексията. Рефлексията може да се определи и като осъзнаване на изминат път, като осмислена съвкупност на всичко онова, което е забелязано, обмислено и разбрано. Целта е рефлексията да не приключи в края на урока, а да се създаде смислова верига, която да сравнява способите и методите използвани от другите спрямо собствените (Кузнецова 2016). Отразяващото обучение, както може да наречем педагогическата рефлексия, означава да инспектираме случващото се в класната стая, да мислим защо го правим и да преценяваме дали работи-самонаблюдение и самооценка. Педагогът в процеса на преподаване може целенасочено да предизвика рефлексивни дейности у обучаваните или те да се проявят спонтанно (Кръстева 2010). Този доклад описва резултативния ефект на рефлексията, като форма на оценка на използването на електронните средства като иновативен метод в усвояването на биологични понятия на английски език в обучението по биология и здравно образование в гимназиален етап. Рефлексията се разглежда в контекста на самооценката за случващото се в новите ситуации в класната стая и кореспондирането му с резултатите от обучението. Основната тема на настоящия доклад е: Как да се използва рефлексията в обучението по биология и здравно образование на английски език, за да се активизира процесът на учене, да се подобрят познавателните резултати на учениците и да се повиши интереса към биологичната наука при използване на електронни средства в обучението?

An editorial accompanying LACLIL Vol. 8 No. 2, this paper reviews the twined history of the journal and the Biennial CLIL Symposia as hubs for the intersection of research and practice in global and local contexts. There is a brief review of the papers in LACLIL Vol. 8 No. 2, representing both proceedings from the 5th Biennial CLIL Symposium in 2014 as well as ongoing submissions to the journal. Finally, future challenges and objectives for CLIL are outlined, pointing the ways forward for both the LACLIL journal and its contributors.

The present study is a part of a broader research about the implementation of CLIL in Italy through ICTs, aimed at spreading this approach among mainly non-linguistic Secondary school teachers, in particular from Linguistic Licei, where CLIL is compulsory from the third year. With this aim, according to a review of the literature and the European Directives, which point out engaging results for involving non-linguistic subject teachers and encourage their collaboration with foreign language teachers, a guided CLIL intervention has been proposed in two Linguistic Liceo in Cagliari (Italy). The CLIL microteaching of ten volunteer teachers has been monitored by the authors for two hours per teacher of their implementation, through a grid, which will be illustrated. It can be regarded as a tool both for CLIL inexperienced teachers, to adapt their lessons to essential elements, according to the literature (such as the length of inputs, the interaction in foreign language and the use of codeswitching, the use of online tools and so on), and for monitoring and tutoring CLIL implementations, in order to detect specific training needs. Indeed, video or audio recordings, suggested with the same aim, are often not welcomed by teachers during their lessons and our grid tries to answer the need to register several aspects during their CLIL practice and their results, so as to learn from mistakes with colleagues.

Drawing on the data produced within the three-year European project EU-MADE4LL, European Multimodal and Digital Education for Language Learning, CFRIDiL is a robust tool, designed for teacher, students, practitioners, recruiters and researchers in the fields of education, media, applied linguistics, language learning, intercultural communication and humanities in general.

CFRIDiL includes a set of guidelines to describe levels of proficiency in digital communication in intercultural and international context.

It is integration to, and expansion of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), the Digital Competence Framework for Citizens (DigComp 2.0), the Autobiography of Intercultural Encounters (AIE).