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Mesa de comunicación: CLIL teachers: which training models?
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Mesa de comunicación "CLIL teachers: which training models?" por Dª.Teresina Barbero y Dª.Adriana T. Damascelli, 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)
A very brief introduction, just to say that we know, we all know that the European language
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policies by now promote bilingualism and pluralism because it is now very important because of
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the various movements of people across the boundaries.
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And this is of course taking, and this of course is causing changes in the European
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language teaching systems as well because all the European systems have to be revised
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in order to see what is the best way to carry out teaching.
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It is also true and we all know that CLI is key to language teaching and emphasises
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the need for communicative content approach to language.
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Also in Italy some changes are taking place in the education systems and this is subsequent
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to the recent reform which is taking place and which will include the teaching of a subject
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in a foreign language.
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This will be compulsory from next year.
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But as I am, hello, as I am belonging to Language Centre for Humanities I am going
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to tell you about our experiences about the way we are training teachers.
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First of all let's say that in Italy teachers' training has been carried out by university
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as well.
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They have organised courses for initial and in-service training.
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Also the University of Turin has cooperated for that and has organised courses at various
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levels and for various languages.
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Of course there is a need for systematic and organic national projects which at the moment
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are lacking and now the ones presented are mainly supported locally or by schools themselves
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with funds that they have at their disposal.
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Local projects usually therefore are coordinated and sponsored by local governments and usually
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by namely local education offices whereas school projects are submitted at the moment
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to the Italian Ministry of Education or to the Council of Europe.
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So as we said in introduction we are at the moment working at the Language Centre for
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Humanities and as far as our Language Centre is concerned we had a partnership in the European
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project LICI, Language and Content Instruction and as you can see here these were the objectives
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of the project which has actually finished but is continuing with the dissemination and
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producing other projects and as well materials.
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This is an example and if you are interested you can write to us an email in order to have
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a copy.
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This handbook is the result of the various parts of the research carried out during the
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project and it is available in different languages.
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Here I have a copy in English but we have also the German and the French languages available.
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As far as this need for CLIL models and in order to carry out a sort of systematic and
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organic training CLIFO has started with a series of activities and in particular the
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first step was to organise conferences and seminars.
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One has taken place recently in February 2010 and the other one the year before and in the
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second case a survey of CLIL activities in schools of the northwest region in Piedmont
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was carried out.
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This was very important to us because in order to organise a sort of organic and systematic
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activity you need to know the situation you have all around.
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The results of this survey have highlighted that CLIL experiences were for the most cases
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carried out in all about 81% of the schools interviewed.
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Then the survey was submitted to 510 schools which is about 70% of the schools in Piedmont
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and once again you can see that most of the schools have answered the survey and so we
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could have a sort of very clear idea of the situation in our region.
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Another very important among the various questions submitted to this questionnaire illustrated
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as you can see here various values and the one of the most important I think is the fact
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that the various teachers who answered the questionnaire has answered that of course
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the use of CLIL is very helpful for the development of language competencies and then also the
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development of disciplinary competencies as well.
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The other values tend to go below and down because they depend on other factors such
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as the organisation of the school, the fact of working in teams which is not very easy
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I would say often not very easy and then the fact that it is also very difficult to arrange
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timetables so it is very difficult for the school to organise activities in order to
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carry out a sort of CLIL, organise CLIL courses.
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From the survey also emerged various questions in the sense that among the various questions
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of course the various answers showed the following sort of questions.
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Who teaches?
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The language teacher or the subject teacher?
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Is the team teaching a sustainable model?
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What are the competencies of CLIL teachers?
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How to assess students' performances and what subjects should be chosen?
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What kinds of training tools should be adopted for teachers?
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This was very interesting because this survey was submitted with the idea to have an idea
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of the way CLIL was carried out or is being carried out in the schools in our region but
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also the other kinds of questions that we submitted also gave us the idea that there
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are many difficulties in carrying out this kind of work.
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The way we decided to answer the questions was trying to hypothesise a sort of approach.
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First of all we decided to, after the conference we held in February, last February, we decided
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to constitute a group of teachers who were interested or were interested in constituting
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a working group and in fact we decided to constitute a small group at the very beginning
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because we wanted to have a group that could work together, we think that it is very important
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that one know each other and so it was very important to constitute not a very large group.
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So the group we had was of 25 teachers with a mixed background.
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This means that most of them to tell the truth were language teachers but there were also
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teachers of science, teachers of economics, teachers of laws and then I think yes, more
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or less the background was that one.
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Then we decided to organise three different meetings and the idea was to create a sort
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of cooperation between the teachers so it was very interactive, it was not a sort of
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class so you go into the class, you speak and the others listen to you.
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The idea was to create an atmosphere in order to let the teachers complain or ask or say
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anything what they wanted to say about their experiences.
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The first one was to illustrate the present situation of CLEAR because not all the teachers
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are actually aware of the present situation of CLEAR in the sense that most of them have
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been involved in projects, they have been involved in activities but they didn't or
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do not know sometimes the way it evolved and the way it is now.
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And of course also the sort of updating the teaching materials in the projects which are
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being carried out at different levels, there are national projects or local projects as
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well as European projects.
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And the second meeting was to illustrate the use of conceptual maps in CLEAR methodology.
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We think that the use of conceptual maps could be very helpful for learners because it helps
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learners in organising, memorising and to have the knowledge always available in the
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mind.
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And this was also a choice mainly due to the fact that I had the chance to teach to different
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kinds of students, secondary students, then university students and the idea is that most
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of them cannot relate words together.
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I mean they have for example an acronym but they do not know the acronym so they know
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the very large umbrella, the very large word but they do not know the specific and underlined
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words.
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So for example they know house but they don't know that window is a part of a house.
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This is very simple but it happens in something very usually more complex.
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And so the idea was that it is very important because then when they go to the university
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and they tend to specialise for example in a specific field of knowledge, they cannot
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create relationships between terms.
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There was also this third meeting and this was about CLEAR certification, the fact that
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probably there's the need for a CLEAR certification which could acknowledge and standardise competencies
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which should be included in the training of the teacher who wish to adopt this methodology.
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All these three meetings were held in that way.
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We wanted the cooperation and we wanted to interact with teachers.
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So in this case for example teachers were involved in discussion and presenting themselves
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what they knew about CLEAR and what they knew about teaching materials.
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In the second case a lesson in laboratory was organised so teachers were able themselves
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to download certain software which is used to build conceptual maps and so they could
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use them and compare them and try to analyse this kind of facility, let's say facility,
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and whether to know if it is possible to use that in class with students or whether they
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can use that to build their own activities to submit to the students.
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In the third case also there were various questions on the part of the teachers because
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it is always very difficult to decide how to certificate something.
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It is also difficult to certify the competencies in languages so imagine when you have to certify
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something else such as the competencies about methodology, the way you teach and the way
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you have to communicate something and so on.
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So on the basis of all this we would like to of course to go on and so on the basis
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of this say preliminary analysis and things that we have carried out and also on the survey
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which were presented before.
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We think that in order to organise a sort of systematic and organic activity of CLIL
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we should first try to evaluate language competence of subject teachers by testing them.
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We have of course organised courses for improving language skills for English, French and German
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for those teachers who apply.
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We know that subject teachers, and you know that, subject teachers do not always have
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a very good language competence and this is not a very good thing.
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You have the specialisation, you have the terminology but you do not have that sort
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of background which is very useful and which is needed in order to teach not only language
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itself but also concepts.
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Then of course it is very important to organise a course in CLIL teaching and methodology
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which would be addressed to language and subject teacher.
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I think that it is very important not to divide the two kinds of teachers.
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I think that if it is very difficult to work together in a class because of the things
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we said before, it is important probably in a course to be able to have different kinds
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of teachers, so language teachers and subject teachers because in that way they can exchange
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ideas, criticise themselves or the other and then improve the way probably both can
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then do their teaching in classroom.
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Then of course it would be a very good idea, since teachers are always very busy, to adopt
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a blended modality of meetings, so yes of course it is also very important to have face
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to face meetings but it is also very important to exploit technology and so it would be
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very good to implement an e-based environment.
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I was thinking of Moodle but there are very many different types so that you can always
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communicate and you can always exchange materials, information, articles and whatever you think
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it is interesting for the others to know.
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And then this is what we are trying, our proposal for continuing our experience and
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our proposal that could in a certain sense meet the needs for an organic model of CLIL.
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Of course the thing that now we are waiting is the further guidelines for the Ministry
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because at the moment we have thought about all of this on the basis of various news that
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we had but at the moment we are still waiting, let's say the formal guidelines for the Ministry
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in order to eventually change something or eventually interview teachers and asking them
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how to go on together in this kind of path.
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So this is it.
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Thank you.
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Thank you.
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Perfect timing.
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Yes, I know.
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It was.
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Okay, we have ten minutes for questions or comments.
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Questions, comments.
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Okay, about ten minutes so feel free.
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Anybody?
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Can I start with a general question?
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Yes.
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What's been the most challenging for you in this project, in this research?
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Well I think that, well I would say everything but probably the fact of having two kinds
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of groups of teachers.
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I mean if you have the only language teachers you know what to do.
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If you only have the other kinds of teachers you know what to do.
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But it was very challenging to have both because you understand the needs they have, the different
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needs they have and sometimes you understand why they do not understand each other.
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It is as if there's a missing link between them and what we are trying to do is to make
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them understand that the fact that they are doing terminology, let's say that, or content
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concept and so on about a discipline, this doesn't mean that you have not to do nothing
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anything with the language teachers.
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So if they cannot cooperate during classrooms because of the various difficulties of organization
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they can do in other places where they want to improve their knowledge, they want to update
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with their background and so on.
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So this is very difficult but we think that we can do it.
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I mean it is very tiring but I think it is a very good point.
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Probably it would help to develop better materials this way of working together.
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We can only say in the future.
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I hope very, very soon and not in another life.
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Hopefully not so soon.
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Any other questions?
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We have a few minutes.
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I have a question.
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Can I drink some water?
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Here you go.
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I was wondering, you spoke about the different groups and you mentioned content and language
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teachers but you also mentioned French, German and English teachers.
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How much do they cooperate?
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Well, they cooperate because they have the same difficulties as language teachers.
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So the very difficulties between these two.
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Content and language.
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Yeah, content and language.
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It's always this, yes.
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Otherwise they tend to have the same complaints, the same...
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Objectives.
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Yes, objectives.
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Probably French teachers complain about the fact that English is English and English and
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English and German say, well, but French is better than German because you don't find
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anything about German and so on.
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So are they taught in the same way?
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Well, it depends on the materials they use, of course.
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I think that we all know that English is widespread and of course most of the materials
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available are very good, I think, because there's a tradition.
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Whereas in the other languages the tradition is more recent, I think.
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Anyone else?
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There was one question in one of the files.
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It said who teaches, the language teacher or the specialist?
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How did you solve that?
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We are trying to solve that in the fact that we are trying to put together these two groups
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and we are trying to understand what actually should be then the solution.
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We cannot know the solution now because this is a kind of experimentation with that list
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of questions.
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Now, we are trying to do things in order to answer.
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We do not have all the answers now.
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I don't think that would be a definite answer to that.
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It is also true that we know that probably there will be more, than in the future,
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there will be more content teachers than language teachers
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and that probably language teachers will be limited, between inverted commas,
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to do, I don't know how to say, but very simple questions of language.
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But I don't think that it is the real thing.
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Because if you are a language teacher, you are always very important.
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It is not a question of teaching, how are you, that's okay.
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So there are more complex things.
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So I think that this won't, and if we want, this won't try to put away the language teacher.
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So we are trying to experiment in order to see how to find out a solution.
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So at the moment, I am not able to give that answer.
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Okay?
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Okay, we have a couple more minutes if anyone has another question.
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Over here in the corner.
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Okay.
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Okay, thank you very much.
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Thank you very much.
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Thank you.
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Thank you.
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- Idioma/s:
- Etiquetas:
- Miscelánea
- Autor/es:
- Dª.Teresina Barbero y Dª.Adriana T. Damascelli
- Subido por:
- EducaMadrid
- Licencia:
- Reconocimiento - No comercial - Sin obra derivada
- Visualizaciones:
- 384
- Fecha:
- 13 de enero de 2011 - 11:06
- Visibilidad:
- Público
- 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:
- 24′ 10″
- Relación de aspecto:
- 1.31:1
- Resolución:
- 480x366 píxeles
- Tamaño:
- 153.77 MBytes