31 SES 17, CLIL In Predominantly Anglophone Countries – Pluriliteracies Teaching For Learning Part 2
Symposium continued from 31 SES 16 A
This paper explores why is CLIL in English dominant countries a way of providing high quality learning experiences and how CLIL pedagogy can be built on through whole school approaches towards interdisciplinary language learning e.g. EAL in all contexts. It will present an emerging model which guides and promotes PTL - pluriliteracies teaching for learning. The model has been co-created with CLIL teachers, teacher educators and researchers across Europe. It identifies transparent principles ‘for deep learning’ which seek to inspire learners to engage with and become increasingly competent in academic and subject literacies across languages thereby leading to progression and enjoyment in classrooms where more than one language is being used – at any age or any stage. It will explore how multiple contextual factors interact and develop in a CLIL classroom and focus on the critical need to transform how learning is designed, enacted and evaluated by teachers and students using an inclusive ecological lens. The model can also take account of learning in L1 as well as through other languages.
Meyer, O., Coyle,D., Halbach, A., Schuck, K. & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making, Language, Culture and Curriculum, 28:1, 41-57, DOI: 10.1080/07908318.2014.1000924
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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