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Este Cmap, tiene información relacionada con: CLIL, CONTENT AND LANGUAGE INTEGRATED LEARNING The use of a second/third/foreign language to teach/learn the curriculum contents and at the same time, the use of the curriculum to learn the language. Characteristics - Cognitive and language development go hand by hand. - It provides a sustantive basis for language teaching and learning. - Recognition of the importance of language structures, skills or funtions that are characteristic of different content areas. - It´s possible to practice language with sophisticated tasks. - Immersion programs are a real success., CONTENT AND LANGUAGE INTEGRATED LEARNING The use of a second/third/foreign language to teach/learn the curriculum contents and at the same time, the use of the curriculum to learn the language. Conceptual framework - The reconceptualization of teachers´ roles. - Second/foreign language education language is the primary goal. -Teachers´ resposability areas are expanded; they work in tandem. - Topics and structures may or may not have any relationship with the language skills students need in their content classes. - To analyse students´ language or communication difficulties to determine appropiate content- compatible language objectives. - It´s important the feedback between teachers and teachers/students. - Depending on students needs: design instructional activities to be integrated into the subject-matter lesson OR teach directly in the second/foreign language class., Spanish-medium instruction with Basque and Spanish as subjects. ???? - Model D is the most popular. - Spanish as language of instruction has declined; Basque has grown. - There are "new models": a foreign language as an additional language of instruction. -In public schools the use of model D is higher than in private schools. - In models B and D (language of instruction): methodological approach is "content based". - The ikastolas education is based on model D., CONTENT AND LANGUAGE INTEGRATED LEARNING The use of a second/third/foreign language to teach/learn the curriculum contents and at the same time, the use of the curriculum to learn the language. What about Basque Country? Challenges using the Basque language as medium of instruction., Basque and Spanish as subjects and languages of instruction. ???? - Model D is the most popular. - Spanish as language of instruction has declined; Basque has grown. - There are "new models": a foreign language as an additional language of instruction. -In public schools the use of model D is higher than in private schools. - In models B and D (language of instruction): methodological approach is "content based". - The ikastolas education is based on model D., Application The immersion class: - Instruction of language majority children in the foreign language setting. - Content and language teacher are the same; immersion education is unique. - All planning must be guided by consideration of content-obligatory and content-compatible language needs. - To be effective: to incorporate the content- obligatory language incidentally into the content lessons. -Language skills and structures can be taught and reinforced in natural contexts. The mainstream class: - LEP students spend a good part of day here. - Mainstream teacher and ESL teacher work cooperatively and pinpoint the linguistic needs of the learner. - Teachers use: preparatory classes (in the ESL classroom for LEP students), different materials and prereading strategies. - Content determine the language objectives., Education models Model A Spanish-medium instruction with Basque and Spanish as subjects., Challenges using the Basque language as medium of instruction. Immigrant students - Their L1 is not Basque. - Most of them go to public schools and choose model A. - There can be a maximun of 30% of immigrant students in each school. - Low number of students have Basque as instruction language (23%). - Basque Government has elaborated some programs for immigrant students to: learn official languages and in order to have the same curriculum as Basque children. - These programs: reinforce some areas adapting the curriculum and promoting equality idea between children. - Younger immigrants obtain better grades and integrate better than older immigrants., Application The FLES class: - Teacher lays the language curriculum alongside the mainstream curriculum looking for points of coincidence. - Social studies: good way to conduct the curriculum in the foreign language. - Students are challenged to use their language skills as a tool of thinking. - Teacher doesn´t have to search for material; it derives from content curriculum. The ESL class: - Language instruction is integrated with the content of students´ social studies lessons. - ESL teacher reinforce certain content obligatory language and concepts. - Students use different language types. - The use of language make sense the information they have learned., Education models Model D Basque-medium instruction with Spanish and Basque as subjects., CONTENT AND LANGUAGE INTEGRATED LEARNING The use of a second/third/foreign language to teach/learn the curriculum contents and at the same time, the use of the curriculum to learn the language. Implications - ESL/Foreign language and content teachers must collaborate. - Artificial and rigid distinctions between teachers are broken down; they must help each other. - Language skills learned in the second/foreign language class will be useful and usable in content classes. - CLIL implies a coherent development program across grade levels. - Concerted measures try to promote continuous language growth across grade models, but there is risk of repetition and stagnation. - It may entail difficult language structures, skills or functions required for an effective communication. - Eschew distinctions that are artificial from a communication point of view. - CLIL implies the integration of higher order thinking skills into the language classroom. - It aims to engage students in learning about content through language., CONTENT AND LANGUAGE INTEGRATED LEARNING The use of a second/third/foreign language to teach/learn the curriculum contents and at the same time, the use of the curriculum to learn the language. Immersion Programs - The L2 is a medium of instruction. - The immersion curriculum parallels the local L1 curriculum. - Overt support exists for the L1. - The program aims for addictive bilingualism. -Exposure to the L2 is largely confined to the classroom. - Students enter with similar (and limited) levels of L2 proficiency. - The teachers are biligual. -The classroom culture is that of the local L1 community., Challenges using the Basque language as medium of instruction. The use of Basque - It´s a success in formal situations. - In informal situations, is in risk: many Basque people feel more comfortable with Spanish, children too. - Basque Government promote different activities to push the use of Basque in the schools. - Ulibarri project: to increase the quality and use of Basque in the school context. - "Pixkat bat es mucho" campaign: to promote Basque in society in general. - Separate students: can be a good way to improve each group their Basque level according to their skills, but is considered less egalitarian. - Schools can teach Basque, but its development is linked to its use in the society., Education models Model B Basque and Spanish as subjects and languages of instruction., CONTENT AND LANGUAGE INTEGRATED LEARNING The use of a second/third/foreign language to teach/learn the curriculum contents and at the same time, the use of the curriculum to learn the language. Conceptual framework Application, Basque-medium instruction with Spanish and Basque as subjects. ???? - Model D is the most popular. - Spanish as language of instruction has declined; Basque has grown. - There are "new models": a foreign language as an additional language of instruction. -In public schools the use of model D is higher than in private schools. - In models B and D (language of instruction): methodological approach is "content based". - The ikastolas education is based on model D., Challenges using the Basque language as medium of instruction. The development of teaching materials. - A lot of progress have been in this area. - Today, there are different materials in Basque, except in vocational training. - New material allow pupils to standarize and improve oral and written levels. - "Euskara Batua" is used in schools and in the teaching materials too. - Teachers use oral varietys, but not the texts., Challenges using the Basque language as medium of instruction. Teachers education - Today are proficient in Basque. - Basque Government offer them courses to learn or refresh the Basque language. - They need to be well prepaired because models B and D children have increased. - Most of teachers are bilingual (or trilingual). - Berritzeguneak: give advice to teachers about general didactics, programs, materials... - They´ve got courses to improve their knowledge. - Bilingual teachers can understand better children than monolingual ones., CONTENT AND LANGUAGE INTEGRATED LEARNING The use of a second/third/foreign language to teach/learn the curriculum contents and at the same time, the use of the curriculum to learn the language. What about Basque Country? Education models