conference

My report on… XXXIX Aedean Conference

Posted on

 

cabecera_banderas3

Hi everybody!

I’m back to comment on the 39th Aedean Conference held at the Universidad de Deusto, in Bilbao (Basque Country). I was delighted to attend this conference in such a beautiful place. And to top things off, the weather was absolutely fantastic.  The Conference ran from 11th to 13th November and, as always, I participated in the Language Teaching and Acquisition Section, coordinated by Prof. Francisco Gallardo del Puerto (Universidad de Cantabria).

My participation revolved around students’ perceptions and concerns on the use of CLIL in Teacher Education Degrees. This study saw the participation of forty-three  4th year students from our bilingual Primary and Infant Teacher Education degrees. Information was gathered using a questionnaire and focus-groups. Our main aim was to find an answer to the question: “Do students consider that taking the bilingual itinerary adds value to their training?” The main findings were quite revealing: 100% of the participants stated that they would choose the bilingual itinerary if given the opportunity. They also perceived that they had learned more contents, competences and didactic strategies solely due to following this itinerary.

Apart from this, the students’ comments reinforce some conclusions drawn from a previous study, with students from previous academic years. These findings, presented at Franklin Institute (2014), lead us to think that the implementation of CLIL may enhance students’ growth mindset (Dweck). If this is the case, CLIL will not only help attain better language proficiency in an additional language and good-quality teaching-learning methods, techniques and strategies, but will also have an influence on how students envision their own learning capacity.

nigel-holmes-graphic

An infographic on Growth Mindset vs. Fixed Mindset. Source: https://blogthenewcenturyschool.files.wordpress.com/2014/03/nigel-holmes-graphic.jpg

There were some common aspects among the variety of topics presented in the sessions:

– interest in knowing how L1 positively or negatively influences L2 and to what extent this impacts and interferes with L3, L4, ETC.

I was not at all surprised, as this was a topic of interest when I was studying my degree (a long time ago now), and is still a matter of controversy. Why do elements which are similar in L1 become problematic when using L2? This issue has now expanded to a new scenario: speakers of three or more languages, as shown in the studies by Gutiérrez-Mangado & Martínez Adrián and Llinàs-Grau & Puig Mayenco. There is an interest in discovering whether learning one language helps the acquisition of specific language structures in other languages. However, to my surprise, Cummins was not mentioned at all. “Is the Interdependence Hypothesis out of fashion now?” I wondered.

– some talks aimed to describe the effect of task repetition in language acquisition.

I found this quite intriguing. It seems that some teachers have discovered that, if students are exposed to the same task time after time, the language used in the task tends to be more correct and the use of L1 is reduced. Also, it appears that when students are familiar with the content and procedure, they can focus on language. This suggests that they need to organise things first, and then they can pay attention to meaning.

It is evident that there is a cognitive component here. However, the word ‘cognition’ was barely used when dealing with these types of studies. It is necessary to make a stronger link between language and cognition. It is essential to have a look at the Cognitive Academic Language Proficiency (CALP) of participants, and their ability to use High Order Thinking Skills (HOTS) to discover whether cognitive demands and cognitive level are influencing these results.

–  CLIL as a context and as a pedagogical approach

As I put forward in my last post about AEDEAN Conferences, I was quite frustrated with the fact that schools were being labeled as CLIL whenever an additional language was used to teach content. My concern arose from a lack of distinction between schools embracing a methodological shift and those simply continuing a traditional approach. I mentioned this in my presentation to highlight that CLIL is not  just a context, but rather a pedagogical approach which has certain tenets. I insist on the need to distinguish bi-, tri-,and plurilingual contexts from CLIL contexts which are confirmed to be implementing a methodological change fostering the 4 Cs . That’s my view.

I also had the opportunity to talk to several speakers about this, and they told me I was right in indicating that CLIL should imply a methodological adaptation to a bilingual context. However, this was very difficult to prove in a ‘real’ study, as teachers were not willing to give information about their teaching practices. This leads me to the next point.

– Researchers admit having difficulties when obtaining information from schools

Even though this was not part of any of the sessions, the discussion came up when one person in the audience talked about his experience. Researchers have the feeling that teachers don’t want to cooperate with them, and therefore, it is virtually impossible to obtain information from real practical experience. In my view, this is completely true, but I can understand the teachers’ points of view, as they are bogged down by timetables, lots of paperwork, families and a myriad of children with different learning needs. Therefore, our point of view as researchers should be: what can I do for them in the short run? If we want this collaboration to happen, we must think about how we can help them to work better, and how they can collaborate with our universities. See for example how Celaya and Panelli, participating in this conference, mentioned how they had changed their questionnaires because teachers had spotted several difficulties in the original model. Personally, I’ve had school teachers talking in my lessons, and these have been rewarding not only for them, but also for me and my students. A different kind of relationship, beyond “just giving information or data”, must be established for the benefit of both parties.

– Culture: towards transculturality

The 4th C, Culture, has been the main topic of several of my posts on this blog. As you know, simply put, I consider that an English teacher should not limit his/her lessons to show how English people or American people live, their traditions, beliefs and celebrations. I believe that if English has become an International Language (EIL), it is also a tool to access any culture. In that sense, one of the speakers, Karen Jacob, mentioned the need to adopt the term “Transcultural” to denote how you can learn from and interact with different cultures. In her words, it gives a sense of “multidirectional movement”. In this context, Clavel-Arroitia and Pennock-Speck presented an interesting study involving telecollaboration between two high-schools located in Spain and Poland.

 

I hope this quick review is both informative and interesting. I’d love to read your comments.

CTmhjRJXIAA6DMW (2)

Me in beautiful and sunny Bilbao 🙂

I’d like to thank James Crichlow and Carolina Benito for revising the original version of this post. Thanks for all your suggestions!

Advertisements

XXVII GRETA CONVENTION

Posted on Updated on

GRETA ANNUAL CONFERENCE
GRETA ANNUAL CONFERENCE

The English Teachers Association of Andalusia announces the celebration of its XXVII Curso Anual para la Enseñanza del Inglés (GRETA Annual Conference), which will take place at the Facultad de Filosofía y Letras, University of Granada on 17th, 18thand 19th of  October 2013.

The contents of our sessions will be organised in four main lines of work:

  • ·        Developing students skills successfully in the XXI Century: Practical examples of effective teaching and classroom management, use of new technologies and task based learning.
  • ·         Pragmatic proposals for the Infant, Primary and Secondary Classroom.
  • ·         English for Specific Purposes in Vocational Training Courses.
  • ·         CLIL Methodology in Bilingual Programmes, ELT and Content teaching, tailor-made courses for specific teacher training needs.

Registration is now open and available here: http://www.gretaassociation.org/web/guest/curso-anual-2013

4th Day at the Bilingual Campus

Posted on Updated on

We finished our Bilingual Campus with a day on Culture (or Community or Citizenship, depending on the authors :)). We started the morning sessions with Edward Marks, from Building English Language School (Madrid), who gave a talk entitled “Art, Culture and Language Learning”. His motto for this session was: Your classroom is a canvas; your classroom is your world. And during the session he presented English as a ‘land’ full with possibilities, as this image show.

English is full with possibilities
English is full with possibilities

His was a very practical, dynamic and interactive session full with ideas to make the most of a work of art using TPR, Theatre, Music and Science as the main elements. Participants enjoyed putting his ideas into practice, and considered that his crosscurricular perspective of teaching was really interesting. Even though he admitted that his teaching conditions are very different from the ones a Primary teacher may have, as he is running a Language School, he also highlighted the idea of the teacher as an active ‘player’ in class which helps students think and speak as much as possible.

Edward Marks
Edward Marks

The second morning session was run by prof. Josue Llull, one of my colleagues, and the wisest person I have ever known 🙂 He works in the field of Social Sciences, and this time he concentrated on Heritage Education. In his talk he emphasized how important heritage is, and how heritage is linked to affection and respect. For this reason, heritage education should be included in Infant and Primary Education. He believes that teachers can introduce activities and projects working on Heritage Education in their classrooms, but that they can also benefit from the many resources which are available on the Internet. In fact, he presented some nice ideas from the Kids’ Council of the National Trust in England , and an experience he has conducted with University Students using a blog. Finally, he invited us to use his blog to find out more ideas and practical resources.

Josué Llull
Josué Llull

After Josue’s session, it was time for the farewell party. Josue and Matthew thanked all the people involved in the organisation of the event, our Student Helpers, Rebeca and Alberto, the Campus Secretary, Rocío, our Assistant teachers, James and Ana, and of course! they thanked all people participating for their enthusiasm and active role during the sessions. Then, they shared out the Course Certificates (Congrats to all of you!), and the American BBQ party was started (we joined Americans in their 4th July celebrations!).

American BBQ
American BBQ

We hope this was a nice experience for everybody, and see you next time, hopefully in the 4th Edition of our Bilingual Campus!

III Foro Nebrija

Posted on Updated on

Last Thursday the 3rd edition of the Nebrija Foro was held in Madrid. This one-day seminar aims to provide participants with the opportunity of listening to CLIL experts and/or practitioners, and get to know trendy topics and shared concerns. I would like to share some of the conclusions I drew from the sessions I attended.

First, in my view, there is a huge concern about the ‘digital component’ in education and, more specifically,

Digital tools in Bilingual Education seem to be a major concern
Digital tools in Bilingual Education seem to be a major concern

in CLIL. Almost all sessions mentioned the key role digital tools can play to develop cognition, interaction, collaborative work, etc. I admit I’m also exploring this, as I’m now getting training on the use of different digital tools in education, but I also think that we should be cautious: it is not the tool we use, it is what we do with it. Using Twitter in my lessons won’t make my students use their HOTS (High Order Thinking Skills) automatically. Hence, the tricky point here is not digital tools but PLANNING. If we train teachers how to plan effectively, they will make the most of any resource (digital or not). In any case, it is true that new generations are digital-native, and we should find ways to learn ‘the language’ they feel more comfortable with 😉

Second, there is a progressive tendency to replace Culture (one of the four Cs put forward by Coyle) with Community (which was proposed by Mehisto, Marsh and Frigols (2008). This does not come as a surprise, taking into account what I have mentioned in the paragraph above. That is, the word ‘community’ is linked to the digital world everywhere. Also, I guess that Culture may be a misleading concept for practitioners: “is it the Culture of the English-speaking cultures?” “my culture?” This is a clear shift towards ELF (English as a Lingua Franca)

Third, believe it or not, I gather that there isn’t consensus about what CLIL is. I still consider that there are many experts talking about EFL or ESL and labeling this as CLIL (and this is not so!). In one of the talks, CLIL was defined as “the term for the European version of bilingual education”. In my opinion, this is not a fair definition. First, Teaching in a Foreign/Second Language is not necessarily CLIL. There are ‘bad’ bilingual practices, and CLIL tries to make the most of bilingual education. Second, I really think that there isn’t a unique European version as such, many models coexist, and this is not CLIL all the time.

The following point I’d like to make is a warning note on the ‘search for’ recipes to implement CLIL. Even if I agree on the need to establish common ground so that not everything is labelled as CLIL, I also see that some people try to ‘sell’ ‘the CLIL didactic sequence’, and this can be a disaster if it is applied literally to any classroom. In fact, sticking to a foreseeable structure will spoil the ‘variety’ factor CLIL plays with. The student should be constantly challenged and engaged.

And last, but not least, some Bilingual Projects are in urgent need of an integrated curriculum encompassing integrated objectives and a major shift in the English language subjects. It is paradoxical that CLIL content teachers are applying innovative techniques and strategies whereas EFL teachers are still dealing with the present perfect with the same group in the next hour! Literacy should be included in the English Language Curriculum, as the projects set by the British Council/Ministry of Education have been doing for many years now.

Nebrija Foro Bilingual Education
Nebrija Foro Bilingual Education

Regarding the more practical workshops, I believe that some work should be done to provide Primary Teachers with tools to support their students’ reading comprehension. Some tips I can think of is to use colours for keywords, add pictures to reinforce understanding, and show alternative terms for a concept or idea. We shouldn’t forget that there are less able students that need to have clear scaffolding when dealing with texts.

Once again, this Foro is a great opportunity to meet people, exchange ideas and experiences and start up new projects with colleagues from other institutions. I’d like to thank the organisers for this wonderful opportunity to talk about Bilingual Education and CLIL.

Images have been obtained from: http://actualidadnebrija.com/2013/06/28/educacion-bilingue-estrategias-y-nuevos-retos/

Call for papers: 38th ATEE Annual Conference “Educating for the Future”

Posted on Updated on

Association for teachers education in Europe
Association for teachers education in Europe

I have just received an interesting Call for Papers to participate in a Seminar in Norway. I’m including theinformation below just in case you are interested in sending a proposal.

We are glad to invite you at the 38 th  ATEE Annual Conference which theme is ” Educating for the future ”

The 38 th conference will be held in Østfold University College , Norway from 22 nd to 25 th  August 2013 . The theme of the conference can be summarised as followsWhat challenges facing humans and society can be recognised as the most significant for teaching and teacher education? 

Which effects may technological development have on the roles of teachers and students? How can education be organised for the future?
How may teachers be educated to meet a rapidly changing world? How can one educate for the unexpected?
The way the conference is organised will facilitate interaction, dialogue, knowledge sharing and creation in relation to the topics set out above through keynote addresses, parallel sessions where papers will be presented and discussed. 

We hope you will find the people you meet, projects you see and ideas you share rewarding and stimulating. 

More information can be found here:
http://www.hiof.no/eng/atee/welcome?lang=eng
We remind you some important dates:
– 1st February 2013
Call for papers and online submission opens

– 1st April 2013
Deadline for proposal and abstracts

-1st May 2013
The organising committee will let you know if your proposal has been accepted.

Should you require more information, please contact:

Ms. Tone Skråning

Østfold University College
E-mail: tone.skraning@hiof.no

Conference – Global Issues and CLIL – Germany September 2013

Posted on

Hi everybody,

I have just received information on a conference dealing with global issues in CLIL. I’m copying the information directly from the source. You can obtain more info here.

GLOBAL ISSUES – Critical Content and Language Integrated Learning
Bielefeld, Germany, 6-8 September, 2013
A banner at a demonstration in Europe in 2011 as part of the international Occupy Education movement stated: “Education can, and should be, dangerous!” In other words confronting what is really happening in the world. One way of putting this into practice would be a kind of critical Content and Language Integrated Learning (CLIL) approach. Issues that affect our lives in different parts of the globe could provide the content for subjects such as history, art, music, for example, as well as for the English class. This way, CLIL could become more progressive and have a truly transforming role.
At the same time, Global Issues are a kind of elephant in the English classroom, much too rarely explored with students and colleagues. In our view, Global Issues should be at the heart of a turn to a more progressive Critical CLIL that looks at building critical intercultural understanding and a far more critical and engaged citizenship curriculum. In Europe, this might be integrated into the work of the Comenius Programme of the European Commission and its promotion of learning for active citizenship or the Erasmus initiatives in higher education.
This conference will look at ways and means of exploring these issues and topics at all levels of learning and teacher training and development in all walks of the EFL/ESL world. Further information will appear here in the New Year. This conference is organised jointly by four SIGs: Global Issues, Teacher Trainers and Teacher Educators, Young Learners and Teenagers, and Pronunciation in collaboration with local English Language teacher associations. It will be held at the Volkshochschule Bielefeld in North Rhine-Westphalia in Germany.

Global Issues and Critical CLIL Conference

Image. Source: http://www.globalresearch.ca/the-bilderberg-plan-for-2009-remaking-the-global-political-economy/13738

XXV GRETA ANNUAL CONFERENCE – Call for papers

Posted on Updated on

The English Teachers Association of Andalusia is announcing the celebration of their XXV Annual Conference, entitled “Listen to your heart, speak your mind”, and to be celebrated at the Facultad de Ciencias de la Educación, University of Granada from 8th to 10th September,2011. Among their main topics, they will deal with Bilingual and Plurilingual Projects.

If you wish to attend this event, you should know that university students have a reduced fee. Please check more details here