Session Information
10 SES 12 A, Research on Programmes and Pedagogical Approaches in Teacher Education
Paper Session
Contribution
Content and Language Integrated Learning describes a pedagogic approach in which language and subject area content are learnt in combination… Learners process and use language to acquire new knowledge and skills and as they do so they make progress in both language and subject area content.” (Coyle et al, 2009 p. 4) Promoting CLIL in primary and secondary education has been emphasised by the European Commission (Promoting Language Learning and Linguistic Diversity: Commission Action Plan 2004-06). As a consequence CLIL initiatives have been introduced in many European countries in a very context-specific way and with different results. In many European countries there is a strong demand for bilingual teachers who are able to use CLIL methodology in their lessons. However, initial teacher training in CLIL is scarcely available in Higher Education, particularly within courses aimed at primary teachers, in spite of this being a key issue to achieve the targets of the Commission Action Plan.
This paper will share the findings of a 2 year, European Commission Comenius funded project: European CLIL in Development: A primary phase consortium (EUCLID-APPC). This project brought together teacher educators from 5 European countries with a shared interest in researching and developing CLIL approaches in the primary school. The objectives of the project were to: develop an increased understanding of the potential of CLIL approaches in the primary school and potential barriers to its implementation; to build on the European Profile of a Foreign Language Teacher by defining a European Profile of a CLIL Primary Teacher; to produce, deliver and evaluate a range of CLIL training packages for those involved in initial and continuing primary teacher education and to integrate training in CLIL at primary level within existing and/or planned pre or in-service teacher training provision.
Research questions were framed within a conceptual model of CLIL teaching, with a focus on a the practitioners’ point of view (teaching methodology and related training in teacher competences) rather than a language learning point of view (second language acquisition). The project drew on models of reflective practice in order to explore whether it was possible to define the knowledge and understanding, skills and attitudes required of a primary CLIL practitioner within a European context; what the key issues were in relation to implementing CLIL approaches across Europe; what field research and CLIL experimentation could reveal about the training needs of novice primary CLIL teachers; how best the emerging training needs could be addressed and whether it was feasible to integrate CLIL training within initial and in-service training in a range of European contexts.
Notes:
Project partner institutions: Liverpool Hope University, Senatsverwaltung für Bildung, Wissenschaft und Forschung (Berlin), University of Seville, Ca’ Foscari University of Venice, Jagiellonian University, Krakow., University College UCP St Mark & St John Plymouth/ University of Chester.
Method
Expected Outcomes
References
Alexander, R. (2000) Culture and Pedagogy, London: Blackwell. Coyle, D. (2005) Developing CLIL: Towards a Theory of Practice, APAC Monograph 6, APAC, Barcelona. Coyle D., Holmes B., King.L. (2009) Towards an integrated curriculum – CLIL National Statement and Guidelines Available from: http://www.languagescompany.com/news/featured-news/97-clil-national-statement- and-guidelines-published-july-31.html (accessed 12/11/09) Coyle, D. Hood, P. Marsh, D. (2010) CLIL: Content and Language Integrated Learning. Cambridge University Press. Eurydice Report 2006 http://www.eurydice.org/ (accessed 20/11/09) Mehisto, P., Frigols, A.J., Marsh, D. (2008) Uncovering CLIL. London. MacMillan
Search the ECER Programme
- 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.