Teachers Develop their Materials for CLIL in Argentina. Innovation through Action Research.

Daro Luis Banegas

Centre for Applied Linguistics

Overview

My teaching-learning context CLIL in EFL contexts. Developing materials for CLIL: frameworks and challenges. Action Research and CLIL materials development.

My teaching-learning context
EFL in southern Argentina. State secondary education. Towards a new EFL curriculum: resources.

CLIL in EFL contexts.

The CLIL Continuum

Language-Driven Content is used to learn L2. Language learning is priority. Content learning is incidental. Language objectives determined by L2 course goals or curriculum. Students evaluated on content to be integrated. Students evaluated on language skills/proficiency.
Continuum of language-content integration. Source: Met (1999).

Content-Driven Content is taught in L2. Content learning is priority. Language learning is secondary. Content objectives determined by course goals or curriculum. Teachers must select language objectives. Students evaluated on content mastery.

The CLIL continuum in ARG

Content-driven Bilingual education Language-driven Private schools with EFL lessons daily

ILTE programmes

(Curricular) Content in the EFL classroom

Theme-based lessons, projects

Developing materials for CLIL

Coursebooks in the Argentinian market with a CLILish component.

Messages (CUP) More! (CUP)

Frameworks

Mohan (1986)
ACTIVITY
(also applied for a sequence of materials)

DESCRIPTION

SPECIFIC PRACTICAL KNOWLEDGE

GENERAL THEORETICAL KNOWLEDGE

CONCEPTS and CLASSIFICATION PRINCIPLES EVALUATION

SEQUENCE CHOICE

Frameworks: Tomlinson 2008

Text collection Text selection Text experience

Experiential activity Intake response activity Development activity Input-response activity

Interpretation tasks Awareness tasks

Frameworks

The CLIL Matrix (Coyle et al. 2010)

New Language
Familiar language

New content
Familiar content

Frameworks: Coyle et al. 2010

COGNITION

CULTURE

CONTENT

CMC

Frameworks: Goodchild 2009

Stage What the teacher does What the students do

1 PREPARATION

Identifies the intercultural learning potential of a text

Provides a glossary, divides the text into chunk Designs a task to raise intercultural awareness Challenges assumptions Sets tasks for comparing and contrasting values and cultures

Speculate about themes, research the literary context, engage in class discussion
Answer questions, write summaries, use visuals and graphics, produce posters. Reflect on intercultural issues Describe their own situations, compare their stories with peers Find similarities and differences between cultures, reflect on their own cultural practices, questions their own assumptions. Through team work they prepare a portfolio which explores a topic from a local and global perspective. They offer actions.

2 COMPREHENSION

3 NOTICING 4 INTERPRETATION 5 COMPARISON

6 ACTION

Organises project work

Challenges

Teacher qualifications Team-teaching Curriculum-responsive contents Students language proficiency Students cognitive development Context-responsive contents

AR and CLIL Materials

EFL teachers evaluate and develop materials together. Teachers teach and receive feedback. Teacher develop more materials. Teachers teach and receive feedback.

General features

Language-driven. Blocks: Physical Geography, Human Geography, Literature, and Contemporary History. Sources: textbooks, magazines, books, the web (youtube, sites). Adaptation of sources of input. Formative assessment.

Sample worksheets
H. Geo. 1 2 3 Ph. Geo. 1 2 3 Literature 1 2

History 1

Feedback - Reflections
from the teachers

Time demanding Great sense of achievement Professional development Need to know more about materials adaptations.

Feedback - Reflections
from the students

Coolbut wheres my grammar? Highly demanding Language Not all topics were interesting Good listening and speaking opportunities Context-responsive: sthg we know about

Conclusions

Teachers focus more on content than language learning. Need for more classroom-based research. Need to understand how teachers use marketed textbooks. CLIL materials: team teaching, aims, approaches in the continuum.

Thank you!

dariobanegas@hotmail.com D.L.Banegas@warwick.ac.uk