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We're going to present a summary of the results that we've had up to now.

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The results come from a project that we've been involved in, Rachel and I, but other

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people as well, in the Autonoma that we started four years ago, that wanted to look at the

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language of certain subjects and we started with social sciences, geography and history

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at the school.

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So this is an overview of the presentation.

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We're going to give you an overview of the project, the aims of the project as a whole,

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the design, the way we collected the data and the analysis and then we're going to show

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you a selection of results on the language of the students and the language of the teachers

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and then some conclusions and possible applications, pedagogical applications for secondary school

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CLIL contexts.

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So what is the rationale, what was our motivation for this project when we got started?

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I'm quoting Constant Leon here and the idea was to use the languages in teaching and learning

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activities in CLIL contexts.

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So we especially wanted to pay attention to the demands and possibilities for language

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learning in the context of curriculum subject learning.

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So that was the motivation.

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Obviously there are different studies, different projects on CLIL, there are projects at a

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more macro level, looking at big implementation of CLIL projects at schools or evaluation

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of the development of CLIL projects.

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We wanted to focus on the sort of more micro level.

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We wanted to focus on the classroom and we wanted to look at both written and spoken

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registers.

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We were more involved in research on classroom discourse, spoken language and Rachel has

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been involved in the analysis of second language written development.

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We wanted to compare both registers and we had this idea of looking at both.

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So we also obviously wanted to look at the way, I mean, language in CLIL as a process,

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the way students use language in the classroom and in their compositions and also as a product,

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what they actually learnt.

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We wanted to look at both.

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We're quoting here Dalton, Puffin and Schmidt because they have this very nice diagram with

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research on CLIL based on either macro or micro projects and either focus on product

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or focus on process.

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So we thought it was nice to contextualise what we are doing.

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In the end what we wanted is to try to identify linguistic needs of ESO learners and we needed

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to focus on one specific subject to get started.

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So we decided to focus on social sciences, geography and history simply because it was

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the subject that was taught in all the schools in the Comunidad de Madrid that belong to

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the British Council MEC project because obviously the Comunidad de Madrid project had not reached

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the secondary level when we started.

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So we wanted to make sure that we, I mean, just to get started that we wouldn't have

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any problems with subjects not being taught in some of the schools.

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And well, the final aim would be to provide support for secondary teachers, specialists

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in disciplines or in English, setting up CLIL projects but in their own subjects, in their

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own classrooms.

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So these are the specific aims.

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We wanted to look at the learner language, the learner's output.

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Both spoken and written.

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And we selected one topic per year from a social science syllabus in two state secondary

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schools following the British Council MEC bilingual project.

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So we collected this spoken and written data that I'll tell you about in a minute from

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the same students.

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So we wanted to follow the same students in order to be able to also do longitudinal analysis

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and see how they developed both in the written and the spoken registers with the same students

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in these two schools.

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So there were two groups and we followed them.

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And these are all the years where the data was collected.

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So we've already finished the data collection and almost finished the transcription of the

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last year.

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I mean, we finished the first three years and almost the last year.

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We also wanted to focus on the classroom input and we looked just very briefly, we just got

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started with that, but we looked at the textbook.

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But we also analysed quite deeply teacher talk in the classroom on the same topic, obviously,

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because we were recording sessions on one specific topic per year.

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And then we were also interested, obviously, in classroom interaction, teacher-students

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interaction.

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We also recorded students in group work, but we haven't looked at that yet.

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And what we did also was we collected parallel data, actually, so the same type of data with

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the same prompt from Spanish native groups on the same topics.

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We were sent out into the Spanish history classrooms and we were able to record the

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same prompt to record sessions on the same topic with students doing history and geography

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in Spanish.

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And then we were also lucky that we could ask them, the teachers, to ask the students

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to write a composition as well on the same topic.

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So exactly following the same prompt.

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And we also have production of native speakers of English of the same age on similar topics

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that we were also lucky to be able to obtain from schools such as the King's College, English

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history schools, where children follow their, okay, no, but this is, no, and then from native,

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from England, okay, yes, because these are not native, obviously, sorry.

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Design of the tasks.

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Obviously we needed to follow the syllabus requirements.

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We couldn't ask students to perform a task that did not follow what they had obviously

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been doing in class with their teachers.

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So we looked at the syllabus, we looked at the integrated curriculum, and we talked to

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the teachers about the topics that they would cover on that specific year in order to find

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out which topics they thought were more attractive for the students because we wanted the students

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to participate.

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We wanted the students to participate.

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So we didn't want to choose a topic that was not very interesting for them, okay.

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And we needed input.

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We needed a task for spoken and written production and we also needed production.

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And we wanted extended output.

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We wanted, we didn't want just the students to respond with short answers, okay, with

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individual words.

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We wanted the students to be allowed, to be encouraged to produce extended output both

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in written and spoken registers, okay.

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And we're quoting Swain because of the importance of encouraging students to produce longer

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pieces of text, both written and spoken, in order for them to realize, to be aware of

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their language problems, metalinguistic awareness, and then solve some of the problems themselves,

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okay.

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Right.

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So these are the tasks.

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For each year, we chose a topic together with a teacher, okay.

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We negotiated a topic and the prompt, and the prompt was based on a number of points

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and we wanted to make sure that these aspects that the prompt would be eliciting would cover

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different genres that they had, of course, covered in the topic with their teacher in

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class, okay.

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So we wanted to make sure that the students were asked to refer to chronological events,

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but that they were also asked to explain things that they had done in class because it was

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there in the curriculum, it was there in the textbook, and that they were also, towards

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the end of a prompt, we wanted them to have some kind of argumentation or some kind of

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personal opinion, okay.

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To the teachers about these, they obviously corrected some of the things on a prompt that

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they believed the students could follow, okay.

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And this was done at the end of a topic, and what we did is first, there was a group session

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where the students worked on those questions or points in groups, and then there was a

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whole class discussion where the teacher went through all these aspects of a topic, okay.

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So that is the first task.

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The second task, a couple of days later, or a week later, so not very far away from the

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first task, the students were asked to write a composition on exactly the same points,

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okay.

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What you have there is an example of a prompt, and this is the format that the students got

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for the composition.

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Obviously, in the class, the format was kind of a point by point, okay, like questions

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in a question format, but they were the same points, the same aspects that they would be

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presented for the composition, okay.

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And then, after they wrote the composition, a number of students, a limited number of

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students, in fact, we began with six, but then, with six students from each school

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in the first year of secondary education, and because we, and then we interviewed them

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on the same, using the same prompt, because the idea was to see individual students' development

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in writing, because we had the compositions from all the students, but also in speaking,

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because obviously in the class, I mean, everybody would participate, or maybe not everybody,

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always the same people would participate, but we wouldn't be able to make sure that

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the same students' spoken language is looked at, so we interviewed six students from each

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school from different levels, okay, we asked the teacher, we wanted students with a low

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level of English, not of history, of English, sort of middle, sort of medium level of English

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and a high level of English, okay, sorry, yes, oh, right.

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So we, our theoretical framework for this study is genre and registering systemic functional

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linguistics.

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A systemic functional linguistics is a linguistic approach that, among other things, has been

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used a lot in educational contexts in England and in Australia, and now it is very much

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applied in, also in second language contexts in Australia, and it focuses on the importance

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of identifying the characteristics of different genres, and then use that as a way of, and

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use that for teaching students and also training teachers on the linguistic characteristics

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of different genres and different sub-genres within subjects, okay, so what are the characteristics

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of a language of history, of geography, language of biology, but then within biology, this

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specific topic, what does it expect the students to do or to understand, okay, what genres,

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and then the grammar and the lexis is like the, sort of, would be based on those specific

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genres, so what type of lexis, what type of grammar is needed to be able to write a chronological

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sequence of events, or to produce, to present, for example, a poster, or to carry out a debate,

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okay, with different views, different ideas, and because we were looking at the language

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of history, obviously we followed some work that has been done on the language of history.

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Okay, then we also wanted to look at, so what type of language did we focus on, okay, we

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looked at Halliday's idea that language is used to convey three main functions.

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One is the use of language to represent reality, which is the ideational function, and there

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are certain linguistic elements that are used to represent reality, for example, the types

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of verbs, there are material verbs, relation, verbs of action, verbs of being, okay, mental

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processes, so verbs of thinking, of feeling, etc.

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Then another function is the interpersonal function, which is the use of language to

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interact with the others, and one linguistic element to convey that function is modality,

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the use of modal verbs, using must, or have to, or could, or should, depends on the, sort

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of, also relationship that you have with your interlocutor, and textual function, which

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is the information management that was very interesting for us, for the written text,

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to see whether the students were able to relate to ideas that were presented before in a proper

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way.

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So well, this is just the method, the way we, well, we coded the corpus and we used

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some retrieval programs in order to be able to classify, well, to analyse and quantify

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the results.

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Okay, and now Rachel is going to present some of the results.

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Okay, so let's see, what we wanted to do, we decided we wouldn't give you some numbers

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or some graphs, let's have examples.

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So the first example is what Anna has just been explaining about, the expression of content,

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so as Fred Genesee said yesterday, different disciplines need different types of meanings,

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they express different types of meanings.

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So we looked at the types of verbs, the semantic types, and how the clauses were extended with

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different types of circumstances.

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So through the analysis, we find this, so that in geography, in the first year, we took

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a geography and then a history task for the other years, and we focused on history.

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So in geography, what you find is that this type of verb turns up, lots of action verbs,

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this is in the little debate in the first year.

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Whereas in history, this history is typically represented, historical knowledge is in fact

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not represented as actions through time at all, it's represented much more as states.

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So we see these verbs of states, were, stood, and error, and another were.

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So this was at the end of the first year, and this was a written text.

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The students expanded the clauses a lot, most clauses had some sort of circumstance,

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so they weren't just subject-verb-object clauses, this is interesting too.

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And typically, of course, place and time for geography and history, but also we find manner,

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which is a little bit more developed according to developmental studies.

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So this was talking about how did we get the Black Death here, so brought it to Europe

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in the middle of the 14th century from Genoa, so three expansions here by preposition phrases.

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And talking about the past and now, what's the difference with our experience?

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We can go from place to place faster with the car, another three.

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So this is one of the results that if you analyse this type of text you find, and so

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this is what the students need to be able to write or talk about these topics.

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Then what Anna said too, that we need modality.

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Academic language isn't just stating facts, it's not dogmatic.

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It's talking about probabilities, possibilities, and also root modality, ability, and obligation

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and permission.

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What we found was that the students were very limited in their modals, tended to be multifunctional

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can everywhere, or its past.

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So talking about natural disasters, one of the students said, consequences can, being

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probably, houses could float, people could die, and then ability, we can cut trees, it

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went on here.

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Well, what could you do about it, the students were asked.

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I could think, maybe teach my sons, and maybe they can say something.

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So we do have a little bit of variety here, but not very much in modality, and this is

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key to academic language.

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This we thought you might be interested in, this we're now in textual, managing information.

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We were surprised not to find presentative there at all in the first year data, but second

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year, yes.

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So the students, but in the second year, something that they learned from the very beginning

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of language, now they were using it for its function.

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So bring in something new into the text.

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So they were asked about feudal times, there were peasants or serfs, and there were free

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peasants.

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So the student knows this is new for the audience.

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Another aspect of managing information, textual metafunction, some better, some worse.

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So one student here, this is at the end of the first year, starts off the composition

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assuming that the reader knows all these references.

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So they, what's they, start in that places, where are those, because the population also

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assumed growth.

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Whereas this is now in the second year, we found much more developed knowledge of how

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to produce cohesion.

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So many people lived in rural places, these people worked, they lived, and then brought

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in again the complete noun phrase, these people were called peasants.

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So managing information we thought was interesting.

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Something else, again, what Professor Genesee and other speakers have been saying, we need

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to develop academic register in CLIL.

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So we've got to go from the typical way of producing spoken clauses, lots of information

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this student has produced in a written text, there are, I think, yes, here we got ten clauses

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in one sentence written like this, and they're all, nearly all, coordinate clauses.

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So because of the rats, because they go, and they infect, and so on and on, and because.

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So typical of everyday spoken language, we want to move into academic language.

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And we do find this is now end of the third year in this next example, so this student

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has produced in fact one clause, and has put all that other information in this preposition

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phrase.

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So this is much more academic.

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With the rise of taxes, we've got recursive prepositions, prices during inflation, after

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mercantilism.

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So moving into academic register, we're interested to see, you know, what was going on in the

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L1 classes too as regards this, so here we are at the end of the second year, this is

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in the L1 class, same, the question was why did the Black Death spread, and this student

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speaking said, no, yes, yes, speaking says, por el latinamiento, so using an abstraction

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very typical of this type of language, whereas the CLIL students partially, they're trying

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to get there because the dirty of the people is a noun phrase, but then this student goes

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back into everyday language, they don't wash, and this and that, and the rats, so goes back

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into everyday language.

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Whereas example three, this student is, has put all the real information in this clause

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into the noun phrases, the filth of the cities, the expansion of it, so this one is moving

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into academic register.

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Evaluation, these students are learning to be historians, history is value laden, historians

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are interpreters, and we thought this was interesting, look at this, this is the end

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of the third year, this amazing fact was really relevant, so this student is evaluating

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what's going on now, and this second one is also putting themselves into the point of

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view of a historical actor, talking about Felipe Segundo, it was unfortunate for him,

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so I think this is, they are now, they're not so egocentric for a start, as well as

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becoming more academic, so, and this we thought you'd be interested a bit into what we've,

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some things we've seen in the teacher language, so this was through the analysis again of

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the processes, so seeing what sort of different meanings there are, and we found in the teacher

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language a lot of mental and verbal processes, which the students didn't use, so we looked

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at this, and it turns out that this is extremely interesting, the teachers, both types of teachers,

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I think that Anna didn't explain to us, one teacher is an EFL teacher who did a degree

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in history, and the other teacher is a historian with a very good level of English, they both

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use this same technique, which is to construct the students as thinkers, so you are joining

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this community of academics, so she said here, the importance of the river, this is in the

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first year, they're talking about why the ancient civilizations grew where they did,

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so importance of the river, why along the river, think about it, develop that idea,

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you're capable of doing this, so the student goes on, and then here we have another example,

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which was the role of language, there were a lot of verbal processes, so what's the language,

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the language constructs knowledge, and both teachers did this quite a bit, say it, repeat

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it, so focus on the language, the language is what we're doing, and also points to academic

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functions, cause and consequence, I've nearly finished, so another thing, two more key ones,

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teacher input we thought was interesting too for you, so message abundancy, Pauline Gibbons

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talks about this, this idea too of scaffolding and helping, so teacher asks, what about the

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obligations, nominalize, abstraction, and then repeats it, giving the student really

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the language, because obviously this they understand, it's a cognate, but gives the

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student the language by rephrasing into more everyday language, so they have to work the

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lands, and then what about their rights, what were the rights of the peasants, so this referent has

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some way back, so she gives the students the clue, this is what we're talking about, and again the

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student takes up the Lexis in the answer, focus on form, we thought you'd be interested in this too,

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in class interaction, this was interesting, and this was a difference, this is the teacher who

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was EFL trained first, and she focused more on form taking, what the students are saying,

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obviously, so the student says they have, but we're talking about history, so she rephrases,

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had more power, student doesn't take any notice here, but later does, the king's conquest,

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the teacher corrects, gives the verb, and the student does conquer it, and again here,

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she constructs the student as capable of explaining a historical process, you've explained this,

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so this is our summary, is that okay, can I get the summary, okay, so this is what we've seen,

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and we've seen lots more things, we'd love to tell you about what we can't, so different disciplines

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do require different linguistic features, but we can find them, it's easy to do these analysis,

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so we can find them, we can be aware, and we can bring this knowledge into the class all the time

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without being obtrusive, they need to control interpersonal language features like modality,

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this we thought was, you know, this needs work, they need to control the systems that signal given

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a new, so the discourse features, as well as grammar and vocabulary, and then CLIL teachers,

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we've got to help, we've seen this all the time here in this conference yesterday too, message

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abundancy and scaffolding, this also giving the students the ideas that they can do all these

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things, they can produce in the discipline, we found development, we haven't showed you those

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slides, there's fluency, there's much more writing in the later texts, and much longer turns in the

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spoken texts, and we think that the written fluency was very much connected with the preparatory

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activities, you need to write about something, you've got to know about something to have something

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to say, so there's no point if we say just sit down and write, because nobody can do it, we can't,

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we should test our tasks before we give them to anybody, so finally we think that this model,

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but maybe there are others, this model has certainly been tried and tested, the books that

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I edited which were mentioned, show examples of teachers and what they do with the students,

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I think this is extremely interesting and we should try to do it too, so we think this model

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is very useful because it allows us to integrate what the discipline needs, or what the task needs,

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or what the genre needs, into the teaching of language, and it makes it, well it makes it

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evident, it makes it explicit, teachers can explain in linguistic terms and students can

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understand this because we've seen lots of work with quite young children, they can understand

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what's going on if you explain it, but we've got to make it explicit, what's going on in the text,

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what makes this text better than that one, so we can explain in linguistic terms what these

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disciplines need, so sorry, thank you very much, sorry for the gallop.

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you