Melete - Print Module

1 de 3

https://poliformat.upv.es/portal/tool/eead040b-3894-4b23-a445-3ccf4...

Print
Note: You can choose to save the module's content as a PDF document, instead of printing.
To do so, click on the 'Print' link above. In the window that appears, select the PDF
printer as the printer of choice, then click 'Print' and enter any additional information needed.

Introduction
First steps...

In the Valencian Autonomous Community the plurilingual programme was set up in 2009. As can
be seen on the web page of the Valencian Education Ministry, in the province of Valencia alone there
has been great interest in participation and for the 2014-2015 academic year there are many schools
taking part:
153 schools in pre-primary education
154 in primary education
88 in secondary education
24 in vocational training
Apart from all the other advantages of CLIL in primary and secondary education (e.g.
learners have access to subject-specific terminology which may be useful for their future studies and
careers; possibility of learning and communicating in and through another language, etc.), Coyle et
al (2010) note that CLIL is also important for the learners cognitive development. To make this
development come about, the content teacher will have to adapt subject-specific methods so as to
accommodate the additional language focus, but making sure the language is manageable (2010:
10). However, these authors make it clear that this does not mean that the content teacher
necessarily becomes a language teacher. His or her job is to stimulate cognitive flexibility and adopt
the correct methodologies that achieve both learner and teacher objectives.
Although CLIL can offer learners of any age a natural situation for language development,
there are certain issues that need to be addressed, such as how language is to be integrated, what
aspects of the language should be targeted, how language develops through CLIL and how language
should be assessed as part of a CLIL programme (Linares et al. 2012). Is the target language simply
picked up automatically? Students may not be learning how to ask for directions or check in at an
airport, but they will be carrying out meaningful tasks which lead to using everyday language, albeit
in the context of the social world of the classroom. Thus, in this module we will be focusing on two
main aspects of the use of language in CLIL contexts: that which is used for organizing and orienting
the interaction in the classroom, not only regarding teacher and student roles, but also for
communication among peers as well, and on the other hand, we focus on ways of developing listening
and speaking skills and strategies in learners.
Partial instruction through the vehicular language is the type of CLIL implemented in the
Valencian Autonomous Community. However, both the mother tongue and the target language may
be used for specific types of activities, for example, some learners may use or consult a textbook in
the first language for doing work at home; others may ask the teacher to give an explanation of a
concept or task in the mother tongue, etc. This is referred to as translanguaging, a type of
codeswitching which Coyle et al. (2010: 16) describe as a systematic shift from one language to
another for specific reasons. We discuss further on in this module, asking if the mother tongue
should be used, and if so, when?
Evidently, the age of the learner will condition content and how the learning is to be carried
out. Pre-school children may learn by using games, songs, and play-oriented activities, and emphasis
is placed on the teacher having a high level of fluency in the target language in order to provide an
appropriate model for following. In the case of primary school children, CLIL may be introduced as
task-based instruction with a more simplified use of the immersion language, or through whole
subjects with the main aim of motivating and giving learners more (early) confidence in the use of a
foreign language. Lastly, in secondary school education students will usually have had several years

08/02/2015 19:49

Melete - Print Module

2 de 3

https://poliformat.upv.es/portal/tool/eead040b-3894-4b23-a445-3ccf4...

of instruction of the target language as a content subject. Inclusion of CLIL is being demanded by
parents, mostly during the first years of secondary education as later on pressure is greater for
passing official university entrance exams. In an increasingly globalised world, parents see the need
for their children to have a solid base in what is at present the language of international
communication, and one which can open doors for the future careers of their children. Cognitive
demands are relatively high and there are several different models being practised, including
dual-school education (using ICT, schools in different countries share the teaching of specific subjects
in the CLIL language); bilingual education (a significant part of the curriculum is studied in the CLIL
language); interdisciplinary modules are taught by teachers from different fields, for example,
citizenship, or environmental science may be given by Maths, Language or Physics teachers.
(For a more detailed explanation of different implementation of CLIL and specific models, see Coyle et
al. 2010, 16-23).
As mentioned in the fourth subject of this course, in the planning process for CLIL programmes
teachers should first identify the content-obligatory language (necessary for studying the content)
and content-compatible language (that which supports the content as well as the linguistic goals of
the subject).

The figure above represents the Language Triptych (Coyle et al. 2010). The idea behind this is
to establish clear objectives concerning the relationship between the content language and the
linguistic knowledge as well as taking into account the knowledge-construction processes.
1. Language of learning: what language is needed by the learners to be able to access the basic
concepts and skills of the subject content? This may involve looking at the genre, and will be
more oriented to those functions and notions required in order to understand the subject
content rather than being ordered according to grammatical structures. It is very important,
nonetheless, that teachers be aware of the linguistic demands to be made on the learners.
2. Language for learning: what language is needed for using in the classroom environment and
how can teachers prepare themselves and their students to be more effective? Learners can be
taught or made aware of strategies to improve their learning, and teachers need to be trained
in order to provide the scaffolding the learners require i.e. prepare them for working in
groups/pairs, for summarizing or for writing reports, for being familiar with some of the
pragmatic aspects of classroom talk, for knowing how to ask questions, debate, etc.
3. Language through learning. Language which emerges when CLIL students are being stretched
to think about and express meanings related to content. Learning cannot be effective if we do
not engage ourselves in activating language and thought processes. When we use language to
express our understanding of certain concepts, we are helping to integrate new knowledge in
our existing repertoire. In this sense, the language that may be needed is not always clearly
predictable and therefore it is difficult to have it prepared beforehand. So teachers should be
ready for handling new language and providing strategies throughout the learning process.
Whilst effective communication is a vital goal that teachers work towards, at the same time
there will also be a progression as regards grammar, lexis, etc. That is, they need to be
exposed to language in use, understand its function and then be capable of reproducing it.
Adapted from Coyle et al. 2010

08/02/2015 19:49

Melete - Print Module

3 de 3

https://poliformat.upv.es/portal/tool/eead040b-3894-4b23-a445-3ccf4...

Following the Language Triptych when planning and preparing CLIL units and materials should lead to
systematic and well graded sequencing, starting with topic selection and ending with a review of key
content and language elements.
1. Planning a CLIL unit starts with content selection. The specific needs of the content subject are
at the heart of every CLIL lesson and the starting point for material construction.
2. Providing multimodal input and distributing it evenly across the new CLIL unit produces highly
differentiated materials which accommodate different learning styles and activate various
language skills.
3. The nature of the selected input (i.e. texts, charts, maps, video clips, etc.) determines how
much and what kind of input-scaffolding is needed. It also indicates which subject specific study
skills need to be practised with the students so they can successfully cope with that input.
4. Tasks need to be designed to trigger both higher order thinking skills and lead to authentic
communication/interaction in different interactive formats (individual work, pair work, group
work, etc.).
5. The nature of the desired output (poster, interview, presentation, map, etc.) determines how
much and what kind of output-scaffolding is necessary.

A last word.
Before starting this subject, please could you do an online survey. We want to ask you
some questions related to your present occupation, if you are a teacher, your teaching
practice, your students, and if you already teach CLIL, there are some questions for you
too. Finally there are a few questions asking about your own learning strategies.
We use the Survey Monkey application which is suitable for using with either PCs, laptops
or smart phones.

08/02/2015 19:49