LOST IN CLIL????
Content and language integrated learning (CLIL) across Europe:
approaches and quality issues in higher education
Anca Greere & Anne Räsänen
LANQUA subproject 3 coordinators
www.lanqua.eu
www.lanqua.eu
LANQUA
5 Thematic Subprojects:
1.
2.
3.
4.
5.
Intercultural Communication
Language teacher education
Content Language Integrated Learning
Literature and Culture
Language Learning
www.lanqua.eu
Outline
1.
2.
3.
4.
5.
Setting the scene
Definition of CLIL in the subproject
Variation of approaches: CLIL steps
Variation of pedagogical features
Quality issues – problems, solutions,
learning outcomes, case studies =>
TOOLKIT
www.lanqua.eu
Preliminary Questions ???
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What are the reasons for implementing CLIL?
Is there a planned/staged-out approach to CLIL implementation?
At what levels of education is CLIL mostly practiced (e.g. BA, MA,
PhD, CPD)?
Are these full-size L2 mediated programmes or modules offered
systematically?
What subjects/domains are most likely to take up CLIL?
How are learning outcomes defined? Are learning outcomes
specified for both language and content?
How is CLIL delivered (e.g. contact hours, blended learning,
e-learning options)?
Is there coordination between language-specialists and subjectspecialists (e.g. joint planning of syllabus and learning outcomes,
team teaching)?
How are students’ needs dealt with? Is there any language support
offered to students prior or during the content courses?
How are educators’ needs dealt with? Is there any language
support offered to subject-specialists? Is there any content-related
support offered to language-specialists?
www.lanqua.eu
Asking Management (majority of
answers in the preliminary survey)
Q: Are there any aims for language AND
communication development?
A: NO
Q: Are subject knowledge and communication skills
both assessed?
A:'NO, only knowledge skills are assessed explicitly.
Assessment of communication skills would make no sense.
www.lanqua.eu
Asking Students
(some answers to the preliminary survey)
Q: How do you find the language and communication skills of your teacher?
A:”In the general course the lector had to switch to German to explain difficult things
in more detail, so he hadn´t good skills in the foreign language. The other course
was a specific English course which was perfectly structured and performed.”
A: “The English skills of my teacher in my English course were very good. For me he talked
like a native …The teacher in the other course, I was enrolled, was weak. Everyone
recognized that he had to teach in English for the first time. So it was hard to listen to
the speech, but sometimes it was really funny!”
Q: . Do you think that teaching through a foreign language requires different
pedagogical skills from teaching through the local language?
Comment:” The question has to do with pedagogical skills that we students are
not entitled to know and discuss about”
www.lanqua.eu
Definition of CLIL
CLIL is generally defined as a pedagogical approach which has a dual
(integrated) aim: learning of the subject matter (content) and
learning of the (second/foreign/target) language used as the
medium of instruction for the content
in SP3, CLIL is seen as a continuum or an umbrella term for
all those approaches in which some form of specific and
academic language support is offered to HE students in
order to facilitate their learning of the content through
that language, or in which multilingual and multicultural
competence is pedagogically promoted during content
learning
FROM NON-CLIL TO CLIL
www.lanqua.eu
(in second/foreign language mediated higher education)
NONCLIL
- no concern for language learning, other agendas
- no (pedagogical) collaboration btw any teachers
- e.g. visiting experts giving individual lectures
-incidental, unsystematic, limited exposure (<25%)
Anne Räsänen 2010
FROM NON-CLIL TO CLIL
www.lanqua.eu
(in second/foreign language mediated higher education)
PRE-CLIL
LSP /
NONCLIL
DisciplineBased
Language
Teaching
- language specialists providing disciplinespecific language teaching to support learning
- no (systematic) collaboration with subject
specialists, language teacher chooses materials
- possible power plays, role formation
Anne Räsänen 2010
www.lanqua.eu
FROM NON-CLIL TO CLIL
(in second/foreign language mediated higher education)
PARTIAL CLIL
(language, LAP)
Pre-CLIL/
LSP
NONCLIL
DisciplineBased
Language
Teaching
- pre-sessional teaching of language, discourse,
academic practices etc. to support students’ learning
in the content course/programme that follows
- possible collaboration between teachers
-language learning outcomes specified according
to content learning needs
Anne Räsänen 2010
www.lanqua.eu
FROM NON-CLIL TO CLIL
(in second/foreign language mediated higher education)
PARTIAL
CLIL
PRE-CLIL
LSP /
NONCLIL
DisciplineBased
Language
Teaching
(language)
PARTIAL CLIL
(content)
- courses/programmes provided
systematically by subject specialists
to mixed, multicultural and
multilingual groups (>25% exposure)
-language learning expected due to
exposure, but no specified outcomes;
often implicit aims and criteria
- collaboration possible, but rare
Anne Räsänen 2010
www.lanqua.eu
FROM NON-CLIL TO CLIL
(in second/foreign language mediated higher education)
ADJUNCTPARTIAL
CLIL
PRE-CLIL
LSP /
NONCLIL
PARTIAL
CLIL
(content)
(language)
DisciplineBased
Language
Teaching
Anne Räsänen 2010
CLIL
- language support
coordinated with/
integrated in
subject studies and
takes place
simultaneously
-joint planning and
specified outcomes
and criteria for both
content and language
www.lanqua.eu
FROM NON-CLIL TO CLIL
(in second/foreign language mediated higher education)
CLIL
ADJUNCT-
PARTIAL
CLIL
PRE-CLIL
LSP /
NONCLIL
PARTIAL
CLIL
(content)
(language)
DisciplineBased
Language
Teaching
Anne Räsänen 2010
CLIL
-fully dual
approach
and full
integration
across
subject
teaching
by subject
specialist
or via team
teaching
www.lanqua.eu
STEPS FROM NON-CLIL TO CLIL
(in L2 & FL mediated higher education)
-pre-sessional teaching of language,
discourse, academic practices etc. to
support students’ learning in the content Partial CLIL
course/programme that follows
(language)
- possible collaboration btw teachers
-language learning outcomes specified
according to content learning needs
NON-CLIL
CLIL
ADJUNCTCLIL
-fully dual
approach
and full
Partial CLIL
integration of
- language support
language
(content)
coordinated with/
across subject
-courses/programmes
integrated in
teaching
provided systematically
subject studies
by subject
by subject specialists
and takes place
specialist or
to mixed, multicultural
simultaneously
via team teaching
and multilingual groups
-joint planning btw
-specified
PRE-CLIL/LSP
(>25% exposure)
teachers and
outcomes and
Discipline-language learning expected due to specified outcomes
criteria for
exposure, but outcomes not
Based
and criteria for both
both content
specified; implicit aims and criteria content and language
Language
and language
- collaboration possible, but rare
- no concern for
Teaching
language learning,
- language specialists providing
other agendas
discipline-specific LT
- no (pedagogical)
to support learning
collaboration
- no (systematic) collaboration
- e.g. visiting experts,
- with subject specialists,
individual lectures
FL
teacher chooses materials
-incidental,
- possible power plays,
unsystematic,
role formation
limited exposure (<25%)
LANQUA/CLIL Anne Räsänen/2010
www.lanqua.eu
Quality Assurance ???
• Are there external Quality Assurance Mechanisms (national:
QA bodies/agencies, international: ISO standards)?
• Are there internal Quality Assurance Mechanisms (e.g.
institutional, faculty, programme level)?
• What are the areas of QA (e.g. staff competences, student
competences, infrastructure, curriculum planning, etc.)
• Is there a coherent institutional language policy including CLIL
issues? Is it applied?
• Is evaluation by peers practiced? Is there any washback effect?
• Is evaluation by students practiced? Is there any washback
effect?
www.lanqua.eu
Quality Issues
• Collaboration between content specialists and language
specialists in planning, aims-setting, materials design, and
formulation of learning outcomes and assessment criteria in
order to assure an informed CLIL approach and curriculum for
courses and programmes
• Increased language awareness in content instruction
• Awareness of new focuses in language instruction (e.g.
language use vs. language accuracy)
• New pedagogical profiles of both content and language
teachers
• Support systems for students and teachers
• Institutional and management issues (e.g. resources, funding,
professional development requirements, evaluation)
www.lanqua.eu
Case studies
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University of Nicosia, CYPRUS: Implementing a CLIL Approach with
German in HE Training of Tourism Professionals
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University of Toulouse 1 Capitole, FRANCE: Facing the Challenges of
CLIL at the School of Economics
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University of Luxembourg, LUXEMBOURG: Developing Multilingual
Learning and Plurilingual Communication through the Teacher
Education Programme
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University of Fribourg, SWITZERLAND: Analyzing CLIL
pedagogical strategies at the Faculty of Science
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University of Trento, ITALY: Promoting Collaboration between
Content Teachers and Language Teachers for the Master’s In European
and International Studies
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University of Jyväskylä, FINLAND: A Consolidated Language Support
System for International (English-medium) Master’s Degree
Programmes
www.lanqua.eu
FROM NON-CLIL TO CLIL
(in second/foreign language mediated higher education)
CLIL
ADJUNCT-
PARTIAL
CLIL
PRE-CLIL
LSP /
NONCLIL
DisciplineBased
Language
Teaching
(language)
PARTIAL
CLIL
(content)
Fribourg,
Switzerland
+
Toulouse,
France
+
Luxembourg
CLIL
Kate
Trento,
Italy
Jyväskyla,
Finland
+
[in future]
Nicosia,
Cyprus
www.lanqua.eu
CLIL Learning Outcomes
Competence areas identified
• Information management and problem-solving for
building expertise (i.e. competence in the field)
• Identity of the profession and its international and
multicultural dimension
• Professional networking and teaming
• Discipline-specific and social communication
conventions
• Life-long learning and self-direction
www.lanqua.eu
CLIL Learning Outcomes
(On completion of the Master’s degree, students are expected …)
1/5
...to have acquired:
...to be able to demonstrate:
Multilingual mastery of the fieldspecific and professional domain.
Knowledge and understanding of
how information is managed,
conceptualised, and communicated
in the target languages in the fieldspecific academic and professional
domain and how the body of
knowledge in the field can be
contributed to through research
activities.
Receptive and productive
communication competence in the
target languages to access, process
and critically evaluate information in
the field of study, to share
information, and to identify, analyse
and solve problems in
multiprofessional settings of the field.
www.lanqua.eu
CLIL Learning Outcomes
(On completion of the Master’s degree, students are expected to …)
2/5
...to have acquired:
...to be able to demonstrate:
Awareness and understanding of the
national and international
dimension of the professions in the
field, including cultural differences
and own cultural, academic and
professional presuppositions and
representations, as well as how they
are manifested in the target
languages
Skills and strategies to mediate
between languages and cultures in
social and in professional settings,
including effective translanguaging
(code-switching, intercomprehension
strategies, mediation), intercultural
awareness and negotiation of
meaning needed in multilingual and
multicultural environments.
(multiliteracy)
www.lanqua.eu
CLIL Learning Outcomes
(On completion of the Master’s degree, students are expected to …)
3/5
...to have acquired:
...to be able to demonstrate:
Knowledge and understanding of
how multilingual and multicultural
professional teams, networks and
communities operate in both faceto-face and virtual contexts and
which interpersonal and
intercultural skills are required.
Professional and interpersonal
communication skills in the target
languages in order to function and
interact in specific and
interdisciplinary fields, teams,
networks and communities, as well as
in social contexts.
www.lanqua.eu
CLIL Learning Outcomes
(On completion of the Master’s degree, students are expected to …)
4/5
...to have acquired:
...to be able to demonstrate:
Awareness, knowledge and
understanding of the
communication conventions in the
field and profession in the target
languages, for example genre,
discourse and register conventions,
as well as sensitivity to appropriate
language use in academic,
professional and social contexts.
Competence in appropriate oral and
written communication in target
languages in the specific academic
field and in professional and social
contexts, including communicating
own expertise to different audiences.
www.lanqua.eu
CLIL Learning Outcomes
(On completion of the Master’s degree, students are expected to …)
5/5
...to have acquired:
...to be able to demonstrate:
Understanding of the importance of
continuously developing one’s own
professional expertise through
multilingual and multicultural
sources and experiences, including
ICT-enhanced environments.
Ability to apply appropriate
metacognitive skills and strategies
needed for self-directed and
integrated content and language
learning on a lifelong basis.
Anne Räsänen 2010
www.lanqua.eu
SP3 – Thank you!!!
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Anca Greere – Babeş-Bolyai University, ROMANIA
Anne Räsänen – Jyväskylän Yliopisto, FINLAND
Gail Taillefer – Université Toulouse 1 Sciences Sociales, FRANCE
Brigitte Forster Vosicki – Université de Lausanne, SWITZERLAND
Christine Lechner – Pädagogische Hochschule Tirol, AUSTRIA
Antroulla Papakyriakou – University of Nicosia, CYPRUS
María Luz Suárez – Universidad de Deusto, SPAIN
Klára Szabó – Szegedi Tudomanyegyetem, HUNGARY
Marie-Anne Hansen-Pauly – University of Luxembourg, LUXEMBOURG
Kate Riley – Università degli Studi di Trento, ITALY
Anna Liharevschi – Universite de Geneve, SWITZERLAND