2-1. CLIL Pedagogy — Transcript

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1. 0:02I’m Yuen Yi Lo from the Faculty of  Education, the University of Hong Kong.
2. 0:07In this video, I’m going to talk about Content  and Language Integrated Learning-CLIL Pedagogy.
3. 0:18First of all, what is Content  and Language Integrated Learning,
4. 0:22CLIL? As its name suggests, CLIL is a  dual-focused educational approach in which an
5. 0:29additional language is used for the learning  and teaching of both content and language.
6. 0:36And in CLIL, both language and the subject have  a joint role. This definition implies attention
7. 0:43being paid to teaching both the content and  the target language, for example English.
8. 0:50More and more researchers have argued for  more explicit instruction of language,
9. 0:55especially in contexts where students’ exposure  to target language is limited to CLIL classrooms.
10. 1:04In general, the rationale behind  integrating content and language teaching
11. 1:10is that language learning can be facilitated by  the meaningful communicative context provided
12. 1:16by content subjects, so content  and language should be integrated,
13. 1:21but the question is how to do so in real  practice. As Dalton-Puffer highlighted,
14. 1:28the program of integration in CLIL needs to be  solved on the level of the different pedagogies.
15. 1:35Teachers need to link up the pedagogies of the  different subjects, like mathematics, history or
16. 1:41economics with the pedagogy of language teaching.  In what follows, I will synthesize some literature
17. 1:49to explore how teachers can plan  language and content integrated lesson.
18. 1:58The first step for every unit on lesson  planning is to set the learning objectives.
19. 2:04For CLIL lessons, teachers need to plan both  content and language learning objectives.
20. 2:10When teachers do so, the most important  rule is that the two sets of objectives
21. 2:15should be closely related to each other,  so that the language objectives are not
22. 2:21imposed on the content subject lessons which  will become too language oriented. To do so,
23. 2:28teachers can first identify the content objectives  and then set the related language objectives.
24. 2:39How to set content objectives? They are usually  about the concepts or knowledge of a particular
25. 2:45topic in content subjects. They also covered  cognitive skills involved in the subject.
26. 2:53Teachers can refer to the Bloom's taxonomy  for different levels of cognitive skills,
27. 2:58including remember, understand,  apply, analyze, evaluate and create.
28. 3:08Language objectives may cover  different levels or layers of language.
29. 3:13We may refer to the Genre Egg proposed by Lin  to understand the different layers of language.
30. 3:20Within a curriculum context, for example different  content subjects, there are different text types
31. 3:28which achieve particular communicative functions,  such as arguing for a point of view, explaining
32. 3:35the occurrence of a phenomenon, recounting a  historical event. To achieve these functions,
33. 3:42the authors would use different vocabulary items,  grammar features, sentence patterns and also text
34. 3:49structures. After analyzing these language  features associated with the topic concerned,
35. 3:56teachers can set the language objectives.
36. 4:05To set the objectives for  CLIL, or content-based lessons,
37. 4:09Cammarata proposed the Content-Language-Literacy  Integration Framework. This framework consists
38. 4:17of four sets of objectives, and each set has  different components. For content objectives,
39. 4:24they include the knowledge targeted, cognitive  skills involved, and activities. For academic
40. 4:32literacy skills objectives, they include  literacy skills related to complete the task,
41. 4:39textual materials used, and written or oral  academic production. For content-related
42. 4:46language objectives, they refer to the  functions that students perform with language,
43. 4:52some grammatical structures and vocabulary items.  And for the literacy-related language objectives,
44. 5:00they input the language involved in reading,  listening, writing and speaking. The arrows
45. 5:08in the framework show that these  sets of objectives are interrelated.
46. 5:15Let me use the examples taken from Cammarata's  work to further illustrate the framework. This
47. 5:22is a topic about air pollution. For the content  objectives, students will be able to identify
48. 5:30key pollutants related to air pollution by  interpreting data from three air quality indexes
49. 5:37and completing a graphic organizer requiring  them to compare and contrast information.
50. 5:44For academic literacy skills objectives, students  will demonstrate targeted mastery in reading and
51. 5:51writing by identifying and describing the role of  key components of an air quality index included
52. 5:57in the three online air quality indexes, so as to  later be able to give a personal opinion regarding
53. 6:04the impact of car emission on air pollution.  For the content-related language objectives,
54. 6:11students will describe information found in  air quality indexes by using the present tense,
55. 6:17third person singular and adjectives with words,  phrases, frames, such as today the air quality is.
56. 6:27The literacy-related language objectives, students  will use conjunctions showing cause and effect,
57. 6:33to provide a convincing argument  when developing their final project.
58. 6:41If the four sets of objectives are too  complicated, teachers could start with
59. 6:46two sets: content and language related  objectives. Here is an example. This unit
60. 6:54was designed for grade 2 students learning  science through English, and is about shadow.
61. 7:00For the science related objectives, students will  understand how shadows happen, understand the
62. 7:07rules of shadows, and understand the relationship  between the strength of light sources and shadows.
63. 7:15The English related learning objectives  correspond to the science ones.
64. 7:20Students need to understand and use science  terms related to shadows, such as light source,
65. 7:26object, shadows. Students will also  describe how shadows happen in a sentence
66. 7:33and they need to describe the result  of an experiment related to shadows.
67. 7:41After setting the objectives, teachers need  to design instructional activities to help
68. 7:46students to achieve the learning objectives. Here  I would like to introduce two relevant frameworks:
69. 7:54The Contextualization, Awareness, Practice, and  Autonomy, CAPA Sequence, and the Multimodalities
70. 8:02and Entextualisation Cycle, MEC. I will briefly  introduce them. For the CAPA sequence proposed
71. 8:14by professor Roy Lyster in the context of  Canadian Immersion, there are four stages.
72. 8:20In a noticing stage, students are exposed to  the target language in the meaningful context
73. 8:27provided by the content subject. In the second  and third stage, students’ attention is drawn to
74. 8:34the target language features through awareness  raising activity and guided language practice.
75. 8:40And in the fourth stage, students are given  some autonomous practice related to the topic.
76. 8:47Throughout the four stages, students’  attention is shifted from content to
77. 8:52language and back to content again. Thereby,  integrating content and language learning.
78. 9:00Again, I would like to refer to an example from  Lyster's work to illustrate the CAPA sequence.
79. 9:08This history unit is for grade 4  students in French immersion programs.
80. 9:13The content objective is to understand the causes
81. 9:17and effects of Jacques Cartier’s three  exploratory voyages to the new world.
82. 9:23And the language objective is to consolidate  students’ knowledge of using past tense in French.
83. 9:33In the first stage, students watch a  video about the life of Jacques Cartier
84. 9:40and then teachers and students discuss the  route of the three voyages and effects.
85. 9:46In the second stage, students read the transcript  of the video with instances of past tense bolded.
86. 9:55Then the teacher guide students to identify the  instances and structure of past tense in French,
87. 10:02for example the use of different auxiliary verbs.
88. 10:07In the third stage, students make sentences to  describe important events or places related to
89. 10:12the explorer, using some different verbs in the  past tense and teacher gives corrective feedback.
90. 10:20Finally, students produce a timeline depicting  the landmark events related to Jacques Cartier
91. 10:26including a legend for each key event and teacher  gives feedback on both content and language.
92. 10:36The second framework is MEC:  Multimodalities and Textualization Cycle,
93. 10:42which is based on the teaching learning cycle  from fitness with stronger based pedagogy.
94. 10:48The NEC consists of three stages and suggests  the use of different communicative resources,
95. 10:54such as multimodal resources and different  registers of languages in different stages.
96. 11:05Stage 1 aims to create a rich experiential context  and arouse students’ interest in the topic.
97. 11:12In this stage multimodal learning resources,
98. 11:15such as video clips, pictures,  demonstrations are very useful.
99. 11:23For example, we can show students pictures,  graphs or video clips and from students to
100. 11:30predict what the topic is about. And we also  check how much they know about the topic.
101. 11:37These pictures, diagrams and videos  are about the topic traffic congestion.
102. 11:47We can also use mobile APPs to  illustrate some concepts, for example,
103. 11:53a teacher used this mobile APP to demonstrate  the theory of Brownian Motion in science.
104. 12:01In stage 2, the teacher tries to engage students  in reading the academic text and then summarize
105. 12:09the content with some notes. During this  stage, different registers of students first
106. 12:15and target language can be used together with  visuals, like graphic organizers and mind maps.
107. 12:26To help students with difficult academic  texts, we will encourage teachers to do
108. 12:31detailed reading with the students. These  are some steps of doing detailed reading.
109. 12:38First, the teacher identifies the part of the  text, making sure students know each position.
110. 12:46The teachers then paraphrase the meaning  using everyday language. The teacher asks
111. 12:52students to read the text and underline  any difficult words or academic vocabulary.
112. 12:59The teacher elaborates the meaning on difficult  vocabulary with examples and question them.
113. 13:06The teachers and students then  discuss any academic functions,
114. 13:11scientific and specific sentence  patterns of the text with the students.
115. 13:16And after reading the whole paragraph or  the whole text, the teacher identifies
116. 13:20the paragraph or text structure, that is the  organization of the paragraphs or the whole text.
117. 13:28Doing their detailed reading,  not only unpacks the content
118. 13:32and language for the students, but also  demonstrates how to root for the students.
119. 13:40For note taking or summarizing the main ideas  of the text, there are different kinds of
120. 13:46graphic organizers that teachers can use, for  example timelines are very useful for historical
121. 13:53recounts while Venn diagrams or tables are  typically associated with comparison and contrast.
122. 14:09After stage 1 and 2, students will be prepared  for the final stage which is engaging students
123. 14:17in and entextualising their experiences. In  this stage, students are scaffolded to put their
124. 14:23experience into a text, that is the process of  entextualisation. They are supported by concrete
125. 14:31language scaffolding tools, such as vocabulary  list, key sentence frames and writing prompts.
126. 14:44This is a writing template we designed  for junior secondary school students
127. 14:49to write a one-sided argument. To answer  the question about the most influential
128. 14:55achievement from the period Renaissance,  we divided the essay into four stages.
129. 15:02Students need to state the argument,  that is, the achievement they have chosen
130. 15:06in the first stage and then describe what it is  and explain how influential it is. They also need
131. 15:14to explain why this chosen achievement is more  influential than other achievements in the period
132. 15:21before reiterating the argument in the  conclusion stage. With such guiding framework,
133. 15:29students find it easier to organize their  ideas and put them into a coherent text.
134. 15:38This is a very brief introduction of CLIL pedagogy
135. 15:41and different frameworks. Please refer  to these references for more details.