Part 1. Sancho Guinda CLIL Murcia 2014

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The non-native teacher of CLIL/EFL

riding several horses at once…

Oh, my!How will I hold the reins?

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class class in ain a FL FL

DISCIPLINADISCIPLINARY RY

VOCABULAVOCABULARYRY

REGISTER & REGISTER & DIALECTAL DIALECTAL VARIETIESVARIETIES

GENREGENRECONVENTIOCONVENTIO

NSNS

Rhetoricalstructure

Situational interactions

Subgenreconventions

All-situation interactivefunctions

AmE/BrE(In)formal varieties

Verbalisation of

graphic informatio

n

Expression of

emphasis (lexis & syntax)

Markers of framing,

transition, glossing, attitude,

evidentiality, exemplification, conclusion, etc.

Asking, interrupting, ordering,

persuading, criticising,

proposing, rejecting proposals, distributing

materials, thanking, greeting, etc.

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The non-native teacher of CLIL/EFL

riding several horses at once…

Goody, goody!Now I can call them by their names…

Genre Metadiscourse Varietie

s

Terminology Situation

WHOOOA,WHOOOA,

Situation!Situation!

GIDDY UP, GIDDY GIDDY UP, GIDDY UP, UP,

Metadiscourse!Metadiscourse!

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The traditional The traditional messianicmessianic teacherteacher

I rule and control MY class I am THE expert I decide contents & assessment I monopolize talk-time I am authoritarian I censor, penalize & evaluate I facilitate (re)sources

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HABITUAL ROUTINESHABITUAL ROUTINES IN THE IN THE CLILCLIL CLASS CLASS

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TEAM/PAIRTEAM/PAIRPROBLEMPROBLEMSOLVINGSOLVING GRAPH

GRAPH

COMMENTARY

COMMENTARY

CASE STUDY

CASE STUDY

DISCUSSION

DISCUSSION

DISCUSSIONDISCUSSIONPRE-CLASSPRE-CLASS

READING PIECEREADING PIECE

ELICITATIONELICITATIONWhat do you

know…?

BRAINSTORMING

BRAINSTORMINGMULTIPLE CHOICE MULTIPLE CHOICE

AS WARM-UPAS WARM-UP

CLILCLIL CLASS- CLASS-START ROUTINESSTART ROUTINES

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HABITUAL ROUTINESHABITUAL ROUTINES IN THE IN THE CLILCLIL CLASS CLASS

PEER WORK

LEARNER AUTONOMY

TRANSVERSAL SKILLS

NEGOTIATION

LEARNING AWARENESS

LEARNER RESPONSIBILITY

PEER FEEDBACK

COOPERATION / INTERDEPENDENCE

SHARED EXPERT ROLE in KNOWLEDGE CO-CONSTRUTION

Mutual scaffolding

Exchangeable roles

TOP-DOWNSTUDENT-FOCUS

HANDS-ON

KNOW-HOW

AUTHENTIC TASKS

GOAL-ORIENTED

TAILOR-MADE

TECHNOLOGIES

LEARNING STYLES

Broader immersion outcome

INTEGRATED LEARNING: Language + Skills + Content

TEAM-TEACHING

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Teacher Target Model Teacher Target Model COMPONENTSCOMPONENTS

Teacher’s Teacher’s discoursediscourse

Students’ Students’ discoursediscourse

CONVERGING DISCOURSES IN THE LECTURECONVERGING DISCOURSES IN THE LECTURE

CALPCALPBICSBICS

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A COMMUNITY OF PRACTICEA COMMUNITY OF PRACTICE‘The way we do things’ ‘The way we do things’

‘‘We engineers are We engineers are visual people’visual people’

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6 interrelated parameters Teaching style (Ogborn et al 1996)

VisualizerCo-thinkerStorytellerVerbalizerOperator

Embedded genresConversationStory/anecdote, jokeProcedural descriptionDemoProblem-solvingCase studyDiscussion

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Academic functions (Dalton-Puffer 2007, Hyland 2005)DefinitionClarification/explanationExemplificationInferenceEnumerationContrastRelevance-markingProblem-solving

Metadiscourse functions (Hyland 2005)Goal announcementSequenceStage-labellingEndophoric signallingTopic shiftingCode glossing

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Structural phases of the lecture (Young 1994, simplified)Start

Inductive DeductiveTangible or ‘hands-on’

IntroductionElicitationBrainstormingProblem- or task-solvingTeacher’s monologueConversation Teacher-Students

Content deliveryContrastive ArgumentativeDescriptiveNarrative (chronological, cause and effect, problem-solution pattern)

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RecapitulationProgressiveFinal

ClosureVisualVerbalStereotyped vs. Self-made formulasRound-off summaryAssignment

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