CLIL, CBI, ICT

Since the early 1960s, the English Language Teaching (ELT) profession has been enmeshed in a series of teaching methodology controversies, where the term “approaches” has become one of the distinguishing factors. These have included some common or similar underlying perspectives but contrasting classroom applications, as well as some similar applications from different theories (see Larsen-Freeman, 1986/2001, Richards and Rodgers, 1986/2001, and Stevick, 1980, for detailed discussions). In a similar vein, though somewhat removed, have been several pedagogical designs somewhat removed from the methodology/approach because they challenge different assumptions, this list could include task-based learning and content-based instruction (CBI, also known as content-based language teaching or content-based language instruction, content and language integrated instruction (CLIL), as well as immersion, or integrated language and content). CBI may be distinguished from the methodologies and task-based learning in that it makes no assumptions of teacher or learner behaviors, only of the materials used for instruction.

Περίληψη Ανάμεσα στις δυσκολίες που συναντούν οι μαθητές στην κατανόηση των Φυσικών Επιστημών συμπεριλαμβάνονται και αυτές που σχετίζονται με την γλώσσα. Την επιστημονική γλώσσα, με την σύνθετη δομή, που συναντάμε στο σχολείο και τα σχολικά εγχειρίδια. Οι ερευνητές υποστηρίζουν ότι είναι απαραίτητο να δοθεί από τους εκπαιδευτικούς ιδιαίτερη έμφαση στην γλωσσική διάσταση των επιμέρους γνωστικών αντικειμένων, καθώς αποτελεί απαραίτητη προϋπόθεση για την κατανόησή τους. Για την υποστήριξη όμως μιας τέτοιας προσέγγισης, απαιτείται το κατάλληλο διδακτικό υλικό. Το ψηφιακό λεξικό Φυσικής για το σχολείο που παρουσιάζεται στην εργασία αυτή, φιλοδοξεί να συμβάλλει προς αυτή την κατεύθυνση, καλύπτοντας ταυτόχρονα ένα κενό που υπάρχει στην παράλληλη διδασκαλία και μάθηση γνωστικού αντικειμένου και γλώσσας. Θεωρητικό υπόβαθρο Οι δυσκολίες των μαθητών στην κατανόηση των Φυσικών Επιστημών (Φ.Ε.), αποτελούν εδώ και αρκετές δεκαετίες ένα γόνιμο πεδίο έρευνας της διδακτικής των Φ.Ε. (Driver et al., (1985). Στο υπόβαθρο των περισσοτέρων από τις έρευνες αυτές βρίσκεται η άποψη ότι οι δυσκολίες των μαθητών στην κατανόηση της επιστήμης αφορούν την πρόσληψη των περίπλοκων εννοιών και την αδυναμία επεξεργασίας τους (Shayer & Adey, 1981). Σε μια παρόμοια οπτική βρίσκεται και η άποψη που κυριαρχεί μεταξύ των εκπαιδευτικών, ότι η γλώσσα της επιστήμης είναι απολύτως διάφανη και έχει μια μοναδική ικανότητα να περιγράφει τον κόσμο γύρω μας με τρόπο απόλυτα σαφή (Lemke, 1990), καταλήγοντας σε αυτό που με απλά λόγια περιγράφεται με εκφράσεις όπως: «τους τα εξηγούμε αλλά δεν τα καταλαβαίνουν». Στην πραγματικότητα όμως, η επιστήμη έχει πολλές «γλώσσες» και σκοπός της εκπαίδευσης είναι να μπορούν οι μαθητές να τις χρησιμοποιούν προκειμένου να οικοδομούν και να διαπραγματεύονται τα νοήματα και τις έννοιες (Osborne, 2002; Πλακίτση κ.ά, 2011). Για παράδειγμα η έννοια της δύναμης, μπορεί να αναπαρασταθεί με πολλούς και διάφορους τρόπους: με το σύμβολο F, με την μονάδα μέτρησης Newton, με ένα διάγραμμα διανυσμάτων ή μια μαθηματική εξίσωση υπολογισμού της συνισταμένης. Κατά συνέπεια, η κατανόηση της έννοιας της δύναμης, αντιστοιχεί στην ικανότητα των μαθητών να διαχειρίζονται αυτές τις πολλαπλές αναπαραστάσεις, να τις χρησιμοποιούν κατάλληλα και εναλλακτικά, αναγνωρίζοντας τις αντιστοιχίες μεταξύ των διαφορετικών μορφών-της διαγραμματικής, της μαθηματικής, της συμβολικής και της προφορικής, η κατανόηση δηλαδή κρύβεται στην συνδυαστική τους χρήση (Lemke, 1998).

"Language and culture are two elements that are directly related, in the sense that language cannot be taught or used without reference to culture of some kind. Nevertheless, connecting culture and language is not always an easy task for many, and it will continue to be a subject to discuss among professionals and teachers for many years to come. Traditionally in ELT, culture has been limited to artificial representations of food, festivals and holidays organized by countries, not providing an opportunity to develop real competences to interact successfully with people from different walks of life.  Since the world is becoming more and more globalized, more people from different cultural backgrounds are interacting more frequently, meaning that that the ability to achieve mutual understanding and its benefits are ever more important. This is why, when learning English in a foreign context or even as a second language, simply knowing about culture is not enough.

Many teachers take the initiative to teach culture and to implement it into their classrooms, however it has still remained "insubstantial and sporadic in most language classrooms" (Omaggio, 1993, in Cullen & Sato 2000), mainly because teachers lack time and practical techniques, or they are uncertain about which aspects of culture to teach. In our multilingual, multicultural, and increasingly globalized world, it is essential for English language teachers to promote interculturality in their classes as a way to raise students’ awareness on the differences between cultures, while helping them to better appreciate and value their own culture. The development of intercultural communicative competences is an essential element to help them communicate much more effectively in this globalized world. Using a Content and Language Integrated Learning (CLIL) approach involves contexts and content that enriches the learners’ understanding of their own culture and those of others, thereby creating an opportunity to include intercultural awareness and / or competence in English language lessons.

This presentation will address the role of interculturality in the ELT classroom and provide teachers with practical examples of how to integrate culture into their classrooms. "

Content-based instruction (CBI) has become a popular teaching model in the Asian secondary and tertiary school English classroom, yet discussions on the topic do not agree on a definition or pedagogical orientation for this approach to language learning. Various perspectives on CBI are overviewed, and "content" is defined with special attention to current course offerings in Asia.. The length of time to be spent on a topic is considered as well. A new learner-based classification system for summarizing the orientation of CBI courses is proposed to replace current pedagogically-based classification systems. The
three proposed categories, topical, academic-skills, and substantive, are compared to pedagogical systems. The future of CBI in Asia is considered.

Considerando que el maestro de Educación Primaria se encuentra en una posición crucial en el proceso de construcción de la ciudadanía, en particular de la ciudadanía europea, la formación inicial del maestro ha de asumir una visión transnacional específica, que se caracteriza principalmente por una formación en lenguas-culturas sólida y diversa. La reflexión sobre los contextos de “apropiación” de lenguas-culturas y las orientaciones metodológicas actuales nos ha conducido hacia tres perfiles docentes: el maestro generalista, el especialista en lengua extranjera y el maestro AICLE. Sus respectivas competencias profesionales se aproximan -¿se solapan, se complementan?- y necesitan nuevas estrategias articuladoras, ya que añaden, a su vez, nuevas dimensiones a la educación desde la perspectiva del proyecto lingüístico del centro. Se trata de dimensiones fundamentales e ineludibles para el maestro del siglo XXI: las representaciones y creencias sobre las lenguas-culturas, así como los procesos de internacionalización en los que vive inmersa la sociedad en general y los centros educativos en particular, hacen necesarios un trabajo cooperativo y una dinámica de reflexiones compartidas que permitan revisar el
desarrollo de la conciencia profesional de estos maestros y de su identidad docente. En el presente trabajo analizamos estas dimensiones desde la perspectiva plurilingüe y pluricultural adoptada en el Plan de Lenguas de Centro de la Facultad de Ciencias de la Educación de la Universidad de Cádiz.

The growing interest in Content and Language Integrated Learning (CLIL) has resulted in enthusiasm in and active pursuit of improved methods of foreign/second-language (L2) teaching in Europe. However, the definition and scope of the term CLIL both internally, as used by CLIL advocates in Europe, and externally, as compared with immersion education in and outside Europe, indicate that the core characteristics of CLIL are understood in different ways with respect to: the balance between language and content instruction, the nature of the target languages involved, instructional goals, defining characteristics of student participants, and pedagogical approaches to integrating language and content instruction. We argue further that attempts to define CLIL by distinguishing it from immersion approaches to L2 education are often misguided. The aim of this article is to examine these ambiguities and to call for clarification of the definition of CLIL. Clarification is critical if CLIL is to evolve and improve systematically and if CLIL educators are to benefit from the experiences and knowledge acquired in other educational settings.

Defining CLIL has been of major controversy over the years. An approach that was mainly used for bilingual contexts in now commonly used in EFL classes, but why and how? This papers cast light on these questions and help teachers understand why CLIL in EFL contexts

Content-based instruction (CBI) is presented as an alternative means of language instruction, where language learning and subject matter learning are integrated in some fashion. The content-enriched language classroom, using thematic or topical (short-term) subject matter, is presented as a means for a language teacher to overcome challenges of content knowledge, conflict with teachers of other subjects, and to focus on course learning objectives where a content-based instruction methodology is sought.

Desde su nacimiento en 1994 hasta ahora, el modelo AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) ha sido conceptualizado e implementando de diferentes modos, según las políticas de los diferentes gobiernos, o de las escuela, o de las propias actitudes de los docentes interesados, lo que ha causado un margen de vaguedad en su definición. Esto es muy importante, ya que la adopción de CLIL por parte de la Unión Europea para apoyar el objetivo del multilingüismo se ha centrado en los resultados lingüísticos en varios niveles y, por lo tanto, en las investigaciones y encuestas llevadas a cabo; sin embargo, las pràcticas CLIL las implementan principalmente docentes de asignaturas no lingüísticas, que necesitan ver la efectividad de su perspectiva, no solo desde el lingüístico. Este documento revisa la literatura y encuentra la definición de CLIL como "entorno abierto de educación", definitivamente adecuado para los profesores de cualquier asignatura no lingüística para poder participar en su implementación. También se subraya, teniendo en cuenta las directivas europeas, cómo el CLIL, en particular si se enseña a través de herramientas ofrecidas por las nuevas tecnologías, tiende a facilitar el aprendizaje global de los estudiantes y su ciudadanía europea, así como a ser el primer paso para uno nuevo modelo de práctica escolar. Palabras Clave: implementación AICLE, rol docente, evaluación, entorno de aprendizaje, ciudadanía europea.

Since its birth in 1994 until now, CLIL (Content and Language Integrated Learning) has been seeing and implementing in different ways, depending on government or school policies or stakeholders' attitudes, which has caused a margin of vagueness about its definition. This is very important, because the European Union adoption of CLIL to support the aim of multilingualism has focused on the linguistic results at several levels and so the researches and surveys, although it is implemented mainly by subject teachers, who need to see the effectiveness from their point of view, not only linguistic. This paper reviews the literature, finding out the definition of CLIL as 'open environment of education', definitely suitable for subject teachers in order to be involved in its implementation. It is also underlined, taking into account the European Directives, how CLIL, in particular if taught through tools offered by new technologies, tend to achieve the students' global growth and their European citizenship, as well as to be the first step for a new kind of schooling.

he aim of this quasi-experimental research is to investigate the extent of improving Rhetorical Organization skills in Second Language (L2) English writing of secondary students through formal instructions in a specific Content and Language Integrated Learning (CLIL) context. The classroom setting was at an International Baccalaureate (IB) World School in Istanbul. The participants were IB Diploma Program learners taking Business Management (BM) courses. It is aimed to first identify the needs of participants in dealing with writing short essay exam answers to the IB BM exams. Inspired by Trimble's Rhetorical Process approach, it is assumed that an intervention aiming to teach text organization via applications of rhetorical elements explicitly would improve the achievement of CLIL learners. Therefore, an explicit writing intervention program was designed and implemented. A selection of business content case samples provided by IB Organization (IBO) was integrated into classroom tasks. Two final-exam like tests for the BM subject of the IB Diploma Program were administered before and after the intervention program. The IBO BM Mark bands and Mark schemes, the public version of IELTS Writing Task 2, writing band descriptors, and a tailor made rhetorical functions assessment rubric were used as instruments of data collection. To increase the inter rater reliability, along with the researcher, another IB BM content teacher of the same IB World School and two L2 English teachers participated in the rating process. A questionnaire to evaluate the participants' perception of writing to the test before and after interventions was used. The quantitative data analyses included descriptive statistics. Participant's attitude on writing to the test was investigated through structured interviews before and after the intervention program. The qualitative data was analyzed through Open coding-Axial Coding-Selective Coding procedure to find out themes and to generate a grounding theory. NVivo 11 software program was used during the coding process. The findings revealed significant improvement on the L2 writing performances and attitudes of IB learners. The results indicated that the participants performed better and felt better after the intervention program. KEY WORDS: CLIL, IBO, rhetorical organization, improving L2 English writing

The dilemma between Content Based Instruction (CBI) and other forms of content teaching with/through/in a foreign language is not yet over. This qualitative study initially aims to provide an overall picture of CBI implementation in Turkey. The data were collected through sitting in content classes and laboratory work courses, observing as non- participant researchers and interviewing the course instructors in Faculty of Science and Arts. The findings revealed that though classes were instructed and the written exams were given in English; the students were reluctant to participate in classes in the target language and their written responses are limited as well.

Content and Language Integrated Learning (CLIL) was born in the '90s, explicitly aimed at fostering the European multilingualism at school, by means of the embedding content and foreign/minority languages, whose implementation non-linguistic subject teachers have been the only main characters for a long time. As a matter of fact, by now CLIL does not seem to be as widespread as wished in the European schools, often because it is not seen as an opportunity for teachers, but as a demanding top-down policy, both in training them and in workload for them. So, it is not perceived primarily in its global importance for a new kind of schooling, in which multilingualism is part of the holistic knowledge required to students of the XXI century, not the only real aim of CLIL, as the almost exclusively interest in it of the Foreign Languages (FLs) and Applied Linguistics Departments could demonstrate.

(English follows Japanese)

現在の日本の高等教育から考えると、学生の認知能力が低いとは考えにくい。しかし、実際は、彼らの認知能力は低い。つまり、学生達は高等教育で必要な根本的な能力が欠如している。それはどの国籍の市民でも、国籍に関係なく高等教育を受けているものであれば、持っているべきものであるということは論議の余地はない。本研究論文では、現在のこの認知能力の低さの状況を述べる。そして、本文における対話は、現在の状況を軽減させる過程を意図しており、アンドラゴジー的、文化的、社会的背景を踏まえている。

The author argues that despite factors which should render the situation otherwise, Japanese tertiary education currently suffers from a state of cognitive poverty. That is, students have a fundamental lack of higher-order skills which it is arguable any global citizen, enrolled in higher education should possess irrespective of nationality. In this research paper, the reasons for this current state of cognitive malaise are examined against an andragogical, cultural, and social backdrop, with the intent that dialogue can be instigated to begin the process of alleviation the current situation.

Introduction In a recent article I wrote about Thinking Skills for Successful CLIL-1) Brainstorming Ideas and 'Seeing' Language. It occurred to me writing this piece that what is needed is a skills audit. With this reference of the range of skills existant in the school curriculum, we can then go on to produce examples and approaches to the individual skills. These examples can them form a 'bridge' between the language curriculum and the content curriculum for sucessful CLIL implementation. Background: I ran a half day of CLIL workshops for students, and faculty at Tallinn University and two questions from the group stuck with me. Firstly, I stress how useful it is for language teachers to explore curriculum skills (e.g., data gathering, graphing data, interpreting data) in order to implement CLIL in their classrooms. A question which arose from this focus was: Does this mean that we will do less BICS? Secondly, a colleague asked: What do we do if we don't feel comfortable with the concepts?

This is the chapter from the e-texbook for RFL teacher trainees entitled CLIL in Foreign Language Education (Nitra: UKF, 2015). Its aim is to introduce a specific context of higher secondary CLIL in Slovakia and discuss some of the teaching techniques (with model activities) which are suitable for this level of CLIL.

This document analyses both academic and personal profiles of participants in the Plurilingual Project at the Faculty of Education of the University of Cádiz (Spain) along three years. Content teachers report on their attitude towards linguistic updating processes and methodological changes required by the project. Also students inform on their expectations and frustrations about plurilingual learning at university.

Timed writing (TW) can take place along a spectrum from simple free-writing or brainstorming sessions on simple topics in short time frames all the way to structured, argumentative essays on challenging topics over longer amounts of time. TW can provide a gauge of writing ability and therefore can serve as an assessment tool. TW instruction and its implementation hold an important place in the foreign language classroom many reasons. The most prevalent rationale for TW is to foster writing fluency, but TW can also result in improvements in the accuracy and content quality of student writing as well as in learner confidence. Additionally, in content-based instruction (CBI) or content and language integrated learning (CLIL) environments, it can be an effective tool to help students more fully digest and understand content. This study employs freshman EFL writing courses in Japan divided into three streamed classes. Writing teachers have TW activities on predetermined topics covering themes from a parallel reading course over a semester. When using word count as a measuring tool, it is hoped that significant gains in writing fluency will be made. Students will be surveyed using a questionnaire to determine their perceptions of any gains made in writing fluency, vocabulary use, and content comprehension. Some suggestions for implementing TW into an EFL, CLIL, or CBI curriculum may also be offered.

Designing a program is a long and difficult process, but the benefits and the personal growth of such an activity is impressive. In this paper the authors would like to reflect on decisions made throughout the program design of the International Business English Program at the Instituto de Idiomas of the Universidad del Norte. The authors will discuss considerations made during the design process, procedures implemented and changes experienced during the growth of the program. Finally, the authors will share how the experience has impacted their professional growth and continuous commitment to the International Business English Program and provide commentary as to why such a procedure albeit complicated is valuable for anyone. Key Words: content-based instruction; course design; international business. Resumen El diseño de un programa constituye un proceso largo y difícil pero los beneficios y el crecimiento personal ligados a esta actividad son impresionantes. En este ensayo, las autoras desean reflexionar sobre las decisiones tomadas durante el diseño del Programa de Inglés de Negocios Internacionales en el Instituto de Idiomas de la Universidad del Norte. Las autoras discuten las consideraciones que se tuvieron durante el proceso de diseño, los procedimientos implementados y los cambios experimentados durante el crecimiento del programa. Finalmente, las autoras comparten la forma en que esta experiencia ha causado un impacto en su crecimiento profesional y en su compromiso continuo con el Programa de Negocios Internacionales y ofrecen sus comentarios sobre el valor que representa este proceso para cualquier persona a pesar de lo complicado de su naturaleza. Palabras Claves: instrucción basada en contenidos; diseño de cursos; negocios internacionales.

The purpose of this study is to open a window onto Italian Content and Language Integrated Learning (CLIL) teachers' language competence and the ways it is currently being assessed by presenting a specific case: one testing session of the first batch of future CLIL teachers aimed at assessing their level of competence in a foreign language, in which the authors were personally involved as decision makers, organisers and observers. To provide an insight into the issue, this paper first contextualises Italian CLIL teacher training within policy recommendations provided by the European Union and the Italian Ministry of Education. Secondly, it describes in detail the specific decision-making process related to the evaluation of aspiring CLIL teachers in Southern Italy in the vehicular language, to explore suggestions for and issues related to such evaluation. Finally, it presents the outcomes of this evaluation, drawing on survey and observational data, to uncover the descriptive characteristics of the individuals involved in the analysis (teachers in Southern Italy who volunteered to be future CLIL teachers), the extent to which they displayed willingness to communicate in the vehicular language of instruction and differences that emerged in perceived and actual proficiency, and across subgroups. The different perspectives of policy, test development and test outcomes inform suggestions for training of CLIL teachers in the Italian context and beyond.