03 SES 06 B, Curriculum Renewal (Languages): Policy and Practice
Content and Language Integrated Learning (CLIL) is the simultaneous acquisition of subject knowledge and fluency in a foreign or second language (L2) which has been widely adopted in European schools. For Austrian primary schools policy implementation and its impact have been under-studied. Compulsory second language or foreign language learning was introduced into Austrian primary schools in 2003/4, however no extra curriculum time has been allocated for the first and second year pupils. Education policy stipulates that L2 learning should not replace subject lesson content it should be undertaken through integration into the curricula content of any subject except German. Suggestions from the government concerning the type of methods teachers should use in the lessons resemble a Communicative Language Teaching (CLT) approach. Teacher-led instruction is foreseen in the first phases of learning but as learner skills develop peer and group interaction should become the main pedagogical practice in the classroom. As far as possible L2 should be the classroom language and German kept to a minimum. The main linguistic aims involve the development of oral-aural skills for communicative proficiency, for example the learning and use of simple daily phrases. Factors regarding teachers own L2 skills and teacher training concerning the knowledge of L2 theories and methodologies for the teaching and learning of young children are relevant in distinct ways, two of which involve:
i. Pedagogical knowledge and competence of L2 teaching for L2 learning in conjunction with subject content curricula.
ii. Fulfilment of Government policy statement guidelines.
This paper describes how pupil drawings were used as a main source for investigating pupil perceptions of and feedback on the teacher's methodologies in use during the lessons and how they contributed to the overall findings concerning:
i. Reflections of education policy in classroom practice.
ii. Relationships to linguistic theory and knowledge during the lessons.
The research question dealt with in this presentation is a subarea of the main research question which investigates "What is happening in the CLIL classrooms of early learners in Austrian primary schools?".
The theoretical framework and perspectives embedded in this study are the social constructivist and communicative interactional language learning theories perceived by educational research as facilitators for functional classrooms involving the concept of CLIL.
Charmaz, K. (2003). Grounded Theory: Objectivist and Constructivist Methods. In Denzin, N. K., and Lincoln, Y.S. (eds.) Strategies of Qualitative Inquiry. Sage Publications. Halliday, MAK. (1994). An Introduction to Functional Grammar. 2nd edn. London: Edward Arnold. Kress, G. and van Leeuwen, T. (1996). Reading Images. The Grammar of Visual Design. London: Routledge. Pantaleo, S. (2005). "Reading" young children's visual texts. Early Childhood Research and Practice 7 (1): http:// ecrp. uiuc.edu/v7n1/pantaleo.html. QSR International Pty Ltd (2012). NVivo10. Microsoft Partner. Rabey, K. (2003). Thinking aloud. Looking at children drawing in response to picture books. In Arizpe, E. & Styles, M. (eds.). Children Reading Pictures. Interpretating Visual Texts. London: Routledge Falmer.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.