Do you speak European? and other forms of tertiary CLIL Borka Richter
CLIL Research Seminar VAMK, March, 2010
(Please view in comments mode for notes)
Do you speak European? and other forms of tertiary CLIL Borka Richter
CLIL Research Seminar VAMK, March, 2010
(Please view in comments mode for notes)
Share experience – positive and negative - with like-minded others.
Made certain assumptions:
*Audience’s prior knowledge of CLIL – CLIL understood here to have an explicit dual-focus on language and content (Marsh 2002)
-- teaching through the medium of a foreign language is not considered CLIL here (cf. Wilkinson 2004)
-- CLIL includes what Coyle (in Marsh 2002) calls the 4Cs:
content, communication, cognition and culture
*‘Communicative language teaching’ has become the dominant pedagogical paradigm in modern European language teaching and CLIL fits into this:
*The increasing predominance of English in HE and the growing dominance of English in globalised business, science and even politics (There is no value judgement intended of the desirability of this trend) English is fast becoming one of the ‘basic set of literacy’ skills expected of graduates, along with computer literacy. – Hungary has a way to go.
*Awareness and acceptance of increasing role of IT in language education, and also in content education.
This presentation shares my personal experiences of CLIL in action. In particular, it reports on ways in which CLIL elements have been introduced into standard courses, and gives mini-case studies of these examples.
It is structured as follows:
1) Location in time and space: EU, Hungary, Kodolányi János U...
Where? When? Hungary post-1989
Just to remind you: Central Eastern Europe, centuries of wars sweeping over the country, sometimes leading to language problems (German in the Austro-Hungarian Empire, Russian as part of the Soviet Bloc)
1989 – Fall of Berlin Wall and consequent events
Post- 1989 : turbulence: reforms and change in all spheres of life
Languages: Hungarian – Germanic to the left, Romance to the right, sea of Slavs : resulting attitude to foreign languages recognises need for knowledge, but the attitude is not necessarily positive – ambivalence prevails. (Special Barometer 243 Europeans and their Languages (2006) (MT+2 supported by HU = 68% p.7 BUT In EU survey of MT: 100% Hu, 0.8 other EU, 0.6 other. AND 58% in HU admit not knowing any other language than MT ).
English is the new ‘need to know‘ language, instrumental motivation.–
Tradition of high quality education.
Turbulence in past 20 years in field of education – far-reaching reforms on all levels, from school core curriculum to school-leaving exam; in HE: educating to meet new challenges, credit system and now Bologna.
Specifically, KJU >>>
Where, when, what and who
WHO? – Me, Borbála Richter – Interest in CLIL preordained: bilingual, schooling through ‘foreign’ medium> dominant language. Past ten years – interest first in local minority language teaching (German); then shifted to HE and practice of CLIL in HE. As teacher within English Studies , CLIL is implicit model!!
Where? Kodolányi János University of Applied Sciences:
KJU students as of now (WHEN?): B.A. full, part-time and distance, post-graduate.)
B.A. English Studies + International Studies, (KJU also offers programmes in Tourism, Social Work, Business Studies, )
Post-grad diploma in Translation (Social Sciences & Business/Economics)
Language –
Proficiency - English B2 (for English majors), for International Studies: large range (A2 to C2).
Legal requirement for language certificate for B.A. degree. For Int’l Studies , one LSP intermediate, one other intermediate.
‘These conditions consist of four different dimensions, namely, the social-political
situation, the current strategy employed by the university’s policymakers, the funding that is
made available and the organizational factors involved’ (Mellon in Wilkinson 2004)
> Language Policy (European Language Award 2005) (see Richter 2005, Sárdi 2004))
For eg – Tourism students: 480 FL lessons, 280 EFL, 290 subject-oriented or CLIL.
(WHAT? 1.) Need for cultural literacy (cf. Hirsch 1987 Cultural literacy: What every American needs to know) – applied to EU (economic, social and political) and criticisms of...
Finding a way _
Conditions, Constraints, Compromises, Concessions HENCE THE SNAKE ANALOGY – finding a way despite these limitations
Due to Commitment and Competences (resources in staff generally and departmental management)
Present: CLIL as underlying approach, focus on finding ways to realising CLIL elements. Suggest profiling of classes (CLIL/EMILE)
Look at examples: | dist education >>>
Confronting the wall
The ‘wall’ – Int’l Studies students not used to use of English to study content, do not yet have learning skills needed for CLIL.
New attitudes required (students, lecturers, administration)
Current:
: Dist students–
Five courses. Originally ‘taught through the medium of English. Students often cannot take LSP exam, hence new approach: CLIL. Now taught by Dept. of English.
Modification in progress: >>
teaching situation radically different: less contact, very limited direct personal contact, no classroom dynamic, no Vygotskyean social interaction amongst students, assessment only through tests or assignments, inhibition as regards forum work (unclear as yet whether this is general lack of participation or language-linked)
teaching core focus: learning to work with ‘difficult’ texts
Tasks to access texts!
Example of speaking European>>>
From content to language and back again
1st of 5 semesters: Introduction to the European Union – based on original adjunct course, similar topic, content,objectives), use of workbook but up-dated course material: core content, plus authentic readings, plus task- and text-based language exercises.
For Int’l Relations students – content is main element – but detour through English, and detour into Eng – with repeated return to context focus.
Exercises designed to help them learn Eng – typical EFL tasks. (Some similar to language exam-type tasks)
Assistance in autonomous language learning – students are already experienced in learning content in context of distance education (second semester of studies).
Assessment: New for students that it is not only content! Indirect language exam preparation.
Further courses will be modified step-by-step, moving from ‘through the medium of’ into CLIL.
Extending existing knowledge
‘English majors’ English minor’ – block of credits worth as much as a minor subject, but offering students the opportunity to learn English more intensively.
Link to real world. B.A. English Studies students will leave institution and either study further or look for employment. The academic focus of the B.A. is primarily designed to educate rather than qualify they. Consequently, few saleable skills. This block attempts to remedy this, offering an integrated set of courses. Business skills (dealing with specialised language, general business English, presentations, working with texts: reading, writing, revising, reporting; intercultural communication) and translation skills (an introductory course with a theoretical component, practical seminars). Aim to is increase students’ ability to function in business environment and to give them experience in skills that are of value on the labour market.
Alien content, students are experienced FL learners but have no experience of business life. Authentic texts (Economist), meaningful content relating to the world of today.
Business skills – simulation of real life.
Texts for Translation practice: content chosen to related to basic knowledge about the EU and its functioning. (Educating for democracy; culture of the EU, ability to function
This is CLILL, since balance is tipped towards language and skills learning, and this is what is primarily assessed. Content is coherent and meaningful, but directly assessed o...
Connecting languages m
Post-graduate - for graduates with proven foreign language proficiency (input requirement is degree, but focus is on social sciences – including law, and business for the translation qualification; in practice EU texts form a major part of practical courses.
Introduction to the Theory and Practice of Translation.
Trilingual classroom: English and German and Hungarian. Programme offered: E<>H and G<>H. Common language is Hungarian, this is the ‘matrix language’ of the classroom. Work outside the classroom is in FL of student. Group work simulating team work frequent in translation industry.
For the English students: Book in English (TT) - but Hungarian (ST) (i.e. the book is itself a translation)
Klaudy Kinga (2003) Languages in Translation Budapest: Scholastica. German students use Hungarian original.
Reading in English and German.
Very complexly interwoven multiple use of languages. Content very challenging (content requires knowledge of linguistics and philosophy of language). All readings in addition to setwork in FL – group discussion outside classroom in language requires movement between the languages, presentations (and lectures) to class in Hungarian, written review in FL.
Not only content in FL, learning through FL, but meta view of the languages, and ability to move between languages. Also exposure to third language ‘from outside’. Objective of improving advanced academic skills and proficiency in FL. Balance tipped towards content; but stud...
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Several snakes! That is, several ‘ulterior motives’ interconnected in the courses: all link communication, content, cognition and culture. Various solutions depending on various constraints, at various levels of language proficiency and content knowledge.
Cause for optimism as regards incorporation of CLIL principles and practice throughout courses taught.
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If you would like to contact me:
borkarichter@gmail.com
Bibliography
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Eurobarometer, Special Report 243 Europeans and Languages - Executive Summary. (2006) Brussels: European Commission, Directorate-General Education and Culture – Online document:ec.europa.eu/education/languages/pdf/doc629_en.pdf
Eurobarometer Report 54 - Europeans and Languages - Executive Summary. (2001) Brussels: European Commission, Directorate-General Education and Culture – Online document: http://europa.int/comm/dgs/education_culture/index_en.htm
European Commission.(1995). White Paper on Teaching and Learning: Towards a Learning Society.
European Commission. June 1978. Prop...
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