5-1. CLIL Multimodality — Transcript

Full transcript

1. 0:03你好, Hello, my name is Inmaculada Pineda, I come  from the University of Malaga in Spain and today
2. 0:10I’m presenting the first video lesson for the  training program for CLIL teachers in Taiwan.
3. 0:16Today we're going to have a look at  CLIL and multimodality, enjoy. So
4. 0:23let's start our presentation today on CLIL  and multimodality. As you know, I come from
5. 0:30the university of Malaga and here's my email  address in case you need to ask me questions,
6. 0:36or you would like to consult with me, or ask  for further readings, or you want to conduct
7. 0:42further research. Just feel free to email me at  any time, okay. I might take a little bit long,
8. 0:50particularly now during summer time to reply, but  I promise I do reply if you write to me, okay.
9. 0:58So having said that let's start with some  definitions about multimodality. Okay. So
10. 1:06when we are discussing multimodality and  multimodal communication, we are discussing
11. 1:12basically different ways in which we convey  meaning in which we send messages to other people.
12. 1:19That do not necessarily depend on language. I’m  going to give you a number of examples here,
13. 1:25so for example in this case we have a number of  Taiwanese newspapers. Even though I cannot read
14. 1:32mandarin Chinese, I’m sure that for example  these are the titles or the names, and here
15. 1:42you have a little piece of news with a picture.  When you have titles, you have different font
16. 1:49size, even different font color and then for  example, here they are talking about the weather.
17. 1:55I don't know what it means, but I know it's about  the weather and different regions of Taiwan.
18. 2:00So even if you cannot read another language, or  even if you cannot decode the linguistic mode,
19. 2:09you can decode the other modes that are present in  all types of communication, like for example, the
20. 2:16icon of an apple, and probably recommending that  you eat apples or you stay healthy or something,
21. 2:23or maybe not maybe it's a different thing. But  in case regardless of the language that you use,
22. 2:29there's a number of things you can still  decode and they're not part of language,
23. 2:34but they accompany language. So that the message  gets across, okay. Now your students are probably
24. 2:44experts in decoding the messages in video games  because they do play video games on a daily basis,
25. 2:50most of them outside the classroom. And in this  case, the modes in video games have to do with
26. 2:59music, for example, different music and tones  for different scenes, and different stories,
27. 3:06sounds, also you have different movements,  different messages that are provided within
28. 3:18video games. And they can decode them regardless  of also being accompanied by language or not.
29. 3:27Now in the classroom, you have a number of  modes that you can include as you can see,
30. 3:34for example facial expression of the teacher,  even if you cannot see her face very clearly,
31. 3:40you can see that she's smiling, the body language  she's expecting students to probably provide an
32. 3:50answer to her question or volunteer something,  and then she is, she's satisfied that they are
33. 3:57participating and they are engaged. I’m sure  that you know for example, the body language
34. 4:04you see here the gestures, they have a specific  meaning in this particular context, but maybe,
35. 4:10and in this case it's probably to provide  an answer, but when you have the same
36. 4:15gesture in a different context, for example at  a conference, this is not to provide an answer,
37. 4:21this is to ask a question. So different contexts  would have different modes of communication,
38. 4:28conveying different meanings, okay. Now this  is another multimodal example of communication.
39. 4:38The difference, the main difference between this  and this has to do with technology. She is using
40. 4:46multimodal communication and technology, so many  people understand that multimodal communication
41. 4:53is always digital. It's not. It can  be digital or not necessarily digital,
42. 4:59okay. So basically it's the combination of  different modes, in this case, she has a drawing,
43. 5:04she has language, she has the body language,  the posture, even the facial expression. she is
44. 5:11conveying a different meaning to the meaning that  she is conveying with her facial expression, okay.
45. 5:18So you get the idea. We have different ways  of communicating that complement language and
46. 5:25not every time they depend on language, okay.
47. 5:31So all practices are always multimodal. A theory  has to be developed in which that fact is central.
48. 5:38And a methodology produced for forms  of description in which all modes are
49. 5:43described and describable together. So even  though we were analyzing them in isolation,
50. 5:50so the gesture the body language, etc., when  we are using those elements in communication,
51. 5:55they are combined, they are integrated.  We don't do body language without,
52. 6:02you know, the facial expression or without  the other modes of communication, okay.
53. 6:12Now people communicate through speech,  accent, facial expression, gaze direction,
54. 6:18so I’m sure you can tell if students  are looking one way or the other,
55. 6:23this is telling you one message or the other. The  position you have, and the movement you have in
56. 6:28the lesson, if you are moving around maybe this is  conveying that this is a part of a lesson in which
57. 6:36students are participating or working in groups,  but if you are standing next to the blackboard,
58. 6:44maybe you have a different meaning, let's pay  attention to the screen, or let's pay attention
59. 6:48to the question I disposed. So all different  ways in which we communicate have different
60. 6:55levels of meaning and we combine them  together in multimodal communication.
61. 7:00Now contexts also have meaning, so things that  you do in the classroom to either decorate the
62. 7:08classroom, or keep track of things of content  of parts of knowledge that you want to convey,
63. 7:15they all also convey meaning. You may convey  meaning through color and texture and position,
64. 7:23where you place elements in the  classroom, also has a meaning.
65. 7:30Now multimodality moves from the idea that  one medium communicates in a particular way,
66. 7:36for example, television, to the idea that one  medium may employ a number of different modes
67. 7:42of meaning. You may have in television, you  may have language and music and movement etc.
68. 7:49If we think about it in the  classroom, when we talk about mediums,
69. 7:56and we talk about modes, we may be talking about  oral communication, but then our communication
70. 8:03also integrates other modes, like gestures,  and gaze, and position, and movement etc.
71. 8:12Now multimodality in CLIL is very very important  because if we need adaptation and scaffolding
72. 8:23in regular monolingual classrooms. In bilingual  education, it's even more important. Multimodality
73. 8:30for the CLIL teacher, can result in the creation  of attractive and professional resources, and can
74. 8:37provide linguistic support. This is very important  because you can provide linguistic support both
75. 8:44in the students’ native language but also in their  target language. And now for the CLIL student,
76. 8:52a multimodal approach can be a powerful motivator.  It can add variety and interaction to a lesson,
77. 9:00and it can provide stimulating visuals to support  understanding of both language and content.
78. 9:09Now adaptation is very important in this  sense. Adaptation has to do with the adaptation
79. 9:17of multimodality in CLIL, not only to  your content, but also to your context. To
80. 9:24the way your students learn to the varieties of  students that you have in your classroom. Some
81. 9:30of them may have specific needs. Also to the  local curriculum and to the necessities that
82. 9:41every particular school different  schools may have in terms of guidelines
83. 9:46on what to teach and how to teach it,  particularly having to do with CLIL.
84. 9:50So adaptation of multimodal communication  in your CLIL context is very important.
85. 10:00Now going back to the definitions. Modes are  abstract or non-material resources of meaning
86. 10:07making, for example the languages of image,  sound, gesture, color, texture, and narrative.
87. 10:16Now the modes the original five modes were  textual, oral, spatial, visual, and gestural.
88. 10:22Today there are seven modes. You don't need to  know all of the labels, just you need to know
89. 10:27that there are different elements in communication  that are integrated. So that when we are teaching,
90. 10:35our CLIL courses to our students, it's  not only the language that you're using
91. 10:40or not only the images that you're using,  but it's the integration of everything
92. 10:47that conveys the complete meaning and then  eventually will foster learning. Now media
93. 10:56are different from modes. Media are basically the  material forms which in which modes are realized.
94. 11:03So for example, a photograph is a material form  in which different modes, like the visual mode is
95. 11:13conveyed, okay. A computer screen or a whiteboard  or a projection screen in a classroom can have a
96. 11:23drawing, and it can have vocabulary, it can have  the description of a process or a concept, and
97. 11:32that would be the medium the screen, and then the  modes would be the combination of visual mode,
98. 11:41oral mode, linguistic mode, etc. okay. Now you  may be using the right media but the wrong modes,
99. 11:51or the right media and the right modes.  Obviously, we prefer that in the future you use
100. 11:56the right media and the right modes, but it's not  so difficult. Let's have a look at the wrong mode,
101. 12:03okay. So in this case, we have the teacher,  she's using the right medium in this case.
102. 12:08She's using the white board, this is okay. In  fact, this item was designed for education,
103. 12:15but then she's using the wrong mode because both  the visual mode and the linguistic mode in this
104. 12:21case they are too complex for these students. If  you check the kind of details that you have here,
105. 12:32this is not appropriate for primary school  students, okay. Not only the language here but
106. 12:38also the visuals, okay. They are not appropriate  for the students, and I added the question marks
107. 12:46just to make a point, okay. Now I have examples  from Siemen Elementary School when I was
108. 12:55doing observation sessions in December 2018. And  this is a CLIL math session that I observed. In
109. 13:02this case, these are examples of right medium and  also right modes, okay. In this case, the teacher
110. 13:10is using what we call multimodal scaffolding. I’m  sure you are familiar with multimodal scaffolding,
111. 13:17or at least with scaffolding because it's based  on Vygotsky’s concept of the zone of proximal
112. 13:23development and the emphasis is on providing  assistance to students to enable the learner to
113. 13:30reach beyond what they are able to achieve alone.  Learners initially need support and guidance
114. 13:37until they are able to perform the activity their  themselves and aided, okay. So this is an example
115. 13:44of what we could see in an already CLIL classroom  in Taiwan, okay. So here we have the teacher,
116. 13:52and she's using a girl as an example, to revise  concepts that were covered in a previous session
117. 14:01and they had to do with horizontal and vertical  lines, okay. So at this stage, I’m sure you can
118. 14:08notice she's combining the linguistic mode, the  gestural mode, the visual mode with the screen.
119. 14:18She's also using proximity to the students,  even touching her pointing to her clothes, so
120. 14:25that other students can see where the horizontal  lines are. Now in this other part of the lesson,
121. 14:33she's also using the correct medium, this is  the white board, but she is asking students
122. 14:39to find and identify the types of lines that they  have learned in this case again, horizontal lines,
123. 14:46but in the pictures not in the student's T-shirt.  Now in this case she's asking students to find
124. 14:54vertical lines in the classroom, so again, she's  using the context to illustrate her content.
125. 15:02And again she's using the medium of the screen.  This is digital medium, but she's also using
126. 15:09oral communication, body language, I’m  sure you know, their facial expression etc.
127. 15:19And in this case this is an  example of students being able
128. 15:23to perform the activity themselves. In this  case, the teacher is providing materials, she
129. 15:30is monitoring, but she's not doing the activity  herself. So basically, they're doing it, you know,
130. 15:38they are growing away from scaffolding. As you can  notice, the screen here is not providing answers,
131. 15:45it's just asking them to use scissors and glue  and colors to be able to work in groups and make
132. 15:52the classification of lines themselves. This  is another example of the same idea, okay,
133. 15:59so group work and this is a very successful  example of both multimodal use of communication
134. 16:08in the CLIL classroom. This is again, a  second grade math in Siemen Elementary School.
135. 16:18Now CLIL teachers as multi-modal producers, so  CLIL scaffolding as you could see in the examples,
136. 16:27involve teacher talk obviously, all of  the nonverbal communication elements, like
137. 16:35voice, and pauses, and body language etc., but  it also involves visuals and this normally can be
138. 16:44digital, but not necessarily as you could see that  the teacher could bring prints-out of pictures, so
139. 16:51those are not digital, and then it has to do with  task design, how the activities and how students
140. 17:01are participating with the multimodal elements  that are proposed to them. It can involve use
141. 17:08of the L1 because multi-modal communication is  normally translingual. It's not only transmodal,
142. 17:16using and integrating several modes, but also  integrating different languages. And in this case,
143. 17:22it is okay, at some point to integrate your  L1 in this case mandarin Chinese, okay.
144. 17:31And then there are other elements  that you can use for CLIL scaffolding,
145. 17:36but the ones I highlighted in pink, or  red, or orange, have to do with multimodal,
146. 17:43okay. So these are multimodal and the  others are not necessarily multimodal.
147. 17:50Now the multimodal scaffolding that you can  do in CLIL have to do with manipulatives and
148. 17:56realia. They have to do with real objects that  you can bring to the classroom, maybe to conduct
149. 18:02an experiment, or to understand how they work,  or to understand the process. You can also bring
150. 18:09pictures. They don't have to be again, they don't  have to be digital, so you can bring a printout
151. 18:14or you can have them in presentation, so they  become digital. But again, multimodal scaffolding
152. 18:20can be analogical or digital, so you don't need  to be an expert in technology to be a proficient
153. 18:28multimodal CLIL teacher, okay. And then you can  have demonstrations of again realia or products,
154. 18:37you may have graphic organizers, they can be  digital or analogical etc. Now in terms of
155. 18:48examples of multimodal scaffolding, you may  have written texts, and you may not know this,
156. 18:53or you may not be aware of this, but your  textbooks, at least the ones I could browse
157. 18:59while I was in Taiwan, your textbooks are already  multimodal. You have text, you have drawings,
158. 19:06you have different colors, sometimes you even have  audio recordings with instructions and things,
159. 19:12so those are multimodal already. You can  bring as I said visual or audio data,
160. 19:18you can bring documentary, you can create  blogs either you or with your students,
161. 19:24you can bring video recordings etc. It is very  important that when you bring audio or audio
162. 19:31recordings or podcasts or video recordings, you  make sure that you have a variety of English
163. 19:42different accents and varieties. This means  that it is important in CLIL and this is
164. 19:50often forgotten that students should be exposed to  different ways of using the language. There is not
165. 20:01one standard language. This is only for learning  purposes, but they should be exposed to different
166. 20:07ways of communicating in the target language. So  bringing videos of other kids around the world
167. 20:14talking about the topic that you're covering, or  explaining some kind of experiment. This is fun
168. 20:21for them and it also exposes them to different  ways of using the English language, okay.
169. 20:31Now in terms of digital tools that  you can use for presentation. I’ve
170. 20:36divided them between presentation tools and  assessment tools. For presentation tools,
171. 20:41as I said, PowerPoint is normally the most  popular. The one I’m using is Prezi. I like it
172. 20:48because it zooms in and out into different content  and it shows students what's important and what's
173. 20:54less important or more general. You can also  use Powtoon. This is very popular among primary
174. 21:02educators because it creates it's a free online  software, it creates animations, and kids love it.
175. 21:10It's really really good. We will see examples  of this at later video lessons, so just keep
176. 21:17stay tuned. And then for video editing software,  you have a number of programs that you can use,
177. 21:25but today most mobile phones have video editing  APPs that you can use those are really easy to use
178. 21:32and you can record a number of things. You don't  need to become an expert at video editing. For
179. 21:39assessment tools, you can use Quizlet code  and Socrative. These two, they need a mobile
180. 21:45device. It has to be either a mobile phone or a  tablet, but with this one you can create your own
181. 21:52and it can you know even though you create them  with the computer, you can use them analogically,
182. 21:57meaning no technology in the classroom,  so this one is more versatile, okay.
183. 22:05Now let's have a look at the activities I want  you to do. I would like you to discuss these
184. 22:11questions. I understand that the homeroom teacher  today is going to have them up, so that you can
185. 22:17answer those questions during discussion time. And  then you know, so someone is going to have it up
186. 22:24on the screen, so I’m going to skip this part. And  then I would like to design a lesson plan for this
187. 22:32second part of the session today. I would like  (to design) you to design a lesson plan. I would
188. 22:38like you to work in groups of two or three people  and I would like you to use the template that I
189. 22:43am providing as a PDF, okay. You need to design a  lesson plan for a two-hour session of one of the
190. 22:49courses that you teach and you need to discuss  both the media and the modes that you are going
191. 22:56to be using, okay. You don't actually have to  design the PowerPoint, you don't have to actually
192. 23:02you know, select the pictures or anything. Just  describe how you're going to be using different
193. 23:09modes and different media into your how are  you going to integrate that into your teaching,
194. 23:16and mention the reasons why you selected those  elements instead of other and your intentions. So
195. 23:24what were your goals for that, okay. Okay, my CLIL  tip for today is repurpose and recycle. Basically,
196. 23:36try not to create materials from scratch.  This is hard work and it's time consuming,
197. 23:43so using repositories. There are hundreds of  webs in which you have reusable power points
198. 23:49that were designed by professional educators  and they can help you with teaching your content
199. 23:57in English, so don't start from scratch. The  adaptation part that I was telling you before is
200. 24:03the most important. Then you can use templates,  you can reuse presentations from colleagues,
201. 24:10and this leads me to the sharing part. Share with  your colleagues, share with colleagues from other
202. 24:18schools, from other regions in Taiwan to share  your materials. They are not copyright materials,
203. 24:26so just share everything, so that you don't  need to be working from scratch and you know,
204. 24:31you can save time to be with your family or  doing some other stuff that you want to do, okay.
205. 24:39Now in case you want to do some further reading,
206. 24:42I strongly recommend you to read this article.  It's on scaffolding in the science classroom
207. 24:49with visual thinking and also this  very very excellent, you know, it's
208. 24:56extremely good article by Angel Lin on theories  of trans/languaging and trans-semiotizing:
209. 25:04implications for CLIL classrooms, okay. So  I strongly recommend you to read that one,
210. 25:12okay. As I said, if you have questions or  comments you can always email me. My email
211. 25:18is at the beginning of this presentation. And I  hope you enjoyed this video lesson. Thank you.