L1.02/12/2016 - EU Language Policy
EULP Activity 1.1
What
do you think is the role of EU Policies on Education?
I
think that the main role of EU Policies on Education is to harmonise
academic structures and standards. This implies the
sharing of educational systems between the countries of the European
Union, which is something positive as communication related to
educational issues is facilitared in this way.
What
do you understand by EU Language Policies?
EU
Language Policies serve to raise awareness on the oppotunities
EU citizens have as well as promoting the mobility and the learning
of different languages . These kind of language policies
encourage cooperation between the European countries through the
design of study and mobility programmes encouraging in this way the
learning and teaching of different languages. EU Language Policies
helps European citizens to respect language diversity and cultures.
Can
you name any EU initiative related to Language Learning?
The
Erasmus programme is an example of an EU Language Policy which
encourages university students to study for one year abroad. This
student-exchange programme fosters the understanding of
the host country and helps students to know other learning contexts
inside the EU. By contrast, the Bologna Process would be an example
of an inter-governmental project which aims to unify
European higher education by creating similarities between degree
structures and standards.
In
your opinión, what are the main factors driving EU Language
Policies?
In
my view the main factos driving EU Language Policies are purely
economic and political. These types of policies make Europe a
competitive and powerful continent in which people are able to speak
several languages and have a globalised view of the world. I believe
that although these programmes hold economic and political
interested, the ones who are directly benefited from them are
European Citizens.
What
factors make people want to learn a language?
People
are encouraged to learn a language because languages are a
window to the world and a pathway to job opportunities. We live
in a globalised world which is becoming very competitive and there is
a real need to know several languages to obtain between job positions
and to become independent linguistically speaking. People may also
want to learn a language to travel and to be able to communicate with
people around the world who have different cultures
and traditions.
What
factos make people defend a specific Language Policy?
A
specific Language Policy may be defended by many people because it is
a very good initiative for the learning and acquisition of a
language. Nowadays learning a language is quite expensive and these
programmes facilitate the mobility to other countries which is a
great chance when someone is learning a language. In my experience I
can say that I totally defend the Erasmus programme, I went for
1 year to Germany and it helped me in many ways as was in contact
with the German language and culture. It is an enriching experience
that I highly recommend and that every student should try.
Furthermore, I also think that people defend these kind of
policies as they promote plurilinguism and multiculturalism.
EULP
Activity 2.1
How
many languages do you speak, apart from your mother tongue or L1?
Anna:
Apart from my mother tongue I can speak French, German and English.
Mireia:
Apart from my mother tongue I speak English and German.
Vicente:
Apart from Spanish I can speak English and German.
Sofía:
Apart from Spanish I can speak English, French and German.
María:
Apart from Spanish, which is my mother tongue, I can Speak English,
German and French.
Is
your mother tongue your L1?
Anna:
My mother tongue is my L1
Mireia:
Yes.
Vicente:
Yes it is.
Sofía:
Yes.
María:
Yes, it is.
Are
there things you find easier in one language than the other?
Anna:
There are some things such as vocabulary, grammar and pronounciation.
For instance English grammar is easier than Spanish, German or French
grammar. Nevertheless, the Spanish pronounciation is easier than the
one in the other languages mentioned above. Finally vo
cabulary
for me is easier in French because it is quite similar to Spanish and
Catalan vocabulary.
Mireia:
I think that it depends on what language I have used for each
different aspect in my life. For instance, I think that if I had to
explain Plato's Allegory of the Cave in English, I would probably
find it hard or at least I wouldn't be able to get the message across
as clear as in Spanish. Likewise, if I had to explain something
I have studied during my degree (English Studies) in Spanish or
Catalan, I may not find the words because they belong to a very
specific subject field. However, to a certain degree I think that it
is all a matter of which language you make use most. During the year
I spent in the UK I would end up having conversations about daily
things in English, in a way making use of it for more natural,
non-academic contexts.
Vicente:
Of course it will always be more difficult to express myself in
English or in German than in my L1, which is Spanish. For instance, I
believe that in Spanish I would be able to communicate in almost
every context with people who come from different backgrounds.
However, in English I don't master jargon or specific
vocabulary for certain fields so I would find it complicated to
communicate with a Jamaican English speaker, a cockney speaker or
somebody with a brummie accent.
Sofía:
I find it easier to speak in Spanish, which is my mother tongue, than
in French or German for instante. However, it depends on the context
and the people I am talking to as sometimes I associate a language to
a specific environment. When I went to Berlin in my Erasmus year I
met many Spanish people at University. As classes were taught
in English, we spoke between us in English instead than in Spanish
because we were in an academic context and we found much easier to
speak about specific English concepts in the language the class was
taught in. I would like to add that as Spanish is my mother tongue,
it is less complicated for me to learn romanic languages such as
French, that share many similarities with Spanish, than germanic
languages such as German.
María:
For me, it is much easier to speak in my mother tongue than in any
other language, since it is the language which I use in my daily
life. I use it to talk with my friends, with my family, when I go to
buy something, etc. However, it is true that as I am in contact with
English in an academic level, there are some written and formal
expressions in which I can express myself better in English than in
Spanish, because I have the habit of using them in those academic
contexts. It is also true that when you are in a situation of total
immersion in another language that is not your mother tongue; at the
end of the day you end up using that language more than your mother
tongue. An example of this would be those immigrants who are
constantly using the language of the country in which they are
living, whose mother tongue becomes worse.
In
language use terms, how would you describe the society you live in?
Are the people in that society plurilingual?
Anna:
I find the society in which I live quite concerned about language
use. People believe languages are necessary not only to travel but to
get a better job position. Most people in Valencia are able to speak
at least two languages. They might speak Catalan and Spanish, or
Spanish-English, or Catalan- English, etc.
Mireia;
I would say so. In our region, plurilingualism is an important topic,
since we have two co-official languages. I think that among younger
generations there is an increasing number of people who can speak
Spanish and Catalan in a competent, close to native-like level.
Regarding foreign languages there are more factures -of a social
nature- that may make it harder to state whether people in our
society are plurilingual. But overall there is an increasing trend by
which younger people are learning foreign languages too.
Vicente:
The Valencian Community is a plurilingual society, although the
Valencian government hasn't fostered the use of Valencian during the
last decades. Most of the people who live here are able to speak in
Spanish and Valencian. However not all societies are like this. When
I was living in England I remember that most of the English people I
knew weren't too keen on learning a foreign language. Their argument
was that as they spoke English, they didn't need to learn another
language.
Sofía:
Here in Valencia we have two co-official languages: Catalan and
Spanish. For this reason, our community is plurilingual as people are
accustumed to speak in both languages. Apart from this, other
languages such as English and German are becoming important as their
is a necessity to learn them to have better job opportunities.
María:
People here in Valencia speak two languages, Spanish and Valencian,
so they are plurilingual. I think that society in which we live
nowadays is aware of the importance of languages, especially English,
and this society is increasingly trying to be multilingual, basically
because they think that this is something that can offer more job
opportunities. In my opinion, they basically take into account work
issues and do not consider it as a need for communication, but rather
a benefit linked to the economic and work field.
How
would you encourage ‘bilingualism’ in your classroom? Do you
feel some languages have a higher status in the classroom?
Anna:
I would encourage bilingualism showing students the many positive
outcomes that learning a second language has. It doesn't only help
students to have a more active brain but it also benefits them for a
future in which English will be a necessary requirement. It will also
allow them to travel with some extent of security and will allow them
to communicate with other poeple.
I've
always felt some languages have a higher status in the classroom, all
students pick the same languages if they have to choose. For
instance, when I was in first of bachillerato, a classmate and I
decided we wanted to be in the French class but the highschool
reported us that that option wasn't available because we were the
only two interested in joining that module.
Mireia:
The way I see it, each language constitutes a door to a different way
of seeing reality. From the perspective granted to us by our mother
tongue we can only see a very small and narrow part of the world.
Learning languages means learning to understand different worldviews,
learning to approach problems in different ways. I would try to show
this to my students. Languages are intrinsically connected to the
society where they are spoken, so I would try to encourage the
natural curiousity that we all have inside in order to make students
more eager to know about other parts of the world, different
traditions, etc.
Concerning
the second part of the question, I think that from my personal
experience it hasn't been that way. At university we would use
English within the classroom, for it was the language in which
lectures where conducted, but outside of it we would use Spanish or
Valencian -even English- indistinctly, or depending to who we were
addressing to and their own preferences.
Vicente:
I believe that encouraging bilingualism in class is really important
as we are living in a globalised world. Taking into account the weak
version of Sapir-Whorf's theory which says that the language that we
speak somehow influences our thoughts, decisions and the way we
perceive reality, being able to control more than one language
enables us to understand better the world that surrounds us. These
benefits must be shown to our students in order to make them
understand how their language knowledge can be directly applied to
their comprehension and understanding of the world and the different
cultures that live in it. Furthermore, this knowledge enhances the
personal growth of each individual.
It
is true that certain languages have a higher status in the class. For
instance, in our society Spanish, sadly, has always had a higher
value than Valencian. Moreover, English will always have a higher
value due to all the neo-colonialist and economic issues that
surround this language.
Sofía:
I would try to make students see that learning a language is a
pathway to opportunities. When you are fluent in a language such as
English you are able to be independent when you travel abroad because
we live in a globalised world were English is becoming an
indispensable tool. I believe that the problem with the learning of
English at school in Spain is that students aren´t motivated because
they do not understand why are they going to need English in a
future. I would try to connect English with fun and creative
activities so that students could become interested and could learn
the language in a enjoyable way. I would also try to connect English
with their lives, I think that English should be approached in a way
that is connected to student´s reality so that they can see the
point of learning the language.
As
a way of answering the second part of the question I would say that
unfortunately some languages have higher status than others. Knowing
English is much more valued than knowing Fulani, which is an African
language, for instance. Languages are connected to power and English
nowadays is powerful because the leading countries in the world speak
this language.
María: I
would develop the belief that speaking languages can open doors, not
only concerning to the work field, but also other ways to see world
and life, to know about new cultures and people totally different
from you, which can be very beneficial and enriching for all people.
Yes,
I think that there is some kind of status for languages. In my
opinion, English is seen as the language with the highest status, and
one example of this is (without generalizing) that a large number of
people who have English as L1 do not want to learn other languages
because they think they do not need more than English. I realized
this during my Erasmus studies in England, where many English people
were not willing to learn other languages because they said that with
English they could speak with anyone, and I think that this situation
does not happen in countries whose language is spoken by fewer
speakers.
EULP
Activity 3.1 – CEFR for Languages
What
is the CEFR for Languages?
The
CEFR was published in 2001 and it is the outcome of 30 years of
research.
As
established in Common European Framework of Reference for
Languages: learning, teaching, assessment, the CEFR for Languages
could be regarded as a ‘common basis for the elaboration of
language syllabuses, curriculum guidelines, examinations, textbooks,
etc. across Europe’ (CEFR 1).
It
provides a comprehensive scope of the way learners need to learn the
language to fulfil their communicative needs and the necessary
knowledge and skills ‘so as to be able to act effectively’ (CEFR
1). The cultural dimension is also covered by the CEFR for Languages,
as well, as defining certain levels of proficiency ‘which allow
learners’ progress to be measured at each stage of learning and on
a life-long basis’ (CEFR 1).
What
are the main aims of the CEFR for Languages?
As
stated in the legal document, one of its main aims is to encourage
greater unity among the state members of the EU by means of a joint
action in the cultural field (CEFR 2). Insofar as the CEFR regards
language learners as ‘social agents’ (CEFR 9), understood as
members of a society who have to fulfil tasks of many different
natures. The approach used is an action-oriented one. The use of
language they should achieve is defined in the Council of Europe as
follows:
 | |
Source:
CEFR 9
|
The
CEFR has 3 principal dimensions:
1.
language activities
2.
domains in which they occur
3.
competences on which we draw when we engage in them
And
on the other hand, it considers 4 types of language activities:
1.
reception (listening and reading)
2.
production (spoken and written)
3.
interaction (spoken and written)
4.
mediation (translating and interpreting)
Reception
and production are core given their central role in interaction.
Among the activities that could be included in such realms are silent
reading or following the media for receptions, and oral presentations
or written studies figure among possible productive skills. The
latter plays an important role within the academic field. As far as
interaction is concerned, this synthesises the two previous skills
(it is based on the oral or written exchange between two
individuals). As stated in the CEFR ‘Learning to interact thus
involves more than learning to receive and to produce utterances.
High importance is generally attributed to interaction in language
use and learning in view of its central role in communication’
(CEFR 14). Translation, interpretation, summaries or paraphrases are
possible activities for the last of the four language activities,
Mediation.
Finally,
it provides 4 domains of language use specifying further traits for
each of them, such as locations, institutions or persons among
others:
1.
public, connected with ordinary social interaction, such as that in
business bodies or cultural activities.
2.
personal. It entails family relations and individual social
practices.
3.
educational, whose main concern is the learning context and the
acquisition of certain skills.
4.
professional or occupational, which concerns everything related to a
person’s activities when exercising a certain profession.
How
many levels are described in the CEFR for Languages?
The
CEFR defines a total of six common reference levels: A1, A2,
B1, B2, C1, C2. By maiking use of the “can do” descriptors or
formula, it is possible to define the language learner’s
proficiency at each level for reception, production, interaction, and
competences.
The
CEFR levels provide a basis for comparing second/foreign language
curricula, textbooks, courses and exams. These levels can be used as
a guideline in the design of curricula or used as a tool for
assessing students.
How
would you implement the CEFR descriptors in your classroom?
The
CEFR descriptors could be introduced in the classroom by means of
assessment. It can be done in many different ways, but a more
engaging way to do it is by means of self-assessment. Aside from the
traditional summative and formative assessment, as well as
continuous, asking students to assess themselves may increase their
perception of themselves as language learners. That way, they could
become more aware of their own level in a realistic sense, as well as
actually perceive their own progress.
L2.09/12/2016
The European Language Portfolio. A Guide for Language Learners
Activity
6.2 (4.1): ELP Revision
1. What is the ELP?
The
European language portfolio is a document that keeps a record of
learners and allows students to keep track of their own level, self
learning and cultural experiences. It is complex but it can be
created easier. It can be applied to any learner of any
language/subject. Its main aim is stimulating lifelong learning
. All languages are given the same importance in this portfoliio.
This self-assessment is used as an instrument. A tool for teachers
and students. Moreover, it is not compulsory.
2.
Which three components are included in the ELP?
The three components included in ELP are:
1. Europass
Language Passport, Here you include all the experiences that have
led students to be what they are. It can contain all formal or
informal experiences.
2. A detailed language biography, which provides a reflective accompaniment to the ongoing processes of learning, using second languages and engaging with the cultures associated with them. In addition, it uses “I can” checklists for goal setting and self-assessment.
3. A dossier with examples of personal work. It collects evidence of L2 proficiency and intercultural experience and supports portfolio learning.
2. A detailed language biography, which provides a reflective accompaniment to the ongoing processes of learning, using second languages and engaging with the cultures associated with them. In addition, it uses “I can” checklists for goal setting and self-assessment.
3. A dossier with examples of personal work. It collects evidence of L2 proficiency and intercultural experience and supports portfolio learning.
3.
What are the main aims of ELP?
They
are to provide a basis for consistent (self-) assessment of
communication competences and to allow learners to present their
language skills certifications in any language, at any level, in a
clearly understandable way, using a standardized common European
system of six language proficiency levels.
4. How would you implement a portfolio system or some aspects of it in a secondary EFL classroom?
-
Challenging students to provide specific evidence to support their
answers.
-
Promoting critical thinking
-
Opening debates
-
Through interactive classroom activities: quizzes, videos
-
Through activities as “writing a booklet about myself” where
students have to put a photography of themselves and write sentences
about how they are.
ACTIVITY
5.2
Look at the descriptors below (taken from the CEFR) and decide where they belong in the boxes:
(i) Can introduce himself/herself, asking and answering questions about personal details, such as where he/she lives, people he/she knows and things he/she has.
This
corresponds to an A2 level of spoken production and interaction.
(ii) Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
B2
level in general.
(iii) Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
A1
level of spoken production.
(iv) Can express himself / herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.
This
corresponds to a C2 level of spoken interaction.
L3.16/12/2016
English as a Global Language
EGL Activity 1.3
1.What
is a global language? Is it the same as a lingua franca?
According
to David Crystal a language is global because of the power of the
people who speak it. Consequently, a global language is a language
that has a wide use due to the power its county holds.
2.Do you think English can be considered a global language?
Yes,
English can be considered a global language in every aspect.
3.Name other languages, from present or past times, which you think are, or were global languages.
Koine,
Latin, French, Spanish.
4.In your opinion, what factors make a language become a global language?
There
are many factors which make a language become global. These factors
are: the number of speakers, how it is geographically dispersed, the
purpose of its use, its cultural importance and finally the political
and economic influence that this language has.
EGL Activity 2.3 – English Varieties
1.
What English varieties can you think of?
A
language variety is employed to refer to any distinctive form of
language. Within language variety we may find differences from
different natures, that is, dialects, idiolects, register and social
dialect.
In
Great Britan you can find British English, Scottish English, Welsh
English and Irish English. Further English varieties are American
English (understood as the English spoken in the Unied States, but
within the U.S. there are also subvarieties depending on geographical
or social factors: dialects, register, sociolects, etc.), Canadian
English. There is also Indian English, South African English, Kenyan
English, Nigerian English; and also Australian and New Zeland English
in the region of Oceania.
2.
Provide a brief account of the main differences between British and
American English:
In terms of spelling these are some differences between BE and AE:
| AE | BE |
| honor favor odor |
honour favour odour |
| realize criticize idealize |
realise criticise idealise |
| theater center meter |
theatre centre metre |
| program dialog sulfur |
programme dialogue sulphur |
We
may also find differences in terms of vocabulary.
Here there are some examples. The first of each of the pairs
corresponds to American English and the second one to British
English. However, nowadays and due to globalisation and language
changes we can find that some of these terms are used in both
countries or differently to how it is presented here:
-
apartment-flat
-
trash/can-dustbin
-
attorney-solicitor/ barrister
-
baby buggy- pram
-
bartender-barman
In
terms of Phonology, here are some differences between the
two varieties:
- In American English the raising, lengthening and nasalisation of /æ/ is very common. The distribution of /æ/ and is different from British English: e.g. cancel, dance, advance all have /æ/ in American English.
- In American English there is not so much diphthongisation of mid long vowels as in RP, e.g. home is pronounced /hoʊm/ and not /həʊm/.
- In contrast to the British pronunciation of /ɒ/, in American English we find /a/ as in pot /pat/.
There
are also differences in terms of prepositions:
The
differences below are only a general rule. American speech has
influenced Britain via pop culture, and vice versa. Therefore, some
prepositional differences are not as pronounced as they once were.
American
English
|
British
English
|
| I’m going to a party on the weekend | I’m going to a party at the weekend |
| What are you doing on Christmas? | What are you doing at Christmas? |
| Monday through Friday | Monday to Friday |
| It’s different from/than the others | It’s different from/to the others |
L.
Holiday Season
L5-
Intercultural Competence
1. What
is "Intercultural Competence" (I.C.)?
Intercultural
competence emerges as one of the key concepts in our global society.
But, what is it exactly?
Intercultural
competence, also known as I.C. could be defined as 'the ability to
develop targeted knowledge, skills and attitudes that lead to
visible behaviour and communication that are both effective and
appropriate in intercultural interactions' as defined by Deardorff.
It is therefore a skill of utmost importance. Intercultural
competence is composed by different elements as we can see in the
photograph below:
Such
is its importance, that even the UNESCO has worked on promoting this
competence (or rather these competences), defining it as 'having
adequate relevant knowledge about particular cultures, as well as
general knowledge about the sorts of issues arising when members of
diff erent cultures interact, holding receptive attitudes that
encourage establishing and maintaining contact with diverse others'.
2.
Is I.C. important for communication?
Indeed,
seeing the world we live in and the direction it is taking, it is
possible to state that it is becoming more and more diverse. Thus, it
is important to acquire these competences so as to promote tolerance
and respect in our modern society. Globalisation and diversity
challenge the traditional world view, making changes in education
necessary. Teachers must draw attention to these aspects in order to
promote understanding. At the same time, intercultural competences
enrich the experience of everyone, making students aware of the
multiple perspectives from which the world can be approached,
constructing a more wholesome view of it.
3.
How does I.C. relate to identity?
Intercultural
competences allow people to free themselves from the constraints of
our narrow world perspective, opening up many more opportunities
which may entail being part of different cultures. As stated in the
document by UNESCO: 'Acquiring intercultural competences is a
thrilling challenge since no one is, naturally, called upon to
understand the values of others'. It opens the door to seeing
different interpretations, and in doing so, it can influence the way
one sees themselves. There is a process of re-discovery of one's own
identity by approaching it from the gaze of the 'Other', a
negotiation of one's identity.
Intercultural Competence, Activity 2-5: Group discussion
1. How does I.C relate to the use of language as a lingua franca?
The I.C relates directly to the use of a language as a lingua franca because when we use a language as a lingua franca we are using it in order to communicate with the most number of people possible. And in i.c people develop knowledge, skills and behaviour in order to communicate in interactions that involve different nationalities and cultures. In a way, both of them are useful in reference with the communicative skills human beings have. They are a way to establish relations with people from very different backgrounds. They enable us to have a closer look to realities that in an other way will be inaccessible for us.
Given that I.C. is so related to learning foreign languages, for we never learn simply a language, but pragmatics as well, intercultural competence must be present in the teaching of this language. When learning a new language, one must also learn how to communicate in that culture, that includes register, codes, manners, etc. These aspects can be shown by providing examples in the classroom (through audiovisual material such as films, or reading texts), but also by asking students to enact real conversation situations. The important thing is raising awareness and drawing students' attention to the fact that we cannot always behave in the same way.
Sources:
Deardorff,
D. K. (2006) , The Identification and Assessment of Intercultural
Competence as a Student Outcome of Internationalization at
Institutions of Higher Education in the United States
Activity
3-5
1- Describe an example of exercise, or unit, from a book, dealing with intercultural competence.
We
have selected a book of second of ESO in which there is a CLIL
section related to recent European history. This topic deals about
Nazi Germany and the black athelete Jesse Owens. In the activity the
students have to read a text and answer some wh- questions. The
text has also audio options. It is an intercultural activity because
it raises awareness about the oppresion that the black community
suffered during the Nazi regime in Europe. In addition, this exercise
provides a historical background.
2.In
your opinion, has the subject been dealt with appropriately? Explain
why it has or why it has not.
In
our opinion the subject has been dealt appropriately because it
portrays the reality of that time and the brutality and racism that
black people suffered. Moreover, it shows that there was still room
for humane feelings, respect and cooperation. This is important
because although through history many attrocities related to race
have occured, tolerance is a key virtue that must be taught to the
students.
3- 3.How would you present/include it in your teaching?
We
will introduce this reading the week of the 21st March because that
day is the day against racisim. Nowadays, students should be very
respectful because we live in a multicultural society. We find the
activity very positive. Neverthelss, we would create some extra
exercises in order to make sure students work more with this crucial
topic. For instance, a writing comprehension in which students will
have to conduct a research. In this research, they will have to write
about other intercultural realities.
4-5
(5:16.12.16) Intercultural Competence, Activity 4-5:
Group
discussion
You
have organised an exchange with a school in another country. During
their visit, the students attend each other's school and stay at each
other's homes.
1-Describe
the general terms of the arrengement, i.e.: country, age and academic
level of students, length of the stay, who is visiting who this time,
and any other detail you may consider relevant.
4th
of ESO students are going to do a cultural and linguistic exchange
with an English school in Manchester. This age group has been chosen
because they are already familiarised with the English language and
they have enough autonomy to express themselves orally. As the
Spanish Legislation states (LOMCE), 4th of ESO
students are supposed to demonstrate by the end of the year that they
have acquired an A2 level according to the Common European Framework
of Reference. For this reason, this exchange will allow them to
improve their English as moving to England for one month will allow
them to be in touch with the real language and to access to authentic
material, something which is very beneficial for them. Furthermore,
this experience will help them to prepare themselves for their access
to Bachiller, where the level is higher and the content is more
complex than in ESO.
Students
in 4th of
ESO are 15-16 years old, an age in which they are mature and
responsible enough to move to another country and to act
independently. With this age they are older enough to understand and
value the importance of this experience and to make the most of the
chance they have been given. However, not every student in 4th of
ESO will be part of this exchange as they is a limited budget and a
limited number of places. For this reason, as there are three classes
of 4th of
ESO only those students that have chosen the English Monographic
optative will be given the chance to go. Normally students attending
to this optative are the ones who have problems with the language or
who are really interested and looking forward to learning English.
At
this stage of the exchange, the Spanish students will be visiting the
English ones in Manchester. Students will already know each other
because the English students have already visited the Spanish school.
The same pair than in the first exchange will be maintained as this
will promote a more friendly atmosphere that will encourage active
communication as they will feel relaxed and confortable as they
already know their partner.
2- How would you prepare your students prior to the visit, bearing in mind the above set of conditions.
We
have thought that it would be convenient to introduce the English
culture from the first class
as
it is important to make students become familiarised with it.
Furthermore, we think that it is
important
to use authentic material in class adapted to student´s level and
needs. Moreover, it
would
be advisable to use listening materials that have people with
different accents and paces in
it
to make students understand that not every English person speaks in
the same way.
L4.
13/01/2017
CLIL
ACTIVITIES
Activity
1-7 - GROUP DISCUSSION
In
your opinion
1-
What is “Content and Language Integrated Learning” (CLIL)?
Content
and Language Integrated Learning, also known as CLIL, is far more
than an approach. We could say that it is an educational paradigm, by
which a subject is taught in a foreign language so that it would lead
to higher competences in the foreign language. The European
Commission has defined it as integrating ‘content and language by
learning a content subject through the medium of a foreign language’.
Therefore it has a dual focus, namely content and language skills..
Among its main objectives figure the development of intercultural
communication skills as well as offering more than one perspective to
approach a specific content and improving the target language
competence, especially oral skills.
2-
Is there any difference between immersion and CLIL teaching?
Yes,
there are some differences.
3-
If so, what are the main differences?
1.Language
of instruction, in immersion, it is often “present in the
student's context” (home, society at large or both). In
CLIL they are “foreign languages”.
2.Teachers,
in immersion programmes, are native speakers (NS). In CLIL they are
not (only B2 level is normally required).
3.Teaching
materials
“The
materials used in immersion programmes are aimed at native speakers,
whereas CLIL teachers often use abridged materials.”
(L&S p. 372)
4.Language
objective
In
immersion the goal is to obtain near NS proficiency in L2. CLIL
strives for functional proficiency (D. Marsh, 2002)
In
immersion students are not allowed to use their L1. In CLIL
students can swap code (i.e.: They're allowed to use their L1, if
this helps their understanding).
5.Immigrant
Students
“Immigrant
students are enrolled in Immersion programmes in all Spanish
bilingual autonomous communities, whereas they seldom take part in
CLIL programmes”
(L&S p. 372), as they rarely meet the required
standards.
-Other
parameters are:
6.Starting
age (earlier for immersion)
7.Research (CLIL
is still more experimental) (L&S p. 373)
See:
-Lasagabaster,
D and Sierra, JM (2010) “Immersion and CLIL in English: more
differences than similarities” ELT Journal 64/4 p367-375.
-Sommers,
T & Surmont, (2012). CLIL and immersion: how clear-cut are they?
ELT Journal 66/1, January 2012
2-7
(7:16.1.17)
CLIL:
Activity 2-7 - GROUP DISCUSSION
In
your opinion
1-What
is the aim of (CLIL) in relation to the teaching of L2/FL?
CLIL
tries to teach content but through a second language, with this, the
teacher is not just teaching a language or a particular subject, but
both.
2-Should
CLIL become a substitute for general language teaching, and be used
as the sole method for teaching L2/FL as its the trend in “Vocational
Training”?
In
our opinion, it should not become a substitute, because students are
being taught a new language, which is not their mother tongue, so
they should be taught the specific rules of that language as the
specific grammar and vocabulary. They do not have as many hours of
CLIL to infer that grammar without being explained explicitly.
3-
Should there be some coordination between the teaching of FL in
general and CLIL courses?
Yes,
it would be nice if there was some coordination between both in order
to link the content of the classes. In this way, students could link
together everything they are learning.
In
addition, sometimes a teacher of a certain subject does not have
enough knowledge of English to explain this subject in English, so he
or she could use the help of an English teacher to develop better
these contents.
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