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SUMMARY:Research and practice in content and language integrated learning 
 (CLIL) - Professor Rick de Graaff\, Utrect University\, Faculty of Humanit
 ies &amp\; Centre for Teaching and Learning
DTSTART:20110607T160000Z
DTEND:20110607T173000Z
UID:TALK31154@talks.cam.ac.uk
CONTACT:Ewa Illakowicz
DESCRIPTION:In this talk\, we will discuss research findings and good prac
 tices from content and language integrated learning in the Dutch and Europ
 ean context. The talk will focus on effective ways to teach subject and la
 nguage in an integrated way\, discussing the successes and challenges of s
 uch integration. Learning processes and results will be discussed with res
 pect to subject learning\, target language learning and metalinguistic dev
 elopment.\n\n\nRick de Graaff is a lecturer and researcher in second langu
 age pedagogy at the Faculty of Humanities and the Centre for Teaching and 
 Learning at Utrecht University. His main interests include the integrated 
 teaching and learning of content and language\, the opportunities of onlin
 e distant communication for stimulating the development of intercultural c
 ommunicative competence\, and the role of explicit instruction in second l
 anguage acquisition. \n\n\nIn the Netherlands\, bilingual education aims a
 t integrating content and language learning in the secondary school curric
 ulum. This Content and Language Integrated Learning (CLIL) usually takes p
 lace in English and is mostly offered at the higher levels of secondary ed
 ucation. Most CLIL teachers are non-native speakers of the target language
  and do not have a professional background in language pedagogy. How\, the
 n\, can these teachers effectively contribute to the target language devel
 opment and proficiency of their students? How do they integrate language l
 earning aims in their content lessons? And\, what is the role of the langu
 age teachers in supporting the content teachers and integrating content le
 sson assignments in their language lessons?\nIn a previous study (De Graaf
 f et al.\, 2007)\, it was found that subject teachers in Dutch bilingual e
 ducation\, being non-native speakers of English and without specific profe
 ssional background in second language pedagogy\, were able to implicitly a
 pply effective principles for stimulating second language interaction and 
 development.  These include providing rich linguistic input\, focusing on 
 meaning and form\, providing opportunities for pushed output and interacti
 on\, and paying attention to language learning strategies. But do schools 
 and teachers really integrate content and language in the bilingual curric
 ulum in order to simultaneously facilitate language development and conten
 t learning? An exploratory survey showed that most bilingual schools treat
  content and language as completely separate subjects: subject teachers te
 ach in English but without any adjustments to the language curriculum\; la
 nguage teachers do not pay attention to the topics or the assignments thei
 r pupils are working on in parallel subject classes.\nIn a design-based st
 udy\, we aimed to find effective and feasible principles and methods for i
 ntegrated and interactive content and language learning in cross-curricula
 r assignments and projects. A rubric was developed and applied to describe
  the level of such integration\, focusing on criteria such as organization
 \, collaboration\, aims\, tasks\, performances\, feedback and assessment. 
 With teacher teams of five different bilingual schools\, several cross-cur
 ricular activities were developed and implemented\, including contents suc
 h as Geography\, History\, Biology\, Religious Education\, Economics\, Soc
 ial Studies and English. Using the rubric as an inventory tool\, I will di
 scuss some good practices of interactive content and language integrated l
 earning. I will argue that both subject and language teachers play a cruci
 al yet distinctive role in providing integrated interactive opportunities 
 for content and language learning. \n\nDe Graaff\, R.\, Koopman\, G.J.\, A
 nikina\, Y\, & Westhoff\, G.J. (2007). An observation tool for effective L
 2 pedagogy in content and language integrated learning (CLIL). Internation
 al Journal of Bilingual Education and Bilingualism\, 10 (5)\, 603-624.\n
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, Ro
 om GS4
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