CLIL AND ETWINNING FreeMind Mapping Stories
CLIL (Content Language Integrated Learning)
A controversial definition.
“CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language.”
(Marsh, 2002)
Very significant level of positive scores on the CLIL students’ tests and performances (Ball & Lindsay, 2010; Lorenzo et. al, 2009)
Moot points such us the influence of time of exposure or the starting level of FL of students enrolling CLIL programmes (Burton, 2010)
CLIL is nowadays considered a revolutionary learner-centered approach that enhances the student’s motivation (Marsh, 2002; Coyle, 2008; Ting, 2010)
But how can the practicioners (teachers) contribute to the originality of the material design in order to achieve L2 student’s motivation within the CLIL frame?
Computer Assited Language Learning (CALL) seems to share pedagogical roots and implications with CLIL (Fernández Fontecha, 2007) which indicates the possibility of applying this two methodologies together to stretch their benefits through the use of activities that promote collaborative learning. We are not talking about the student using the computer in just one directional learning affair, (Dooly, 2008) rather
computer student
Using the network as a tool that connects students from different countries cutting geographical distances.
ETwinning is the Community for schools in Europe.
Teachers from all participating European countries can register and use the eTwinning online tools.
FreeMind Mapping = A free software that helps students creating collaborative stories, connecting ideas and if desired, presenting them in public.
Why choosing FreeMind Mapping?
One of the proposed Marsh, Maljers & Hartiala's dimensions for the implementation of CLIL (as cited in Ruiz de Zarobe, 2010) is the “culture dimension”. This concept explores the building of intercultural knowledge and understanding.
MOTIVATION
CLIL
CALL
ETWINNING
MOTIVATION
Does the collaborative story project increases motivation in the
CLIL classroom? (Questionnaires)
INTERCULTURAL AWARENESS
LANGUAGE COMPETENCES & USE
POSSIBLE RESEARCH QUESTIONS
Do student's spoken discourse benefit from this activity?
(Measure= Fluency)
Do CLIL students’s reflection on cultural aspects benefit from
this exercise?
THANK YOU VERY MUCH FOR YOUR ATTENTION
REFERENCES
Ball, P. and Lindsay, D. (2010). Teacher training for CLIL in the Basque Country: The case of the
Ikastolas in search of parametres. In Lasagabaster, D. & Ruiz de Zarobe, Y. (eds.) CLIL in Spain:
Implementation, results and teacher training (150-187). Newcastle upon Tyne: Cambridge Schoolars
Publishing.
Bruton, A. (2011) “Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A
reply to Lorenzo, Casal and Moore (2010)” Applied Linguistics (2011: 32/2 :236-241).
Coyle, D., “Foreword”. In Ruiz de Zarobe, Y. & Lasagabaster, D. (eds.) CLIL in Spain. Implementation,
Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars, 2010.
Coyle, D. (2008). Along the continuum- An exploration of integrating language and content learning in
England. In Dooly, M. & Eastment, D. (eds.) “How we're going about it”: Teachers' Voices on Innovative
approaches to teaching and learning languages (139-151). Newcastle upon Tyne: Cambridge Schoolars
Publishing.
Coyle, D., “Foreword”. In Ruiz de Zarobe, Y. & Lasagabaster, D. 2010. (eds.) CLIL in Spain.
Implementation, Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars.
Eurydice European Unit. 2006. Content and Language Integrated Learning (CLIL) at School in Europe. Brussels.
Fernández Fontecha, A. (2007). The design of ICT materials for L2 teaching :state of the art.
Interlingüística, 17 (333-344).
Lorenzo, F. , Casal, S. & Moore, P. (2010).“ The Effects of Content and Language Integrated leraning: Key Findings from the Andalusian Bilingual Sections Evaluation Project”. Applied Linguistics. 31(3), (418-442).
Marsh et al, Project D3-CLIL Matrix, 2005. archive.ecml.at/mtp2/CLILmatrix/ Last retreived 12th December.
Oxford, R.L and Shearin, J. (1996). Language learning motivation in a new key. In Oxford, R.L (ed.), Language learning motivation: Pathways to the new century (120-144) Honolulu : University of Hawai'i Press.
Ruiz de Zarobe, Y. 2008. “CLIL and Foreign Language Learning: A Longitudinal Study in the Basque Country”. International CLIL Research Journal, 1(1), (60-74).
Ting, T. 2010. “CLIL Appeals to How the Brain Likes Its Information: Examples From CLIL (Neuro)Science” International CLIL Research Journal,1(3). Last retrieved 11th Dec.