Session Information
31 SES 16 A, CLIL in Predominantly Anglophone Countries – Pluriliteracies Teaching for Learning Part 1
Symposium to be continued in 31 SES 17 A
Contribution
This paper addresses the symposium’s questions about how different models of CLIL can be implemented and why school leaders adapt their curriculum to include CLIL projects. Set against the absence of a national policy for modern languages and a resulting paucity of cross curricular language learning in the secondary sector, this paper explores school leaders' rationale for CLIL and how they implemented different models in their school. It draws on findings from an empirical research study, which was undertaken in state secondary schools in England in 2012/3, to investigate the extent to which Content and Integrated Learning (CLIL) promotes learner motivation in the teaching of modern languages (ML) and to explore the transferability of CLIL to other schools (Bower, 2017). The paper explores leaders' perceptions of, confidence in and professional commitment to CLIL from their involvement in contrasting CLIL contexts in England. Firstly, an immersion strand of more than two subjects, for one Year 8 (aged 12-13) taught by a language teacher; secondly, a curriculum subject taught for one lesson per week by a geography specialist in Year 7 (Y7 aged 11-12) and Y8 ability sets; finally, subject modules of history and science taught within Year 9 (Y9 aged 13-14) language lessons. In spite of numerous limitations presented by the current national policy landscape in England, leaders reveal positive perceptions of CLIL methodology, commitment to it and high levels of pupil concentration, effort, enjoyment and progress.
References
Bower, K. (2017a) Explaining Motivation in Language Learning: a Framework for Evaluation and Research, The Language Learning Journal. doi:10.1080/09571736.2017.1321035 Bower, K. (2017b) 'Speaking French alive': learner perspectives on their motivation in Content and Language Integrated Learning in England., Innovation in Language Learning and Teaching. doi:10.1080/17501229.2017.1314483 Hargreaves, D. (2011) Leading a self-improving school system. Nottingham: NCSL. Mehisto, P. and Asser, H. (2007) Stakeholder perspectives: CLIL programme management in Estonia, International Journal of Bilingual Education and Bilingualism, 10(5): 683-701. Smala, S. (2013) Content and Language Integrated Learning (CLIL) pedagogies in Queensland, International Journal of Pedagogies and Learning, 8(3): 194-205.
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