Posgrado en CLIL e innovación en el aula

de inglés de Educación Primaria

Módulo 1. Principios básicos del aprendizaje en el aula bilingüe Block 1: Principles of Effective Teaching and Learning of the L2 in the CLIL Classroom

NAME/S: Sabina Fillola and Myriam Beteta

ASSESSMENT TASK: ANALYSIS OF AN INTERVIEW

DATA ABOUT TEACHER INTERVIEWED: CLIL teacher who teaches Science and Social Science in year 6 of Primary Education.

CRITERIA FOR ANALYSIS DATA COLLECTED ANALYSIS IMPLICATIONS OR SUGGESTIONS FOR IMPROVEMENT

1. How do you motivate

learners?

The teacher explains events or

situations related to their interests and

likes.

She relates contents to their prior

knowledge and experiences.

We, as teachers should relate contents to pupils’

previous knowledge to raise misunderstandings and

increase pupils’ motivation.

2. How do you challenge

pupils?

The teacher ask them to look for

information about areas of their

interest when pupils want to know

more about a topic.

She encourages pupils to search for

information no matter is in the curriculum

or not.

We should encourage learners to search for

information and know more aspects about an area. In

this way, we are fostering the Learning to Learn

competence and the Initiative Sense and

Entrepreneurship competence.

3. How do you manage

language mistakes?

She regards mistakes as natural. She

cuts long words into pieces to spell

them correctly.

Mistakes are a proof of the learning

process. We can see that pupils are

reformulating their prior ideas of how to

make sentences correctly.

We should take mistakes as a positive evidence of

learning. Mistakes are also a way of raising

misunderstandings.

4. Do you expect different

outcomes or the same?

She explains that all pupils are different

so there are a variety of outcomes as

she works with Interactive Notebooks.

Interactive Notebooks allow pupils to

create different outcomes as these

outcomes are related to their life

experiences.

It allows us to reflect upon the differentiation that is

needed in class. Moreover, all pupils are different,

they learn in many different ways (Multiple

Intelligences).

5. Do you plan activities for

self-assessment?

She does not plan activities for self-

assessment on paper but she makes

pupils reflect upon what they could

have done better.

She makes them think about what they

know, what they have learnt and what they

have to improve. This could be related to

the visual organiser KWL.

It could be interesting to plan self-assessment or peer-

assessment activities to make pupils more aware of

what and why they are doing it.

6. How do you develop

cognitive skills?

She uses Interactive Notebooks and

experiments using the Scientific

Method.

Interactive Notebooks make pupils reflect

upon how they can relate the contents to

their own experiences.

The Scientific Method makes pupils

analyse, synthesise and evaluate what has

happened in the experiment.

It is crucial to plan activities in which pupils apply the

Scientific Method in Science as we can enhance HOTs.

7. Is the content the same than

if the subject was in Spanish?

Definitely not. We are in a bilingual

school and they are learning it in a

different language. They learn concrete

aspects.

The content is adapted as it is learnt in

another language.

It is understandable that we cannot go into too much

details and the cognitive processes involved require

more time.

8. How do you ensure

comprehension?

She uses Spanish when necessary and

even more when learning about

specific Spanish contents.

Spanish is necessary in the classroom .

However, the language vehicle is English.

In order to enhance understanding we would suggest

the use of visuals, TPR, videos...