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TOPIC ASSIGNMENT: CONTENT & LANGUAGE INTEGRATED INTEGRATED LEARNING G ENE RA L INFORM INFORMATIO ATION: N: This assignment must be done individually and individually and has to f ulfil the following following conditions:
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Length: between 6 and 8 pag pag es (without including cover, index or appendices –if there are any-). Type of font: A ri al or Times New R oma oman. Size: 11. Line height: 1.5 . Alignment: J us tifi ed .
The assignment has to be done in this Word document and has to fulfil the rules of presentation and edition, as for quotes and bibliographical references which are detailed in the Study Guide. Also, it has to be submitted following the procedure specified in the document. Sending it to the tutor’s e -mail is not permitted.
“Topic Evaluation”
In addition to this, it is very important to read the assessment assessment criteria, criteria, which can be found in the “Topic Evaluation” document.
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Assignment: Make a task-based unit proposal applying CLIL methodology. To do this, first describe the context in which this proposal can be developed (either real or hypothetical):
Location Student group: nationality, age, number, etc. Trainees’ learning needs Timing Further considerations considerations
The proposal has t o include: learning outcomes, competencies and contents.
Important: you have to write your personal details; the option and the topic name on the cover (see the next page). The assignment that does not fulfil these conditions will not be corrected. You have to include the assignment index below the cover.
Name Name and and s urnames urnames:: Luis Fernando González Vázquez Group: FP_TEFL_2016_10 Date: May 21st, 2017
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INDEX PREFACE……………………………………………………………................4 INTRODUCTION…………………………………………………………………5
A P P E ND I C E S …………………………………………………………………….11 Appendix 1: Task-based unit proposal applying CLIL methodology.
1. Learning outcomes outcomes ……………………………………………………… . 1.1.
Objectives………………………………………………………..
1.2.
Topic Content…………………………………………………..
1.3.
K ey C ompet ompetences ences ……………………………………………..
2. S tudent Interpers Interp ers onal C ommunication ommuni cation L earning earni ng …………………… 2.1. Vocabulary…………………………………………………………. 2.2. G r ammar ammar and and dis cours cou rs e struc s truc tures ……………………….... 2.3. D is cours cou rs e type type ……………………………………………………. 2.4. L ang uag e sk s k ills ……………………………………………… ..... ……………………………………………………………. 3. C ultural ultur al element element …………………………………………………………….
3.1. Context…………………………………………………………….. ……………………………………………………………….. 4. Methodology ……………………………………………………………….. methodology……. 4.1. Tas Tas k-bas ed proposal applying CLIL methodology…….
4.2. C og nitive (thinki (thinki ng ) skills…………………………………… 4.3.
Task(s) ……………………………………………………….
4.4.
Activities …………………………………………………….
5. Timing Ti ming /Or g anization and clas s dis di s tributi tri bution on……………………… 5.1. C lass las s dis di s tri bution buti on……………………………………………… 5.2. C lass las s r oom org anization anizatio n……………………………………. …. 5.3. R es our ces / Materi Materi als ………………………………………… 6. E valuat valuation ion (cr iteria and ins truments) truments) ……………………………… 6.1. C riteria………………………………………………………….. 6.2. A s s ess ment ment ins trument trumentss …………………………………… 7. Fur ther ther cons iderations iderations ……………………………………………… . R E F E R E N C E S …………………………………………………………………38 Appendix 2: Task-based unit proposal CLIL methodology template developed
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PREFACE The proposal of a didactic unit presented as follows is also a declaration of intentions that focuses in giving continuity to an existing training program in an international company has the main objective to provide the necessary foundations to use the CLIL methodology and its advantages to lead the implementation of a new, more effective and updated training program which would then be fully created. For this to happen we have appealed to several authors in the matter like Brumfit to develop all idea.
Therefore, the proposal is not finished yet since is subject to revision and final approval in relation to the training program of which it intends to be part of as well as its interaction with the actual social context in which it would apply, which would give rise to support or criticism. Therefore, it would also serve as an instrument for continuous academic planning. That being so, it should prove to be administratively administratively viable. In this way, subsequent planning should be extended to a broad new curriculum, since this proposal is only a brief spontaneous and local portion of it, with discrete elements yet to be completed, defined and developed to generate the final model of a set of the rest of didactic units that would imply the specific CLIL methodology in question.
Speaking about its design many authors emphasize that, although it is important to give a more concrete form to the course, it is not advisable to create a proposal too rigid. A welldesigned proposal can be characterized by some distinctive features: it includes good and clearly measurable objectives and reflects the needs of students; It should be flexible and informative and should allow variety as well as space to change lessons or deviate from the initial proposal (Sklavou). A proposal should not be too strict, but rather "negotiable during use, and after" (Brumfit).
Dubin and Olshtain, 1987 suggest several possible types of syllabi according to the way they are organized: linear, modular (or thematic), cyclical, matrix and story-line. The linear format is based on careful grading and sequencing. The sequencing means that particular items are presented in an order which is determined by linguistic and pedagogical principles.
Plus, there needs to be “an internal grading of each unit and among units” ( Dubin and Olshtain, 1987 51). The order of the units must be strictly kept otherwise the grading would be upset. Syllabi organized in the modular format are very flexible. The proposal is based on 4
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thematic or situational language content (Dubin and Olshtain, 1987). The cyclical format means that one topic reappears in the proposal more than once, each time one a more complex or difficult level (Dubin and Olshtain, 1987 55). The matrix format incorporates, for example, different categories of tasks (e.g. interviews, discussions, creating stories, etc.) with a different situational setting (e.g. in the classroom, in a family, etc.). Finally, the storyline format of proposal aims to maintain coherence. A story is intertwined in the proposal in order to ensure thematic continuity. The storyline format usually accompanies another type of proposal format (e.g. a linear proposal is linked via a story) (Dubin and Olshtain, 1987).
The chosen content of the courses will be the main factor that will shape the complete organization of the course (the completion of the entire course proposal). Other factors will include more accurate goals and objectives of the course, company’s beliefs and past
experience, trainees’ needs, the method preferred and the c ontext of the course (Graves, 2011).
INTRODUCTION Content and Language Integrated Learning (CLIL) is a term related to any educational situation in which the content to be covered is delivered through a foreign language, second or third language. According to Do Coyle, Philip Hood and David Marsh, "For CLIL practice to be successful requires that teachers engage in alternative forms of planning for effective learning ... Connecting theoretical ideas to real practice takes time, patience and professional support. The CLIL approach is flexible taking into account a wide range of contexts (...) however; to be effective, certain fundamental principles must be followed. As in all other fields of teaching, planning CLIL courses is a precondition for successful teaching. There are different approaches to planning CLIL units and materials, such as Coyle's "4Cs Framework" model, for example.
However, the way to develop a CLIL course will depend on the educational level, context and legal framework among others. Being thus, we can find a great variety of models and templates that we can use to plan the CLIL units.
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The approach we used to develop our CLIL unit proposal was based primarily on a taskbased approach applying the CLIL methodology.
Content and Language Integrated Learning (CLIL) presents significant changes in the way instruction should be planned and sequenced, as well as how it should be implemented. Taking this into account the present work proposes the introduction of a CLIL program as a way to restructure and improve the training program course for associates in a luxury department chain store in Mexico City, where the adoption of a new training approach would achieve the integration of linguistic and non-linguistic material, as well as attend the linguistic and methodological needs that accompany its implementation, posing certain challenges that must be analyzed and clarified.
CLIL proposes the assimilation of the academic content of non-linguistic subjects through a second language and, through it, helps to improve the knowledge of the learners and the use of that second language (Brinton et al., 1989; 1997, Baetens Beardsmore, 2002, Coyle, 2007).
It implies a style of teaching that does not specifically focus on second language progression, but rather sees it as an opportunity to encourage its use and thus promote its development (Krahnke, 1987: 65; Marsh, 1994:23; Richards & Rodgers, 2003: 201).
Consistent with the principles that define it, this type of teaching is beneficial as a result of: (Ayrei, 2004, Coyle, 2004, Marsh, 2008):
a)
The learning of a second language is seen as more attractive when we use linguistic resources that offer a means of acquiring information;
b)
The use of the second language has a purpose;
c)
The learning of a second language is better when the information that is being acquired is seen to be interesting, useful, and has a clear end goal.
Content and Language Integrated Learning (CLIL) is a term related to any educational situation in which the content to be covered is delivered through a foreign language, second or third language.
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According to Do Coyle, Philip Hood and David Marsh, "For CLIL practice to be successful requires that teachers engage in alternative forms of planning for effective learning ... Connecting theoretical ideas to real practice takes time, patience and professional support. The CLIL approach is flexible taking into account a wide range of contexts (...) however; to be effective, certain fundamental principles must be followed. As in all other fields of teaching, planning CLIL courses is a precondition for successful teaching. There are different approaches to planning CLIL units and materials, such as Coyle's "4Cs Framework" model, for example. However, the way to develop a CLIL course will depend on the educational level, context and legal framework among others. Being thus, we can find a great variety of models and templates that we can use to plan the CLIL units. The approach we used to develop our CLIL unit proposal was based primarily on a task-based approach applying the CLIL methodology. Content and Language Integrated Learning (CLIL) presents significant changes in the way instruction should be planned and sequenced, as well as how it should be implemented. Taking this into account the present work proposes the introduction of a CLIL program as a way to restructure and improve the training program course for associates in a luxury department chain store in Mexico City, where the adoption of a new training approach would achieve the integration of linguistic and non-linguistic material, as well as attend the linguistic and methodological needs that accompany its implementation, posing certain challenges that must be analyzed and clarified. CLIL proposes the assimilation of the academic content of non-linguistic subjects through a second language and, through it, helps to improve the knowledge of the learners and the use of that second language (Brinton et al., 1989; 1997, Baetens Beardsmore, 2002, Coyle, 2007). It implies a style of teaching that does not specifically focus on second language progression, but rather sees it as an opportunity to encourage its use and thus promote its development (Krahnke, 1987: 65; Marsh, 1994:23; Richards & Rodgers, 2003: 201). Consistent with the principles that define it, this type of teaching is beneficial as a result of: (Ayrei, 2004, Coyle, 2004, Marsh, 2008):
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CLIL didactic unit template Topic: Location: Student group: Student s learning needs: ’
Instructor:
Title of the Unit:
Course / Level:
1. Learning outcomes 1.1.
Objetives
Objectives or goals that the students will achieve in this unit or part of the program.
1.2.
Topic Content
Specific content/topics that will be covered in English during this unit or part of the unit.
1.3.
Key Competences
Specific basic competences that will be practiced: linguistic, mathematic, social, digital, cultural, learn to learn, autonomy, etc.
2. Student Interpersonal Communication Learning 2.1. Vocabulary
The fundamental vocabulary included in the unit and the student should learn. The English teacher should agree with the vocabulary so that he/she may revise it in the English class if convenient.
2.2. Structures
Grammar and discourse structures that are expected to appear and that agree with the review in the English class.
2.3. Discourse type
The type of discourse that will be more relevant throughout the unit (descriptive, dialogues, etc.).
2.4. Language skills
Communicative language skills to be practiced throughout the unit (e.g. listening, speaking) and in what type of activity.
3. Cultural element
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3.1. Context in which this proposal will be developed
Connections that can be made between the content and distinctive cultural aspects (society, everyday activities, etc.). Particularly those that involve student life and the student’s everyday environment.
4. Methodology 4.1. Task-based proposal applying CLIL methodology
Description of tasks to be experimented in a CLIL context providing that the task-based approach fits a CLIL course type because: Subject teachers and language teachers work together; the teachers adopt a task based approach which motivates students; all the while offering them the content and language input needed to accomplish the task at hand; the teachers accept that encouraging students to communicate content in the f oreign language, however imperfect their language might be, the better they will improve their abilities both in the foreign language and in the content subject They adopt positive assessment both for content and language to build the students' confidence in their abilities.
4.2. Cognitive (thinking) skills
The type of work the students will be doing with each activity should be specified: group work, individual work, pair work, whole class activity, etc.
4.3.
Task(s)
Projects/activities that the student should complete, usually as a culmination of what he/she has learned during the unit.
4.4.
Activities
Activities that the student will complete throughout the course of the unit as part of the final project or not.
5. Timing/Organization and class distribution 5.1. Class distribution
5.2. Classroom organization 5.3. Resources / Materials
Number of sessions that each activity will take or the time it will take. Room's physical layout — the arrangement of desks and working space, the attractiveness and appeal of bulletin boards, the storage of materials and supplies. Resources and materials prepared by the teacher or by someone else that will be used throughout the unit. All will logically include a reference as to where the materials were found.
6. Evaluation (criteria and instruments)
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6.1. Criteria
Criteria for specific skills to be evaluated and form of evaluation
6.2. Assessment instruments
Instruments of evaluation.
7. Further considerations
Adapted from: http://es.creativecommons.org/blog/licencias/
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APPENDICES Appendix 1: Task-based unit proposal applying CLIL methodology 1. Learning outcomes At the beginning of the courses, the trainees need to familiarize with the unit, using contents which will be explored in-depth with the brand specialist, and at the same time will revise the different areas of the English grammar system with the language teacher. Both grammar and content delivery will be handled in English. The content and language instructors will check any previous knowledge the trainees might have on the topic, in order to allow them to build new information on what they already know and to consolidate the new data that have been acquired. For the teaching to be effective, it will be important to plan each lesson carefully, setting realistic goals, choosing the suitable materials, and developing and organizing activities for the trainees. Using the foreign language within the context of a specific topic will make the work more authentic, meaningful and motivating. The decisions taken by the instructors range from the choice of the articles and other readings including magazines, encyclopedia entries, internet publications, etc., to the selection of audio and video recordings in the form of lectures, documentaries, tutorials. At the beginning of each lesson, the trainees will be informed about the topic that is going to be treated and discussed, and the exercises, specific tasks and more general activities that will be carried out. Relevant content material drawn from the texts is adapted to the needs of the trainees, who are repetitively exposed to the topic-specific language, and the most important and useful, or problematic words and expressions are stressed, repeated and consolidated through different exercises and activities. Apart from giving the teacher as well as the trainees a sense of direction, having objectives also provides both teachers and learners with specific outcomes of a course and therefore enabling the teacher to assess learning (McNeil). In other words, objectives make it possible to evaluate progress. Part of
assessment’s success, therefore, depends on clearly stated objectives. Goals usually state “the main purposes and intended outcomes of your course” ( Graves, 2011) whereas objectives represent the ways “how the go als will be achieved” ( Graves, 2011). Course goals reflect what the trainees should know and understand (student competence) while course objectives should reflect what the trainees are able to do
(“Course Goals vs Learning Objectives”). There is also a third term – learning outcomes,
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which usually refers to what trainees must achieve at the end of the course. Therefore, the course objectives describe and intended state and learning outcomes describe what trainees actually learned (Jackson). Plus, course goals should be “deliberately broad and
vague” (“Course Goals vs Learning Objectives”) whereas learning objectives should be measurable and observable (“Tips on Writing Course Goals”). Objectives are more specific steps which should be taken if one wants to achieve more
general goals. “For every goal, there will be several objectives to help achieve it [and] one objective may serve m ore than one goal” (Graves, 2011).
1.1.
Objectives
This work aims to present an improved proposal for an associates training course. In order to achieve it sets out four objectives. The first objective will be to establish a solid theoretical base by summarizing the practical aspects of training theory already developed. Next, will be the basics of CLIL methodology that will put down so as to create a knowledge base upon which the training proposal can be constructed. The following objective will be represented by the analysis of the full training course, which will be carried out via the application of the course design theory. The fourth objective will be to suggest changes that can be taken into consideration when revising the current proposal of the training course. By accomplishing all of the four objectives it would possible to achieve the aim of the course. In order to facilitate specific course goals and objectives, information gathering must take place. Thanks to what is referred to as fact-finding stage, a course that suits the needs of the learners as well as the environment as such may be designed. According to Dubin and Olhstain it is the answers to the questions below that becomes the basis for formulating objectives. 1. Who are the learners? 2. Who are the teachers? 3. Why is the program necessary? 4. Where will the program be implemented? 5. How will the program be implemented?
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All the questions are very relevant and answering them will shed light onto the character of course goals and objectives stated afterward. Taking a closer look at the five questions, number one and two are related to actual consumers of the program while the remaining three are related to the program itself. As far as the first two are concerned, getting to know the teachers, as well as the learners, requires thorough attention to needs assessment. Even though, this thesis deals exclusively with designing a course that is later taught by the designer himself, getting to know the teacher, i.e. the designer himself still remains the vital part of the course design process. Question three is equally essential as the answer, in fact, justifies the course itself. Questions four and five are related to practical aspects involving all the necessary resources including the money, time, materials as well as IT support. All in all, the five questions are bound to serve well in stating relevant objectives. Since formulating goals and objectives is one of the most demanding tasks for many
teachers and course designers, scholars usually provide useful tips for articulating one’s goals and objectives in a meaningful way.
When formulating goals, “verbs like ‘appreciate’ and ‘understand’ are appropriate” (“Writing Course Goals and Learning Objectives”). When formulating measurable and observable learning objectives it is important to use more specific action verbs. First, the teacher should put down all the possible goals for a particular course. Next, the goals should be organized in a logical way. Graves, 2011 suggests KASA (knowledge, awareness, skills and attitude) conceptual framework for organizing course goals. The first area, knowledge goals, represents what trainees know and understand about language, culture, and society. The second group includes areas of self-knowledge (e.g. learning strategies) and awareness of how the language works and how other speakers use it. Skill goals encompass what trainees can do with the language (speaking, listening, reading,
writing, language functions, etc.). And attitude goals include trainees’ attitudes toward the language they learn, toward themselves (self-confidence) and toward others (respect) (Graves, 2011). When formulating a go al, the teacher can also use Stern’s framework which comprises the categories of proficiency, cognitive, affective and transfer goals (qt. in Graves, 2011). Proficiency goals state what learners will be able to do with the language. Cognitive goals include explicit knowledge about language and culture. Positive attitudes towards the
language, culture and towards trainees’ learning are stated in affective goals. Transfer goals 13
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state how to transfer the knowledge and skills from the classroom into the out side world. (qt. in Graves, 2011). Genesse and Upshur suggest yet another framework for organizing goals. This framework includes language goals (language skills), strategic goals (learning strategies), socio-
affective goals (learners’ attitudes and social beh avior), philosophical goals (general values, attitudes, and beliefs) and method or process goals (the activities learners engage in) (qt. in Graves, 2011). As was already mentioned above, objectives should be more specific than goals. Objectives usually state what trainees will be able to “do” by the end of the course (or the lesson). The
verb “do” should be replaced by a speci fic action verb. When goals and objectives are formulated well, they will help the designer identify course content, organize the lectures, choose appropriate assessment and select activities which are meaningful and relevant.
1.2.
Topic C ontent
In all cases, the content of the unit as well as the organization of the course will be determined either by a specialist, by the different brands or topics which must be covered in the syllabus or by other external factors. That can be an advantage for some instructors but a restrictive obstacle for others. Sometimes it may be possible to reshape the proposal, and then the designer of the course could modify some aspects of the unit content proposal. When defining the content of the proposal unit, the course will be getting a more specific
shape and the designer’s work will become more concrete. First, it will be important to define what the trainees will learn and how. That means, what kind of knowledge the trainees need to gain and what skills or activities will be involved. The process of designing the content and proposal will involve a lot of elimination because it is not possible to teach everything in a single course (no matter how long or intensive it is). The main content of every regular language course is language, of course. However, with CLIL methodology there are other areas which should be incorporated into the course content and proposal. Graves, 2011 talks about other categories of content which she labels
“focus on learning and learner” and “focus on social context” . That means that besides
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language a teacher can teach other skills and knowledge concerning a sociocultural context and learners and the way they learn. The focus on social context means that the course aims to develop skills like using appropriate language in particular situations, understanding cultural norms, and values or how to function in a different cultural background (e.g. how to navigate employment systems). All of this cultural awareness is an integral part of language learning. Learners should know which language is appropriate in which situations or which issues are better to be avoided. Naturally, most language courses are built around the language skills and knowledge. The proposal is usually defined by vocabulary falling under a concrete topic (or a theme) and
grammatical issues covered in individual units or sessions. “A proposal organ ized around these elements of language [i.e. grammar, lexicon, and pronunciation] is called a structural proposal or a formal proposal” ( Graves, 2011). Besides the formal (structural) proposal, Reilly lists notional or functional proposal where the content of language teaching comprises notions (e.g. size, color, comparison, etc.) or functions (e.g. informing, apologizing, etc.); situational proposal, based on situations in which the language is used (e.g. seeing a dentist); skill-based proposal which is built around specific language abilities (e.g. listening to spoken language for the main idea, writing well-formed paragraphs, etc.); task-based proposal where the main goal is to complete a piece of work (e.g. getting specific information over the phone); content-based proposal where the main goal is to teach content
(e.g. science class taught in the language student need to learn) (“Approaches to Fore ign Language Proposal Design”). Graves, 2011 provides a slightly broader list of the syllabi according to the content of language teaching: situational (built around the contexts in which the language is used); topical or thematic; functional (the purposes for which the language is used – e.g. persuading, apologizing, etc.); competency-based (how to behave in particular situations – e.g. a job interview); task-based (language as a means to get the task done); topic-based (topic matter other than the language); skill-based (listening, speaking, reading and writing); or built around a genre (e.g. analyzing a text in terms of its purpose) (cf. Graves, 2011). Both authors emphasize that although the syllabi are listed separately, it is usually a combination of more than one proposal which is used in actual teaching settings.
1.3.
K ey C ompetences 15
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Key competences play a major role in any language course. That's why this didactic unit proposal will cover some of these:
Linguistic competence. CLIL encourages using the L2 as a means of communication in class. Trainees learn to consider English as the vehicle of content acquisition. CLIL advocates dividing language skills into BICS and CALP both having equal billing. In the classroom, it is important that trainees have the language they need to complete their tasks and the actual success of CLIL hinges on the provision of this functional language to trainees. Learners will be taught basic functional language by means of flashcards, bubbles, and constant repetition of useful clauses/phrases. Furthermore, throughout this didactic unit learners will be taught how to properly discuss ideas on The Industrial Revolution both by means of vocabulary and activities focused on the 4 skills: reading, writing, listening and speaking.
Autonomous learning competence. CLIL helps learners become more autonomous as they do generate their own questions and actively participate in class. Trainees actively and collaboratively participate in the learning process by means of pair and group work. The teacher works more as a facilitator who guides the learning progress.
Digital competence. In this didactic unit, ICT’s are fully present from the very first moment. A wide range of resources mentioned above will be on hand. Learners will make up their own interactive quizzes out of a list of questions written by them.
Social and Cultural competence. CLIL involves contexts and content which enrich
the learner’s understanding of their own culture and those of others. Any CLIL context strengthens intercultural understanding and global citizenship. Coyle refers to cultural aims as one of the four CLIL principles in action. It encourages cooperation, help, and respect within the group. Pair and group work get children to collaborate on activities and share experiences. Certain tasks as jigsaw activities require both cooperation and sharing of information between pupils.
Learning to learn competence. CLIL involves rich input and it accelerates the development of a range of language learning strategies including recognizing key words and cognates. It is common for CLIL activities to use prior knowledge to predict content. In this didactic unit, learners ask themselves questions such as
‘‘what do I already know about The Industrial Revolution’’ and ‘‘what do I think I know
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about it’’. They also make predictions about the meaning of key words and they set up relationships between English and their own language.
Emotional Competence is said to help teachers integrate emotional education into the curriculum. Castilla – La Mancha gives patterns to successfully achieve this goal. According to Darder and Bisquerra (2001 ), ‘‘emotions can be taught as long as we
apply a continuous and systematic action to them’’. In order to do so, teachers should work on such aspects as cognitive, social and affective parameters. This effort will lead to an education based on attention to diversity. In this regard, our didactic unit responds to the academic expectations set in the official documents. Throughout the didactic unit, we promote a wide number of academic situations so that learners can work both in pairs and in groups, express their opinions with confidence, and where different points of view are observed. Learners will be asked to do a great number of tasks in which they must express their opinions, with no right or wrong answers. With this type of methodology, we hope to create an inviting and receptive atmosphere where learners take the lead role in the learning process.
2. S tudent Interpers onal C ommunic ation Learning 2.1. V ocabulary . The fundamental vocabulary to be included in the unit and the student should learn. The English teacher should agree with the vocabulary so t hat he/she may revise it in the English class if convenient.
2.2. G rammar and dis cours e struc tures . Grammar and discourse structures that are expected to appear and that agree with the review in the English class.
2.3. D is cours e type. Type of discourse that will be more relevant throughout the unit (descriptive, dialogues, etc.).
2.4. L ang uag e ski lls . Communicative language skills to be practiced throughout the unit (e.g. listening, speaking) and in what type of activity.
3. Cultural element Culture is the salt and pepper of CLIL and the whole method would probably become very boring if the culture were not present. Why is it so? Because communication is an essential way for students to talk about content by putting their ideas into words getting immediate feedback from their peers too and as students would better remember the content in the 17
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course achieving more understanding of it. Now what culture does is that it requires teachers to expose their students to a multitude of opinions (Darn). In this way, students end up wondering where they are and what their role is. Every single student is different as there are a countless number of factors that culturally shape a person. Whether we live in a city or village, catholic or atheist family, with one or both parents might influence our behaviour, decisions and opinions. In addition, social, financial, racial or political background is likely to have a certain degree of impact as well. It is often easier to get along with people who share our interests and opinions. As the saying goes, birds of the feather flock together. However, people also say that opposites attract. Even though we come from different places, races and families, we can still communicate.
According to CLIL methodology, it is teacher’s role to help trainees see the multitude of opinions. People tend to be egocentric as well as ethnocentric. In consequence, it is often unpleasant for one to realize that there is a multitude of opinions, not just his or her own. Yet that is what CLIL does. As trainees interact, they should do so in situations which enable
them to compare their personal culture to their classmate’s culture. Having several trainees express their opinions helps the class see the issue they are dealing with from several perspectives. Doing so can even enable them to compare different sources of information and question their reliability. What matters, in the end, is that each student arrives at their own interpretation instead of being told what to think and say by the teacher.
“If learners understand the concept of “otherness” then this is likely to lead to a deeper understanding of “self”” (Byram, 1997). With the help of teacher’s guidance and through conscious observation of the similarities and differences between themselves and the other classmates, trainees are likely to arrive at better understanding of others and otherness while improving their awareness of their own opinions, beliefs and attitudes. While during break time, trainees are likely to discuss leisure topics and tend to rub shoulders with a limited number of classmates, during lessons trainees are made to use language with regard to the topic often getting an opportunity to get to know a lesser-known classmate. Quoting several CLIL experts Ruiz illustrates that thanks to tasks that might involve describing, explaining, generalizing, comparing, combining or evaluating, all based on Bloom taxonomy, learners enhance their understanding of the content and improve their cognitive skills while becoming more familiar with the culture of their classmates including whatever divides and unites them. As a result of that, the sense of the community is developed. This also goes to show that language learning and intercultural dialogue goes hand in hand (Chaves). While 18
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language teachers can claim that by teaching a language we introduce our trainees to another culture, CLIL teachers can add that by teaching a topic trainees get to experience both the culture and the language.
3.1. C ontext in whic h this propos al will be developed Whereas teacher beliefs are individual (and internal) and connected with a particular person, there will also be external factors one must take into consideration while designing all the
language course. These external factors “are significant and should influence the choices that you will make as you design your course” (Tewksbury and Macdonald). Each course will be designed in a specific setting, for a specific group of people and for a specific amount of time. All these external factors will be referred to as the context of the course. Graves, 2011 divides them into five different categories: nature of course and institution, people, physical setting, teaching resources and t ime (Graves, 2011). The first group of factors, nature of course and brand name, comprises the most general information about the course: relations to current, previous and future courses; type of the course; the purpose of the course; course curriculum etc. The designer will probably want to know whether the course he or she is currently designing has the prerequisite(s) or whether it serves as a prerequisite for a subsequent course. Also, the information whether the course prepares trainees for a standardized exam is usually a crucial external factor. The course might be mandatory or optional. The curriculum might be prescribed by an authority or left for the teacher (and trainees) to specify. T here might be some continuous or final tests required or not. The institution initiating the course might be an employer, a language school, a job center or a non-profit institution. All these factors will influence the design of the course and help the teacher make choices while preparing the course. Each course will be designed for a specific group of people. All the factors like the number, the age, the gender, the nationality, mother tongues, professions or education of the
trainees will influence the “look” of the course. A course prepared for a small group of adult employees of an international company will definitely differ from a course prepared for the class of thirty 10-year-old pupils at a state school. Other human factors which might influence the course design are teachers (number, age, gender, nationality, mother tongue, etc.), initiators of the course, sponsors and company's administrators. This group of factors
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is probably the trickiest one as the human factor is ever changing and in many cases the designer needs to employ his or her diplomatic skills in order to achieve an outcome suitable for every involved party. Another important group of factors must be considered while designing a course is physical settings. Physical settings include factors such as the location of the classroom, the size, furniture, light and noise, etc. (cf. Graves, 2011). The teacher will also want to know whether the class is taught always in the same room. The classroom furniture and equipment might be relevant for the following reason, for instance. If there is an overhead projector or an interactive board available in the room, the nature of some activities will differ from the cases when there are only a flipchart and a few chairs. Writing assignments might be difficult to fulfill if there are no desks available in the classroom. If there is too much noise coming from a nearby road, the listening exercises might be quite a challenge. Then, there are teaching resources which influence the designing of the course. Sometimes the teacher has to develop his or her own materials for the course; sometimes a ready-made set of materials or a textbook is available. This category includes all the materials like CDs, videos, texts, etc. And finally, there is the factor of time. How long are the lessons? How often does the class meet? How long does the course last? What is the total number of hours one must design? Is it an intensive course or a long-term one? All these questions are crucial for the course design. Also, there are other factors such as whether the class takes place on a particular day of the week or at a particular time of the day. While in the morning trainees might be active, after lunch they tend to feel rather tired. In addition, working people usually tend to perceive evening courses as social events where they come to relax. The more these factors are taken account of in the designing process, the better the course might fit its purpose and fulfill its goals. The main content of every language course is language, of course. However, with CLIL methodology there are other areas which should be incorporated into the course content and proposal. Graves, 2011 talks about other cate gories of content which she labels “focus
on learning and learner” and “focus on social context” . That means that besides language a teacher can teach other skills and knowledge concerning a sociocultural context and learners and the way they learn.
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The focus on social context means that the course aims to develop skills like using appropriate language in particular situations, understanding cultural norms, and values or how to function in a different cultural background (e.g. how to navigate employment systems). All of this cultural awareness is an integral part of language learning. Learners should know which language is appropriate in which situations or which issues are better to be avoided. 4. Methodology The work aims to provide with an improved proposal of an associates training course. In order to achieve its aim the work will set out four objectives. The first objective is to establish a solid theoretical base by summarizing the practical aspects of course design theory. Next, it is the basics of CLIL methodology that are put down so as to create a knowledge base upon which a CLIL teacher training proposal can be constructed. The following objective is represented by the analysis of the training course, which is carried out via the application of the course design theory. The fourth objective is to suggest changes that can be taken into consideration when designing the improved proposal of the CLIL teacher training course. By accomplishing all of the four objectives it is possible to achieve the aim of the thesis. In comparison to EFL, CLIL makes the usage of language more meaningful via the focus on content. Whereas EFL merely exploits content as a means to an end, i.e. to learning the language, CLIL teaches both the content as well as the language while making learning both of the areas highly meaningful. Instead of plain exploitation of content to achieve language practice (EFL), CLIL engages trainees in communication involving content (Bentley 16). Furthermore, comparing the two approaches, Mehisto et al. distinguish between just-in-time learning and just-in-case learning. While EFL teaches language that learners might find useful one day and is therefore regarded as just-in-case teaching, CLIL language teacher teaches language that is immediately used in a CLIL topic lesson and is therefore referred to as just-in-time teaching. The CLIL learners thus kill two birds with one stone; first, by learning language they can instantly make use of, and second, by learning a language in a meaningful way.
4.1. Tas k-bas ed propos al applying C LI L methodolog y Task-based proposal where the main goal is to complete a piece of work (e.g. getting specific information over the phone); content-based proposal where the main goal is to
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teach content (e.g. science class taught in the language student need to learn)
(“Approaches to Foreign Language Proposal Design”). Graves, 2011 provides a slightly broader list of the syllabi according to the content of language teaching: situational (built around the contexts in which the language is used); topical or thematic; functional (the purposes for which the language is used – e.g. persuading, apologizing, etc.); competencybased (how to behave in particular situations – e.g. a job interview); task-based (language as a means to get the task done); topic-based (topic matter other than the language); skillbased (listening, speaking, reading and writing); or built around a genre (e.g. analyzing a text in terms of its purpose) (cf. Graves, 2011). Both authors emphasize that although the syllabi are listed separately, it is usually a combination of more than one proposal which is used in actual teaching settings. The matrix format incorporates, for example, different categories of tasks (e.g. interviews, discussions, creating stories, etc.) with a different situational setting (e.g. in the classroom, in the sales floor, etc.). Finally, the story-line format of proposal aims to maintain coherence. A story is intertwined in the proposal in order to ensure thematic continuity. The story-line format usually accompanies another type of proposal format (e.g. a linear proposal is linked via a story) (Dubin and Olshtain, 1987). An important aspect in any didactic unit has to do with how to sequence activities. Below, we provide you with a detailed account of the activities designed to be done throughout the eight sessions which make up this didactic unit. To begin with, we must say that any activity should be divided into 4 stages:
•
Processing the task. In order to facilitate comprehension, texts will be accompanied
by pictures so that learners can visualize what they are reading. The use of structural markers is also common. These may be linguistic (headings) or diagrammatic.
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Identification and organization of knowledge. As information is best understood when
it is represented diagrammatically, most receptive activities (reading and listening) will include identifying and drawing a diagram to check comprehension.
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Language identification. Learners are expected to write the core of the text in their
own words so they should be familiar with any kind of language. Underlining key words, identifying semantic fields and classifying types of words according to their meaning might be useful.
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•
Tasks for trainees. Finally, a variety of activities will be provided taking into account
the learning purpose, learner styles, and preferences. Both receptive and productive activities will be present in this didactic unit. The former could be achieved by means of doing – genre tasks as well as read/listening activities. The latter is mostly common with essays, summaries, and reports. 4.2. Cognitive (thinking) skills. Cognitive (thinking) skills include explicit knowledge about language and culture.
Positive attitudes towards the language, culture and towards trainees’ learning are stated in affective goals. Transfer goals state how to transfer the knowledge and skills from the classroom into the outside world (Graves, 2011).
Although Bloom’s taxonomy was targeted by critics, it stood the test of time and is still in use nowadays. Whereas the original taxonomy comprised the intellectual abilities and skills of comprehension, application, analysis, synthesis and evaluation, Anderson and Krathwohl revision turned them into cognitive process categories: remember, understand, apply, analyze, evaluate and create (Bloom). The differ ence is that while Bloom’s team regarded the order as cumulative, the revised version does not (Anderson and Krathwohl). In other words, one does not need to master, for instance, comprehension in order to be able to perform application (Zwiers, 2004 2006). Another difference is that initially, the authors of the taxonomy intended the framework as a way of classifying educational goals in terms of complexity (Moseley, 2005). However, nowadays, it is believed that the process of, for instance, evaluation is not cognitively more complex than the process of synthesis (Zwiers, 2004).
4.3.
Task(s)
Activity> CLIL video sample I
Link to the video> https://www.youtube.com/watch?v=Q8ikwI1Fr7k
Task 1
Look at the intro information and answer the questions.
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• What country are we in? • What topic are we studying? • How old are the trainees? Task 2
Work in pairs. Watch the three excerpts and objectively describe what is happening.
• 1:20-2:20 • 4:00-4:20 • 10:30-11:30 Task 3
Watch the three excerpts again and answer the questions in pairs.
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What content materials can you identify?
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What do you notice about the content arrangement?
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What questions would you make?
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In what ways you as the learner involved?
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To what extent is your language used?
By taking a look at the course proposal aim it is obvious that deliberately the macro aspects of CLIL implementation are avoided.
The course proposal concentrates on teaching
practice and the acquisition of learners’ skills via practical tasks. 4.4.
Activities
Once the objectives and topic content are stated, we could select and organize the activities. 24
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Reading is certainly the major source of input and is generally followed by a wide variety of written activities. Listening is a vital skill which provides the basis for successful communication: unfortunately, owing to the scarce number of hours available during these courses, the trainees are offered the chance to listen to only a few selected audio recordings, but it is hoped that longer courses will provide increased exposure and improvement of the language. Finally, the speaking activities carried out in pairs or in small groups, appropriately guided by the teacher, are those which constantly expose the trainees to the language, helping them learn the contents of the discipline and increase their proficiency in the language. The tasks can consist of labeling the different parts of a picture, filling in a table, making notes on specific information, reordering information, filling in the gaps in a text.
Let us now examine in further detail one of the activities that can be performed by the trainees, according to the type of content they need to learn or consolidate. The following task carried out by the trainees comprise all the four language skills, both receptive (reading and listening) and productive (writing and speaking). Exercises can consist in completing the text with relevant words (given or not given), specifying whether a sentence is true or false, writing a short summary of an article or part of an article, writing a short dissertation. Ellis proposes a general framework to inform a task-based course involving four features:
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Input, i.e. the nature of the input provided in the task;
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Conditions, i.e. way in which the information is presented to the learners and the way in which it is to be used;
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Processes, i.e. the nature of the cognitive operations and the discourse the task require;
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Outcomes, i.e. the nature of the product that results from performing the task” (Ellis, 2003: 217).
Here is the example: Goal Input
Listen to a radio show Medium: podcasts, radio programs, interviews on You tube, news, weather forecasts, songs, etc.
conditions
Structures given; information to be found by students;
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Group work; sharing information; collaborative Several possible outcomes depending on the choices made by each group
Processes Outcomes
5. Timing /Or g anization and clas s dis tri bution 5.1. Class distribution. Regarding time and space organization, classes will be usually taught in the training classroom combined with some lessons in the computer room. Classes will be designed to last two hours a day a week and it is expected that the each unit will cover a single term. The last two sessions will be reserved for the final exam and the peer evaluation. On a day a week basis, learners will sit in pairs except for bigger groups or even the class as a whole for specific activities. We ought to distinguish highly structured activities as opposed to more loosely structured activities. Certain activities such as speaking and vocabulary will allow us to freely move around the classroom whereas for listening and reading trainees should be quiet in their seats. In turn, each two-hour lesson slot will be divided into four parts, devoted to both the receptive (reading, listening) and productive (writing, speaking) skills, which constantly will expose the trainees to language, helping them understand the contents of each topic. It is necessary to take into account the additional difficulties trainees attending the courses might have, which are due to their having to learn basic and academic language skills and new topic concepts at the same time. All the material relevant to t he course will be simplified and adapted to the needs and language of the trainees, who will be supported by authentic materials in the form of articles, tutorials, illustrations, audio and video recordings, and by a number of activities ranging from gap-filling exercises, matching words with their definitions, jumbled sentences, sentence formation, preparation of posters, PowerPoint demonstrations. Learners should be expected to meet up after class so as to prepare the final exam. Each lesson of the course will be organized around a specific topic (brands and marketing concepts.). The content material will be downloaded from each brand website or delivered
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through photocopies, or PowerPoint presentations, and presented to the trainees by the content instructor and language teacher working in collaboration. The first introductory lesson will consist in showing the different brand history and will be explained through a sequence of images appearing in the introduction. We will try as much as possible to supply the explanations of particular types of concepts with clear illustrations or photographs, and other similar materials in both printed and digital format acting as visual support for the understanding of content, while the basic vocabulary required for the understanding of each topic will be listed at the beginning of the lessons. The same vocabulary will be included in an ongoing English-Spanish glossary of marketing terms constantly enriched with specialized terms and definitions drawn from authoritative texts. Some of these definitions are used to illustrate the explanations of specific language items of a contextualized English grammar]. The main grammar items of the English language (articles, adjectives, nouns, pronouns, verb tenses, conditional sentences, etc.) will be extrapolated from the text and will be explained or revised. Particular emphasis will be given to the functional language that can be useful and necessary to talk about the topic area, e.g. to explain what can be seen in a picture, to describe causes and effects, to speculate. Different ways of hypothesizing (it could be, it might be, it must be), suggesting (I think it is, it looks like, it is likely to be, etc.) are associated with specific language items and structures, that need to be taught and practiced again and again. The language structures and expressions will often be determined by the topic matter (e.g. passive is found, were recovered; or past tense to describe, for instance, excavations carried out on particular sites, or when describing a slide in the foreground, in the background, on the left, on the right, etc.). At the very beginning of the CLIL classes, the language teacher will insist on the importance of using short sentences, privileging the use of coordinate and not-subordinate clauses, emphasizing in the correct word order in English sentences.
5.2. C lass room org anization The trainees should be seated in a semi-circle, so as to be able to see one another, and the attention should be shifted as much as possible from the teacher to the student. The teacher should avoid frontal teaching, move around the class speaking clearly and loudly, and encourage interaction. All instructions for doing homework should always be clear and must be provided before distributing any sheet of paper to prevent the class from beginning to 27
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read and not listening. The teacher must demonstrate, not only tell learners what to do, how to perform an activity, demonstrating with a good student first, so that the tasks to be performed are clear. A number of tasks by way of individual, pair or group work, need to be designed and used to get the trainees actively involved in the learning process. The trainees, either in pairs or in small groups of four, are assigned a specific task. They must be even in number so that they can exchange roles and take it in turns to perform an exercise. The trainees then change partner or the groups are mixed so that they can communicate their findings to their new partners. There may be the problem of some stronger individuals in the class dominating over the others, and it is up to the instructors to help those trainees who are in greater difficulty, to enable them to communicate with the others more easily and effectively. Trainees should in any case work in a relaxed environment, and not be constantly interrupted, unless a mistake affects comprehension of a particular concept, or compromises communication with a partner or with the other members of the group. As said before, the class can be divided into small groups of trainees. Each group is assigned a specific task which requires the members to carry out research or contribute to the preparation of the teaching materials and even exercises and handouts for the other members of the class. The teacher can use rotation activities so that the trainees do not get bored and restless but can experiment various tasks and be exposed to different learning contexts. Trainees achieve content and develop good language skills at the same time, overcoming the problem of their learning more language than mastering content. Furthermore, they are involved in authentic tasks and provided with real-world purposes for language learning, interacting in the target language, exchanging ideas and experiences, and acting as creators as well as users of the resources. Motivation is essential to achieve a level of competence in the target language. When the trainees are sharing experiences, exchanging ideas, speaking about their personal work, focusing on learning topic, they forget that they are speaking in a foreign language. They gradually build up their selfconfidence for communication, reaching positive outcomes in terms of learning the language and the content subject.
5.2. R es ources / Materials The process of developing materials will be, in fact, making decisions and designing the course content and proposal on the most concrete level. For a teacher who designs a
course, “materials development means creating, choosing or adapting, and organizing
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materials and activities so that students can achieve the objectives that will help them reach the goals of the course” (Graves, 2011 ). The teacher can either work with an existing presentation (or a set of materials) or design all the materials from scratch (or any combination of the two above). Graves, 2011 also provides a list of points the teacher should consider while designing a new material or adapting an existing source: activities based on the material should be
relevant to learners’ experience, their target needs outside of class and they should buil d trainees’ confidence; activities should also help trainees develop specific skills and strategies and engage them in problem-solving, discovering and analyzing; activities should promote authentic communication, integrate four skills (speaking, listening, reading and writing), provide intercultural focus and develop critical social awareness; activities should aim for authentic tasks, vary the roles and groupings and vary types and purposes (cf. Graves, 2011). The materials themselves should be authentic and varied (Graves, 2011). Materials used in a course may be authentic, semi-authentic or pedagogically prepared.
Authentic materials are “language materials that were originally intended for native speakers, not second- language learners” (“Authentic Materials”). Typical examples of authentic materials are newspapers and magazines. Of course, the authentic materials of a language course could also include "songs, web pages, radio and television broadcasts, films, brochures, flyers, posters, and any material written in the target language and used unedited in the classroom "") Semi-authentic materials are partially adapted for specific pedagogical purposes, and pedagogically prepared materials are usually prepared by the teacher (or the author of a textbook) to achieve specific curricular goals. These are usually preferred on lower levels of language knowledge. Similarly, the tasks and activities designed for a class can be labeled as pedagogical, real world or in the real world. In the real world type of task would be for example making a phone call to book a table in a real restaurant. The same task performed in the classroom as a role play would be an example of real world activity. And the pedagogical task would be reading a prepared scripted dialogue of a customer and a waiter (cf. Graves, 2011). The process of material development will depend on other aspects of course design – on
teacher’s beliefs, on the context of the course, on the goals and objectives of the company, on trainees’ needs and on the way the content of the course is conceptualized and organized. 29
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6. E valuation (cri teri a and ins truments ) 6.1. C riteria. Since CLIL methodology suggests a range of areas to assess, one might find it difficult to give marks. According to Ioannou-Georgiou and Pavlou the key issue is to which extent language and content are assessed simultaneously via the same activity. Kiely claims that
when the assessment of content and the assessment of language are integrated, „the impact of the mode of integration on the assessment outcomes needs to be
understood“(Kiely 2009). In general, CLIL teachers are advised to assess each area independently. This means there should be a separate set of assessment criteria for each area. Nevertheless, teachers are encouraged to assess multiple areas at a time based on a single performance, assignment or a task. Afterwards, it is possible to award either multiple marks, one for each area or a single mark summarizing the total performance. (Bachmann and Palmer (1996) quoted in McKay 257)
6.2. A s s ess ment instruments . It may be apparent that since the scope of CLIL assessment is so wide, it requires a range of assessment tools. CLIL teachers are therefore expected to take several different opportunities to assess learners. It is at the beginning as well as the end of the course that assessment takes place. On top of that, assessment is done at the end of units. It is also through daily observation of trainees performing tasks that assessment takes place (Mehisto et al. 122). The course unit would be evaluated by means of several instruments. In order to facilitate participant feedback, there will be a summary of the lesson including the teaching objectives and learning outcomes at the end of each workshop. Learner assessment Whereas the previous training course contained very little assessment measures, the new CLIL training course will be enhanced by assessment techniques to facilitate the measurement of progress. The assessment will be based on course objectives as well as the course content. Generally the assessment helps the facilitator to measure the degree to which the objectives are met. The set of assessment criteria also informs the participants of what is expected of them and to what degree they are supposed to perform in order to
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succeed. In order for learners to be motivated to make an effort to meet the requirements it is advisable to involve the learners in the creation of the set of criteria or at least allow them to make adjustments to the existing set of criteria. In addition to the facilitator assessing the participants, the participants will be asked to self- as well as peer-assess. By self-assessing they will be better able to determine whether they are making progress while by peerassessing they will help each other to learn.
In comparison to the previous courses a content knowledge test will be required. Apart from the knowledge test, each workshop features some sort of student output that enable both the facilitator as well as the participants to measure progress by checking the performance against a set of assessment criteria. The following list serves both the facilitator as well as the participants to measure their achievements and progress (see table 14). Failing to comply with the assessment criteria will result in not receiving the certificate at the end of the course.
Table 14: Assessment Assessment 1st workshop Participants attempt to teach a lesson or its part using a CLIL teaching material previously designed by a participant of training course. Participants fill in a worksheet answering questions after the CLIL lesson. Participants share their answers during the workshop. Participants are able to identify at least one feature of communication, cognition, content and culture in lesson plans. Participants are able to name at least 50% of the CLIL features in a video clip. Participants are able to list at least 3 scaffolding activities by the end of the lesson. nd 2 workshop Participants score in the knowledge test is above 60% Participants employ at least 5 scaffolding techniques when adopting an authentic material by the end of the class rd 3 workshop Participants present an authentic material they used in class. Participants list at least 2 advantages of authentic materials and 2 ways of scaffolding them Participants take notes filling in a chart while listening to presenters Participants provide feedback to other presenters Participants are able to name at least one way of alternative learner assessment and advocate its use in everyday teaching Participants are able to justify the use of portfolios in class Participants are able to list at least one CLIL activity per language skill 4th workshop Participants present a complete unit Participants employ appropriate training techniques Participants provide teacher notes along with their unit Participants provide language needed by learners as well as language useful for the teacher 31
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Participants respect the principles of 4Cs when debating the unit Participants praise as well as provide at least one suggestion in terms of how to improve the units designed by instructors Conference Participants try out the units they designed with their trainees Participants fill in the worksheet answering questions after each lesson Participants bring the worksheet to class Participants present a video recording of an appropriate length and quality Participants follow the video clip with questions related to CLIL training Participants take part in the discussion, praise and suggest improvements Participants fill in the course evaluation form
7. Further cons iderations The main guidelines for the evaluation of CLIL unit should, in turn, be based on the expected results of an extensively planned curriculum. These are further translated into preestablished criteria that may be discussed and shared with trainees so that they may be aware of what is expected of them beforehand. It is then through collecting everyday information about student performance that trainees will be assessed. This is further combined with grids and checklists reflecting the pre-established criteria that trainees use for peer or self-assessment (Pavesi et al. 28). The filled-in grids and checklists along with student work will be stored in student files. Finally, the best pieces of student work along with reflection on those pieces will be stored in their portfolios. By sharing the content of the portfolios with peers, trainees will develop their communication as well as their presentation skills while receiving valuable feedback and positive reinforcement. This further will help trainees to assess their progress, set more realistic goals for the future while seeing their learning as a continuous and longitudinal process (Mehisto et al. 123). Thanks to the multitude of sources of assessment, CLIL teachers and instructors will be able to cover the wide scope of CLIL assessment all the way from content, language and learning skills to the level of engagement in group work. When working on the rest of the course design, we will consider the following: Firstly, we will examine the character of the participants. This means we will take into consideration that the participants might be first level English learners. Secondly, we will identify narrow course aims and stick with them avoiding covering too much or having a multitude of unrelated
aims. Thirdly, we will ensure that the achievement of each of the course’s objectives is measurable via specific assessment criteria. Another beneficial procedure will be to link the content of the workshop to the final product. In other words, prepare the participants for the
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creation of the final product throughout the workshops. Next, even if we managed to find out about the level of participant English proficiency and CLIL knowledge of the trainees, be prepared to cater for mixed ability classes. This may involve providing extra activities while scaffolding for trainees with lesser topic content knowledge or lower English proficiency. Finall y and most importantly, if possible, we will not design the course alone. Instead, we’ll do our best to sum contributions from relevant professionals and brand specialists.
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Appendix 2: Task-based unit proposal CLIL methodology template developed
CLIL didactic unit developed example Topic: Visual Merchandising Location: CDMX, México. Student group: Mexican Adult Trainees/22-55 Yrs. Old/Sales Force Student s learning needs: ’
• • • • •
Adults Adults Adults Adults Adults
self-directed in their learning. with reservoirs of experience that serve as resources as they learn. are practical, problem-solving-oriented learners. want their learning to be immediately applicable to their lives. want to know why something needs to be learned.
Instructor: Luis Gonzalez Title of the Unit: Window-dressing
Course / Level: 1st year Initial
1. Learning outcomes 1.4.
Objetives
To learn about visual merchandising. To learn about different materials. To learn about layouts. To learn about the significance of colors. To be able to justify the arrangement of a window-dressing. To compare three companies they have been given. To express a personal opinion about one of them and choose one for which they will work as a window dresser. To work on a window-dressing project. To describe the project to the class.
1.5.
Topic Content
Window dressing Different types of window dressings Materials Colors Layout
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1.6.
Key Competences
-cooperation -working in small groups -working individually -digital competence -communication in a foreign language -personal initiative -learning to learn -social competence
2. Student Interpersonal Communication Learning
2.1. Vocabulary
Nouns: box, clothes, fabric, materials, scissors, furniture, dummy, glue, paint, window, painting, cardboard. Verbs; compare, decide, choose, work, carry out, cut, place, color, paint, dress, move, design, draw, paste. Adjectives: good, attractive, big, famous, unknown, crazy. Prepositions: next to, on top of, in, on, in front of. Discourse markers: but, or, and, because, first, then, however,
2.2. Structures
Comparative, superlative, Express an opinion (In my opinion, from a personal point of view, I agree with you, I disagree, I believe, I think...). Make a decision, should, have to, there is/there are, prepositions, can, could.
2.3. Discourse type
Comparison, argumentation, description
2.4. Language skills
Speaking (Productive skill). Group work Reading (Receptive skill) Listening (Receptive skill) Writing (Productive skill).
3. Cultural element 3.1. Context in which this proposal will be developed
National and international businesses
4. Methodology
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4.1. Task-based proposal applying CLIL methodology
1.Pre-assessment: -Visual merchandising- Window dressing: what comes to mind? -Asking for opinions. -Visual aids 2. Vocabulary activities -Vocabulary related to window dressing 3. Reading about window dressing Reading for gist Reading for details 4.Pre-assessment: -What do you know about those companies: Mango Sony Adidas -What can you tell me about them? -Pictures: Visual aids 5.Vocabulary exercises: -matching the words with the definitions or pictures 6. Reading comprehension: Reading for gist Reading for details 7.Speaking: -Describing the companies -Asking for opinions about the three companies they have read about. 8.Vocabulary list: In my opnion, I think/don't think, from a personal point of view 9.Group work: In small groups deciding on one of the three companies for which they will carry out a window-dressing project. 10. Vocabulary: visual aids, vocabulary list to understand the videos 11. Watch the videos: examples of Visual MerchandisingWindow-dressing. 36
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4.2. Cognitive (thinking) skills
The type of work the students will be doing with each activity should be specified: group work, individual work, pair work, whole class activity, etc.
4.5.
Task(s)
4.6.
Activities
-Reading: Visual merchandising +three companies -Listening: three videos -Speaking: to carry out the project + present the final project -Writing: write a short report on one of the projects -Pre-assessment -Vocabulary activities ( match the word with a definition or a picture) -Reading -Speaking -Vocabulary list: express one's opinion. In my opinion, I think/don't think, from a personal point of view -Group work: decide on a company -Vocabulary: visual aids, vocabulary list. -Listening: video Visual Merchandising -Task-based activity: window-dressing project -Presentation of the project -Writing a small report on one of the window-dressing projects -Evaluation
5. Timing/Organization and class distribution
5.1. Class distribution
5.2. Classroom organization 5.3. Resources / Materials
Number of sessions that each activity will take or the time it will take. Room's physical layout — the arrangement of desks and working space, the attractiveness and appeal of bulletin boards, the storage of materials and supplies. Videos: Pictures Texts
6. Evaluation (criteria and instruments) 6.1. Criteria
Evaluation criteria: -To understand what visual merchandising is. -To understand the different types of window dressings -To work on a visual merchandising project. -To understand a text about different companies. -To write a short report on a visual merchandising project.
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6.2. Assessment instruments
- Self-evaluation - Peer evaluation - Evaluation of the project - Evaluation of the activities taking place in class on an ongoing basis. -Tests
7. Further considerations
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