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Taller: CLIL experiences in online higher education
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Taller "CLIL experiences in online higher education" por Dª.Flora Sist, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)
Starting with a presentation of the project, a research project that we carried out at
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the university, and then continuing giving you some ending out, some material, some teaching
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material that we prepared and we used during this research project with our students, some
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sample of chat sessions and so on.
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So we prepared all those photocopies to give you, just to give you an idea and a feeling
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of what happened during this research project.
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I will be helped in doing this by two colleagues of mine, Francesca Carducci and Giovanna Carloni,
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who gave their presentation yesterday, and they are members of the same research team.
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So as I said, this CLIL project received a contribution of, it was a national project
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funded by the Ministry of Education in Italy and by our university.
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Our project combined two important areas of language instruction, the CLIL approach and
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computer-mediated instruction.
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The content analysed is obviously that of university instruction, and in particular,
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this project studied the systematic application of CLIL methodology to a whole degree course
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in computer science, three years of computer science.
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This degree course, the services of this degree course are provided both via classroom instruction
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using the mother tongue of the students, that is in Italian, and online using English as
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vehicular language.
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And obviously the second branch was the one to which was applied CLIL methodology.
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This is the reason why there were four groups of people involved in this project.
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First of all CLIL students in which the CLIL methodology was applied, the one of the English
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online course, then students in the classroom instruction in which CLIL methodology is not
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applied, then the university instructor who have formal responsibility of the online course,
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and then CLIL experts and university teachers of methodology, we ourselves.
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Why was this project funded by the Ministry of Education and why was it considered innovative?
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Well, first of all, because the context analysed is that of the university level, which hasn't
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been examined a lot yet because generally all the experiment takes place at the level
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of secondary school, in Italy at least.
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Then this project was applied to a complete degree course, which is the only one in Italy
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totally online and totally in English.
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Furthermore, this degree course was awarded a particular quality certification called
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ISO 9001, which includes the systematic monitoring of student satisfaction.
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And this gave us lots of data to work on these students.
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And then the third element of innovation is the fact that this project is limited to
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written production because we analyse, as I said, the online section of the course,
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so mainly written texts, while generally CLIL is analysed from the point of view of the
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development of oral skills.
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And then, as I said, it is innovative because it combined the application of CLIL to computer-mediated
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learning.
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So what were our research project aims?
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The project had two dual aims.
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First of all, on one end, the promotion of more effective linguistic acquisition and
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a greater self-awareness of CLIL in students and university instructors.
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And on the other hand, the examination of this case study, which is particularly stimulating,
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as I said, because it combines the use of scientific English in distance learning within
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the application of CLIL methodology.
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Of course, to do this, we have to isolate and evaluate some variables and some constant
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factors because we wanted to measure the improvement of the control group constituted by students
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taught via their mother tongue in the classroom course with the CLIL group.
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So we tried to isolate some variables, like the first group was classroom attendance group
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versus distance learning group, then the first group was taught using their mother tongue,
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the second one using a foreign language.
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The first one was constituted by full-time students, mainly, while the second one by
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part-time students because the online course was attended mainly by students who were working
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during the day.
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But of course, we had to keep also some constant factors.
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In fact, all the requirements were exactly the same.
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They had to study the same material, one group in English and another in Italian, and they
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have the same evaluation requirement.
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Both groups have the same evaluation requirement.
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Right.
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Let me show you some teaching action now.
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What were the main teaching actions that we carried out with our students?
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First of all, we wanted to introduce CLIL themes to both CLIL students and CLIL instructors,
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and you will see in a minute what we organised to do this.
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Then we prepared an online scientific English course tailored on their aims, so a course
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in English as micro-language used in the specific field of computer science.
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And then the third teaching action was focused on the revision of the existing materials
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already prepared by computer science teachers, but adapted and revised from a linguistic
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point of view and from the point of view of CLIL needs.
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And then we also offered, organised, an online linguistic consultancy service, that is some
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mother tongue tutor at students' disposal to answer their questions about the language
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and so on.
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So I will give you some example of each of these different teaching actions.
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As I said, first of all, we tried to introduce CLIL themes to both students and instructors,
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and in fact we prepared a learning object on CLIL methodology, and this learning object
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was constituted by about 30 slides with some comments, audio comments, and some written
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comments that students could read and listen to autonomously.
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And then we also organised a seminar, again, well, let me give you an example of the learning
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object first.
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Look, this is an example of one slide.
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You will have a copy of this slide and of the following one with the comment, because
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the comment is now very, well, it's quite short.
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As you see, we tried to explain to students the reasons why we provided the language support
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in the three phases of pre-reading, while reading, and after reading.
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So we tried to explain to both students and instructors the importance of adapting material,
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and if you look at the following, the other side of the page, you will see the other slide
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with the related comment about comprehensible input.
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So we taught our students that the input must be comprehensible for them in order to be
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transformed into intake, and to use negotiation, that is, asking for explanations and so on,
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in order to make input more comprehensible to them.
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So we tried to make them aware of clear methodology in a word.
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Then, as I said, the second action was constituted by a seminar.
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I wrote some material, an article, about the differences between English for specific
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purposes, and in particular, English for scientific purposes, the micro-language, and standard English.
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And they had to read this article that I wrote for them, and then they had to take part in
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a chat session.
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It was a written chat, synchronous, obviously online, where we tried to comment, we tried
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to discuss about the theme introduced in the seminar.
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You have an example of the seminar.
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The second one is this one.
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This is an example, for instance, of slide number one, and slide number two of this.
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The first one takes into account the differences between language for specific purposes and
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standard English, and then in particular, we analysed the different content words in
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standard English, and in page number three, you can see the comment to the slides.
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And of course, if you turn to page four, you can have an extract of the transcription
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of our written chat.
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This is the written chat held on, as you can see, the 15th of January, 2008.
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So if you are curious to see how it works, go through it and have a look of the section.
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But obviously, we don't have time to analyse it into details, to get into too many details,
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so let me give you an example of the second teaching action that we prepared for our students.
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That is the online scientific English course.
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This course, that as I said, was prepared for them.
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Sorry.
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The online scientific course was constituted by 20 units, one per week in the semester.
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It was an ancillary course.
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Students may attend it or not.
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It was ancillary, not compulsory, to the main degree course in computer science.
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It was a help for them.
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And this course was divided into 20 units, as I said, and you will have an example of
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it.
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Yes, thank you.
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You will see that at the beginning, there is a sort of introduction, there is a scheme,
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and then in each unit, you will have an extract of this course referring to unit 11, which
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is called TechniJargon.
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This unit 11 focuses on the use of technological terminology, abbreviation, and commonly used
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slang in text messaging.
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And if you go through this material, you will see that there are some common phases.
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We always start, all the units are organized in the same way, obviously.
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We always start with an introduction, with a description of the unit, and then there
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is a warm-up phase, a language note phase, the application, and then my contribution.
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You will see that in the warm-up and in the application, we inserted some listening material,
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and the listening are shorter in the warm-up, while they are longer in the application phase.
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While language notes, we will see them, it is constituted mainly by schemes and so on.
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These two representative units that I put on the screen are just to give you an idea
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that we try to insert some more sector-specific units, like this one that we handed out, with
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other units which are more cultural-specific.
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In the one that you are looking through, you will find some warm-up exercises referring
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to a listening comprehension exercise, and some different formats.
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In fact, listening material was of mainly two different types, kinds.
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I can give you some samples of it if we have time.
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You can actually listen to some different materials, which is part of this course.
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Generally speaking, we can say that we produced some MP3 recordings, which were live recordings,
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like the one referred to unit number five.
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Obviously, there, the sound quality was lower, but the authenticity much higher.
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They were rich in accent and rich in cultural details, and we adopted a sort of journalistic approach.
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They were directly recorded on the site.
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Some colleagues of ours actually went for holiday abroad, and they actually recorded them.
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The second kind of material, listening material, was scripted, and then sound mixed.
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Obviously, the sound quality was better, was good, but obviously, the script had to mimic
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the authentic situations.
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We used multi-track sound and noise mixing software.
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Then, you will notice also some reading material in that extract.
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In fact, we used shorter text for warm-up reading, and longer and more detailed text
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for the application phase.
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Both were supported by vocabulary resources, English-to-English resources, and rich with
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self-evaluation exercises with keys.
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Generally, 10 minutes for the warm-up and 15, 20 minutes to complete a reading exercise
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in the application phase.
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The vocabulary resource, as I said, we had to predict a known language, and we tried
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to create a universally acceptable definition.
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We also used images.
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You may find some smileys there, some drawings and descriptions.
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And the self-evaluation questions were, again, of different kinds, of different types.
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We provided answer keys, and sometimes we also provide explanation when opportune.
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Reading through this material, you will see these language notes.
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They are mainly outline, English grammar schemes provided to our students.
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The important thing is that grammar was integrated into units, and all grammar in the different
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unit was based on the grammar found in readings, and not vice versa.
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We started from authentic readings, and then we analyzed grammar items taken from those
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readings.
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We started from basic structures, probably a revision for our students that were of a
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level A2, B1, let's say, and then we went into more complex grammar outlines.
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And obviously, at the beginning, the grammar outlines were very numerous, and then little
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by little, the number decreased as the grammar became more complex.
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We also provided some vocabulary help, vocabulary builder, we call it, in trying to introduce
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both general lexics and more specific words, taking into consideration that most of our
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students, 90 percent, were male in their mid-30s.
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So also, the introduction of different items took into consideration this fact, our audience.
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And then the last, the very last page of that piece of material, the title is My Contribution,
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and in this last phase, we tried to organize some written exercises, writing exercises
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to be sent for individual correction.
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They were pieces of creative writing to be sent to the tutor for correction.
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Obviously, we tried to insert usable exercises, which could be used, again, in real life,
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in work, and so on.
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Okay, let's go to the application of CLIL methodology to content material, which is
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probably the focus of this Congress.
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As I said, this was the third teaching unit of our research project.
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We adapted the already existing material to CLIL methodology.
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I will give you an example in a minute, but first of all, let me give you some ideas.
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We tried to provide support on pivotal language items, which were the one that you can see
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on the screen.
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That is, we concentrated mainly, after having studied the micro-language of scientific English
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used in computer science, we concentrated on textual cohesion, reference, substitution,
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ellipses, connectives, lexical, sorry, I said textual cohesion, then lexical cohesion, so
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the processes of nominalization, compounding, word order, and then some grammar items, as
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you see, as you saw in the extract that I gave you, and vocabulary.
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And also, we tried to suggest to our students a strategy to approach CLIL computer science
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lessons, lessons adapted in this way, through a sort of tutorial, divided in the three typical
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phases of pre-reading, while reading, after reading.
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Reading to activate prior knowledge, while reading to process the content of the computer
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science material, and reading that they had to study, and then, after reading, to focus
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on some aspects of English language, which were taken directly from the material.
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So, let me give you an idea of this adaptation applied to the first computer architecture course.
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In fact, what we did was, well, you have got it under your eyes, probably.
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What we did was, using some graphical support, as you can see, may I have a copy of it?
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Yeah, thank you.
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As you can see from here, this is the first unit of this course, called Computer Architecture.
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This was the only one completely adapted to CLIL.
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As you can see, probably you have time at home to look at it in detail, but we used
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grey boxes to provide the guidelines, linguistic explanations, and exercises, and we used highlights
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to point out the pivotal language items that we have just mentioned before.
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So, all the highlighted words are referring to those items that I mentioned in this scheme,
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and in fact, the colors are the same.
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If we have time at the end, I will show you the original with color.
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Okay, then I want to give you also an extract, just to give you an idea of the fourth teaching
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action, that is the linguistic consultancy services.
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We organized this service led by CLIL expert and mother tongue tutor, and you have an extract
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now of chat number eight, where Catherine Farwell was the tutor, and an extract of chat
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lesson number 14.
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You may find some mistakes there, because this is the original transcription of the
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chat, like you can have it from the platform, the online platform, and you can see how the
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students talk, well, actually, write to their tutors.
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Okay, sorry, we have to go quickly, to move forward quickly, but you will have time to
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have a look at it, and maybe ask questions about it, because I would like to come back
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to the research guidelines, and show you our method of analysis, and mainly our results.
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There are four main research guidelines.
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This research project wanted to measure, wanted to evaluate student improvement in content
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knowledge.
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We wanted to know if students learned computer science or not, or if, how much, and better
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or not so good, in comparison with the control group, and then we wanted to evaluate students'
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improvement in their use of the language, in this case, English, and then we also studied
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a characteristic of informal written language used in chat, but Giovanna dealt with this
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topic, this specific research guideline yesterday in her presentation, so I won't enter into
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detail here, and then we also took into account some other psycho-pedagogical factors, such
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as students' motivation, students' perception of their competence level in the language,
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feelings of self-worth, degree of professional satisfaction, so we wanted to measure their
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perception of value added by application of clear methodology, and here are the results.
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Let's take into consideration, first of all, the first two research guidelines, from a
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very objective and quantitative point of view first, and then we will pass to the qualitative
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analysis, so the quantitative analysis of the first two research guidelines, that is,
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content and English.
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We collected data through two main instruments, the learning curve questionnaire and more
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traditional exams and tests, right?
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The learning curve questionnaires consist of a set of questions about different topics,
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actually all the topics of the degree programme in computer science, and it collects contribution
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by all the instructors, so, and it was administered periodically.
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This learning questionnaire has two main indicators, one is called learning value and the other
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one is called learning rate.
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The first one is the score obtained in each single administration, while the learning
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rate is the slope of the learning curve between two subsequent administrations, so the improvement,
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let's say, okay?
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Then we used some, as I said, exams and tests.
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We used an English exam, which was administered twice, in two different, before the experiment
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and after the experiment, and then we used a, well, I called it English test, English
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entrance and exit test, because it wasn't exactly the same, but the questions were not
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the same, but obviously they had the same difficulty, so we provide a sort of sets of
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different questions, and so the difficulty was exactly the same, and we compared students'
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performance in these two phases.
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Then they had to sit an English exam, level B1 of the Common European Framework of Reference,
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and then they had to pass a computer architecture exam, that is, a written and oral test on
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content, referring to computer architecture, because it was the one adapted to CLIL, you
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remember?
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I have to be quick, because it's 15 minutes, so let me give you quickly the result for
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your curiosity.
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Well, comparing, as you can see, the learning curve, we have the online students learn more
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than the face-to-face students, and also the question in English, students of the CLIL
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group gave a higher number of correct answer, and the increase between the first and second
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administration was of the 73%, and again, this is the computer architecture exam.
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You can see that there was an improvement in the average of marks comparing the two
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different academic year, so an improvement is detected in online computer architecture
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group.
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So concluding for the first part, we can say that content learning and student performance
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were not compromised by the use of vehicular foreign language, and also English skills
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significantly increased, thanks to the adoption of CLIL methodology.
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Obviously they perceived a major difficulty in the course.
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Let go to the qualitative analysis.
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I can't get into details here, but obviously we analysed all the different kinds of mistakes
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made by students and teachers.
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We tried to explain the different possible causes, applying peak order taxonomy.
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This is a scheme of analysis, but for the sake of brevity, I must signal you just this
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volume which summarises all the study and all the method used to look at it.
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You can have later on the detail of this book.
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But what were our questions?
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First of all, we wanted to know if there was, from a qualitative point of view, if
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there was an improvement.
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So first question, did students improve when comparing the first to the last chart section?
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So was there an improvement on a longitudinal scale?
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And also, the second question was, were error types previously discussed in the material
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that I handed out to you?
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And so, was the linguistic support helpful?
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And again, the linguistic consultancy, does the presence of a linguistic tutor influence
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the correctness of the language or not?
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Again, I prepared some graphs, but I can't, I will go to the answer, directly to the answers
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to the question, but we have data to support what we are saying, I promise.
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This is a list of all the different error types which were collected analysing the transcription
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of the 22 chart sessions.
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And then we made a comparison with the list of the grammar items dealt with in the course
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of computer architecture adapted to CLEAL, and in our online scientific English course.
00:31:49
So there was a parallel.
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And these are all the charts where the tutor, the mother tongue tutor were present.
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And I prepared some arrow to signal all the different percentage to show you that there
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was a correspondence.
00:32:17
But the answers to the questions are these, that is, we must say that the degree of incorrectness
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of students, so from, we must say that from a strictly linguistic point of view, qualitative
00:32:29
point of view, the degree of incorrectness increases slightly in time.
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So we actually notice a sort of fossilisation of our students.
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They didn't improve a lot qualitatively from the point of view of the error made.
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So even if we offer grammar exercises and language notes on the most recurrent error
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types, the English course does not seem to have helped substantially.
00:33:11
In fact, we can say that probably our students were more concentrated on content.
00:33:15
And also, the presence of the tutor doesn't seem to have altered the general trend, this
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general trend too much.
00:33:29
And this is, in a sense, culturally bound.
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Because in Italy, mother tongue tutors are not seen as real teachers, as judges which
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give, who can give you a mark and so on.
00:33:40
So they are seen as counsellor.
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And at the very beginning, after the initial greetings in the chat section, probably students
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forget that the tutor, the mother tongue tutor were there.
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And their degree of correctness didn't improve a lot.
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At the end, as you will see and you will read from the material I gave you, at the end they
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did ask questions about the language and so on.
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But in general, the degree of correctness wasn't influenced seriously, statistically
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significantly from the present of the, by the present of the tutors.
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As I have already said, we will skip on this and go to the last, perception of value added
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by application of CLIL methodology.
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Again, we use an instrument called satisfaction questionnaire.
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You remember that I told you that this course was awarded a quality certification.
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The satisfaction questionnaire is part of that thing.
00:34:47
And according to the satisfaction questionnaire, among all the different teaching action, the
00:34:52
most interesting one was considered the English course.
00:34:58
You have an example of it in unit 11, TechniJargon.
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The least used was unit one.
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You have the, an example of this unit of computer architecture.
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So they didn't use a lot our note and the adaptation we organized for them of computer
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architecture material.
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And the most difficult was considered a linguistic tutoring.
00:35:31
Getting into detail some more, we can see that the scientific English course was highly
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appreciated because we used a Likert scale, grading from one to five.
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And as you can see, most of the scores in the tables are about four.
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So it was a success.
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The mother tongue, obviously my contribution was a bit underestimated in comparison with
00:35:54
the others.
00:35:59
But probably, do you remember, my contribution was the part where, the phase where students
00:36:00
were asked to write something originally and send them to the tutor.
00:36:06
So the lack of time probably influenced this score.
00:36:12
They didn't have time to write too much and so on.
00:36:17
And again, mother tongue present in classroom was highly scored and leisure chats, because
00:36:21
we also organized leisure chats using Skype, were very appreciated by our students.
00:36:29
When we asked them, how much do you think your English has improved because of the CLEEL
00:36:37
language support, most of our students in the CLEEL group perceived a fair improvement
00:36:41
in their English proficiency.
00:36:48
If you add this column to a lot and very much, we can say that they did perceive the value,
00:36:50
the value added of CLEEL methodology.
00:36:58
And again, we also asked, if you didn't attend the CLEEL activity, what were the reasons?
00:37:02
Again, lack of time.
00:37:08
You remember, this online group is made up mainly of part-time students.
00:37:10
While if you attended, why do you think they are important?
00:37:18
Basically they said, it is important to attend this course because you have a chance to improve
00:37:26
your English and to get into a deeper knowledge of your English.
00:37:34
So concluded on the perception of value added by CLEEL, students were aware of the added
00:37:38
value.
00:37:44
They perceived the difficulty of the course, but this perception was similar in both samples.
00:37:45
So it wasn't so high and most of the students in the CLEEL sample perceived a fair improvement
00:37:52
in their English.
00:38:00
So this is my last slide, so you can have space for questions if you want.
00:38:01
I wanted to summarise the three main research guidelines.
00:38:08
Do you remember, with reference to content, we said that content learning and student
00:38:15
performance were not compromised by the use of English.
00:38:20
And then that language-specific skills, so did they learn more English?
00:38:25
English skills increased thanks to the adoption of CLEEL methodology.
00:38:31
Do you remember, from a quantitative point of view, we had data to support this.
00:38:35
But from a strictly linguistic point of view, they didn't improve their competence on a
00:38:41
longitudinal scale.
00:38:48
So they received better marks, they had better results, but the mistakes, the errors they
00:38:50
made were more or less the same qualitatively.
00:39:00
Then the perception, as I said, students were aware of the added value of CLEEL.
00:39:05
They perceived this difficulty and most of the students in CLEEL sample perceived this
00:39:11
improvement.
00:39:20
So although further tests on a wider population may be required to increase the statistical
00:39:21
significance of our study and to claim the generality of these results, we could say,
00:39:31
and we do believe, that from this data and from our case study, we can demonstrate the
00:39:40
efficiency, the applicability and effectiveness of CLEEL methodology.
00:39:47
So in a sense, we can say that our data referred to this specific research project do confer
00:39:52
genesis speech of the beginning of this Congress, that is, CLEEL methodology is helpful and
00:40:00
quite effective, in a sense.
00:40:11
This is all, more or less.
00:40:13
So I thank you for your attention.
00:40:16
And if you have any questions, I realize that I went like a train, but I was very fast.
00:40:18
I was said to present the research project, and so more than a workshop was a presentation
00:40:26
of this case study.
00:40:38
But if you have questions...
00:40:39
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- Dª.Flora Sist
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- Fecha:
- 18 de enero de 2011 - 11:57
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- Enlace Relacionado:
- Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
- Descripción ampliada:
La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.
En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y especialmente en España.
Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.
Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.- Duración:
- 40′ 51″
- Relación de aspecto:
- 1.31:1
- Resolución:
- 480x366 píxeles
- Tamaño:
- 261.74 MBytes
