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Cross-curricular teaching in Jaén and Newcastle-upon-Tyne
foreign language classrooms
The Third Newcastle Postgraduate Conference in Theoretical and Applied Linguistics
9th July, 2008
Diego Rascón MorenoUniversity of Jaén, Spain
Contents
1. Introduction
2. Objectives
3. Procedure
4. Data analysis
5. Conclusions
1. Introduction2. Objectives
3. Procedure
4. Data analysis
5. Conclusions
Introduction
• Spanish educational context (1990-2007)The Ley Orgánica General del Sistema Educativo (LOGSE) - Aim: full development of the student’s personality.- Academic
+ social, emotional and the ethical-moral dimensions.- Mismatch between the curricula and the LOGSE
the Cross-curricular issues (CCIs) were born
Introduction
peace education health educationenvironmental
educationgender education
moral and civic education
sex educationroad safety education
consumer education
• What are they?
(topics to be taught in all subject areas and in all years)
• No subjects like Citizenship Education in compulsory secondary education
Introduction
• Trends related to CCI teaching in Spain:- “Global issues teaching”- “Values education”- “Citizenship education”- “Intercultural education”
• All imply teaching content through language teaching CLIL
• The CLIL continuum:
content ----------------------o------------------------ language
(bilingual education) The CCI approach
Introduction
• English, Welsh and Northern Irish educational context
Curriculum of Modern Foreign Languages (1999-) mentions that these subjects can promote pupil’s:
• Mandatory Citizenship Education subject at Key Stages 3 and 4
spiritual development
moral development
social development
cultural development
Introduction
• Why CCI teaching in the foreign language classroom apart from subjects like Citizenship Education?
- Own objectives of the subject can also be achieved.
- Language learning becomes richer and more effective (Littlejohn, cited in Boyle, 1999).
- It makes students more interested (Sampedro, 2006).
- It is an opportunity for intercultural education.
- Intercultural scope of citizenship education (Byram, 2006).
- Students can learn mutually about their cultures.
Introduction
- In order not to give a wrong socio-cultural message.
• CCI teaching instead of Citizenship Education?
- For timetable reasons.
1. Introduction
2.Objectives3. Procedure
4. Data analysis
5. Conclusions
Objectives
1. To know how often the Spanish CCIs are addressed in their MFL classrooms according to Jaén ESO/Newcastle 8-11 year students and teachers.
2. To know the attitudes to dealing with these topics that MFL teachers in these two cities have.
3. To find out what techniques and resources they use when they introduce them in their classes.
4. To know about their evaluation.
1. Introduction
2. Objectives
3. Procedure4. Data analysis
5. Conclusions
Procedure
• January 07 (first visit to Jaén schools):
• February 07 (second visit to Jaén schools)
10 state schools (/11)
10 private schools (/12)
558 private school students
31 state school teachers
748 state school students
17 private school teachers
Instrument: Student questionnaire
Instrument: Teacher questionnaire
Guidelines
Procedure
• Late November 07 (first visit to Newcastle schools):
• December 07 (second visit to Newcastle schools)
6 state schools (/15)
2 private schools (/5)
107 private school students
15 state school teachers
254 state school students
8 private school teachers
Instrument: Student questionnaire
Instrument: Teacher questionnaire
Guidelines
1. Introduction
2. Objectives
3. Methodology
4.Data analysis5. Conclusions
Data analysis
• Student responses
Data analysis
Frequency of CCI education in the English classes in Jaén schools according to students
0
10
20
30
40
50
60
70
Peace Health Env. Gender Sex. M-C Road S. Cons.
Always
Often
Few times
Never
N.A.
43.4%43.3% 41.1%41.1%40.9% 20%17%
7.9%
0
10
20
30
40
50
60
70
80
90
100
Peace Health Env. Gender Sex. M-C Road S. Cons.
Always
Often
Few times
Never
N.A.
Data analysis
Frequency of CCI education in the MFL classes in Newcastle schools according to students
22%30% 33%39%26.9% 17%5.5%
6.5%
Data analysis
Learning something else apart from the foreign language and culture according to students
0
5
10
15
20
25
30
35
40
45
50
Jaén schools
Always
Often
Few times
Never
N.A.
37%
Data analysis
Learning something else apart from the foreign language and culture according to students
0
5
10
15
20
25
30
35
40
45
50
Newcastle schools
Always
Often
Few times
Never
N.A.
28%
Data analysis
• Teacher responses
Data analysis
CCI teaching
0
10
20
30
40
50
60
70
80
90
100
Jaén Ts Newcastle Ts
Yes
No
Data analysis
Percentage given to CCI teaching during the whole academic year
0
10
20
30
40
50
60
70
80
90
Jaén Ts Newcastle Ts
Less than 25%
Between 25% and 50%
Between 50% and 75%
More than 75%
N. A.
Data analysis
Approaching some CCIs more than others
0
10
20
30
40
50
60
70
80
Jaén Ts Newcastle Ts
Yes
No
N.A.
Data analysis
CCIs that are most frequently approached
0
5
10
15
20
25
30
35
40
45
Jaén Ts Newcastle Ts
Peace
Health
Environmental
Gender
Sex
Moral and civic
Road Safety
Consumer
Data analysis
Level of difficulty of CCI integration
0
10
20
30
40
50
60
Jaén Ts Newcastle Ts
Easy
Difficult
N.A.
Data analysis
Enough CCI teacher training
0
10
20
30
40
50
60
70
80
90
100
Jaén Ts Newcastle Ts
Yes
No
N.A.
Data analysis
Materials and resources used for CCI teaching
0
10
20
30
40
50
60
70
80
90
100
Jaén Ts Newcastle Ts
Coursebook
Other books
Activity Book/Workbook
Songs
Literary Works
Storytelling
Films
Games
Role-plays
Authentic material
Drama
ICT
Others
Data analysis
Percentage of the MFL subject mark given to CCI evaluation
0
10
20
30
40
50
60
70
80
Jaén Ts Newcastle Ts
None
Less than 25%
Between 25% and 50%
Between 50% and 75%
More than 75%
N.A.
1. Introduction
2. Objectives
3. Methodology
4. Data analysis
5. Conclusions
Conclusions
1. (i) 43.4% - 40.9% of the Jaén students sampled think that five of the CCIs are addressed either always or often in their English classrooms (moral and civic, environmental, health, gender* and peace education vs consumer, road safety and sex education).-------
39% - 30% of the Newcastle students sampled think that three of the CCIs are addressed either always or often in their MFL classrooms.(health, gender* and environmental education)26% - 22% of them think two of them are addressed that often (peace, and moral and civic education).Less than 20% of them think that the other three are addressed that often.
1. (ii) The same amount of teachers in Jaén and Newcastle deal with the CCIs, but not in the same depth.
32% - 24% of the Jaén teachers sampled stated that they teach five of the issues more often than the other ones (less than 15%).
----
42% of the Newcastle teachers sampled stated that they teach health education more.
29%: environment and peace education are covered more often than the other CCIs (less than 15%). .
2. Teachers in Jaén find teaching the CCIs easier, though most of them think they have not been trained enough to do so, like the Newcastle ones.
3. Teachers in Jaén are more dependent on the publisher coursebook and activity book for integrating the CCIs than those in Newcastle.
4. More teachers assess them in Jaén (35%) than in Newcastle (10%)
So… which educational system seems to favour the teaching of these issues in the MFL subject most? The Spanish one* (which is not applicable anymore).
Bibliography
• ÁLVAREZ MARTÍN, Mª NIEVES 1992. Educación para el consumidor: transversales. Madrid: Ministerio de Educación y Ciencia.
• BOYLE, JOSEPH 1999. “Global issues to educate and entertain.” Modern English Teacher 8.1: 39-41.
• BYRAM, MICHAEL 2006. “Developing a concept of intercultural citizenship”, in GEOF, BYRAM and FLEMING (eds.) 109-129.
• JARES, XESUS R. 1992. Educación para la paz: transversales. Madrid: Ministerio de Educación y Ciencia.
• JIMÉNEZ ARMESTO, Mª JOSÉ and LAURA LALIENA ANDREU 1992. Educación ambiental: transversales. Madrid: Ministerio de Educación y Ciencia.
• MAÑERU MÉNDEZ, ANA and ESTHER RUBIO HERRÁEZ 1992. Educación para la igualdad de oportunidades: transversales. Madrid: Ministerio de Educación y Ciencia.
• NIEDA, JUANA 1992. Educación para la salud. Educación sexual: transversales. Madrid: Ministerio de Educación y Ciencia.
• OCIO SIMÓ, EUGENIO S. 1992. Educación vial: transversales. Madrid: Ministerio de Educación y Ciencia.
• PUIG ROVIRA, JOSEP Mª 1992. Educación moral y cívica: transversales. Madrid: Ministerio de Educación y Ciencia.
Thank you very much for your attention!
