UNIVERSITAT DE BARCELONA

1. U B U UNIVERSITAT DE BARCELONA B www.ub.edu/GRAL/Naves/Docs/ Naves2008SuccessfulCLILProgrammes-BAFEmpiricalResearch.ppt T. Navés tnaves@ub.edu Dpt. Anglès. Facultat de Filologia Tel. (34) 93 403 58 66 Fax (34) 93 317 12 49

2. I.Empirical research on CLIL Teresa Navés tnaves@ub.edu

3. BAF data CLIL vs EFL

4. BAF data

5. II. Successful CLIL Programmes T. Navés tnaves@ub.edu

6. Navés, T. (In press). Effective Content and Language Integrated Programmes. In Y. Ruiz de Zarobe (Ed.), Content and Language Integrated Learning: Evidence from Research in Europe. Clevedon: Multilingual Matters.

7. Navés, T. (2002). Successful CLIL Programmes in Navés, T. Muñoz, and C. Pavesi, M. Module 2: Second Language Acquisition for CLIL. In G. Langé & P. Bertaux (Eds.), The CLIL Professional Development Course (pp. 93-102). Milan: Ministero della' Istruzione della' Università e della Ricerca. Direzione Regionale per la Lombardia.

8. Successful CLIL Programmes • respect and support for the learner’s first language and culture; • competent bilingual teachers i.e. teachers fully proficient in the language of instruction and familiar with one of the learners’ home languages; • mainstream (not pull-out) optional courses; • long-term, stable programmes and teaching staff; • parents’ support for the programme;

9. Successful CLIL Programmes (6) cooperation and leadership of educational authorities, administrators and teachers; (7) dually qualified teachers (in content and language); (8) high teaching expectations and standards; (9) availability of quality CLIL teaching materials; (10) properly implemented CLIL methodology.

10. CBT/BE/IP/CLIL PROGRAMMES Vs. CBT/BE/IP/CLIL APPROACHES & METHODOLOGIES

11. C. Baker A. Cohen, O. García J. Cummins, S. Krashen, M. Mett B. Mohan, M. A. Snow, M. Swain J . Cenoz D. Coley, F. Genesee, C. Escobar D. Lasagabaster D. Marsh, C. Muñoz Nikula. D. Nunan, M. Pavesi, Y. Ruiz de Zarobe Y. Smit R. Wittaker North America - Europa UE CLIL AICLE (ELF-FL) Catalonia, Basque Country Inmersión (SL) UK BE Multiling (ESL) CANADA Immersion (ESL) USA (CA) CTB / BE (ESL)

12. North America vs. Europa North America Europa Catalonia, Basque C. Inmersión EU CLIL AICLE UK BE USA (CA) CTB / BE CANADA Inmersión ESL ESL ESL EFL/FL SL LEAP LEAP Immigrants Immigrants Hispanos French Multiling Heter Homog Homog Hom

13. Canadian Immersion Programmes • Canadian Immersion Programmes are by far the most highly acclaimed language learning programmes. • SLA researchers, teachers and parents fully agree that the immersion programmes in Canada have been extremely efficient and successful. Instruction is given in the target language from kindergarten on or starting at some time during elementary school. (Swain & Lapkin, 1982; Swain, 2000).

14. EU: Rationale and benefits NA: Research on efficient programmes …in the last two decades, while in Europe and Asia the main emphasis is still on describing the rationale and benefits of implementing content and language integrated (CLIL) approaches and methodologies, in North America the emphasis has shifted to further investigating the characteristics of efficient immersion and bilingual education programmes. (Navés, in press)

15. EU: Rationale and benefits The European Commission’s (2005) report on foreign language teaching and learningclaims that an excellent way of making progress in a foreign language is “to use it for a purpose, so that the language becomes a tool rather than an end in itself.” (p. 9).

16. Programmes vs Methodology As important as CLIL teaching methodology may be, it is just one among many other features efficient CLIL programmes have in common. The one feature which all efficient CLIL programmes share is that they are PROGRAMMES of varying length which provide, nevertheless, a substantially greater and better exposure to the target language. (Navés, in press)

17. WHY CLIL /CTB/ BE/ IMMERSION? • The L1 factor. To help LEP students. (BE) (Krashen) • The transfer of literacy skills (BE, IP) (Cummins) • The exposure factor. To increase SL and FL contact hours (Inmersión & CLIL) (Muñoz, Cenoz, Nussbaum, Long) • The quality of the input. (Krashen, Cummins) • Meaningful learning and FonF(Cummins, Long, Doughty, Ellis)

18. US: Research on Successful Programmes In 1999, the U.S. Department of Education, Office of Bilingual Education and Minority Languages Affairs (OBEMLA) funded the Intercultural Development Research Association (IDRA) to identify 10 exemplary bilingual education programmes in schools in the US. After examining the programmes, IDRA identified the 25 common characteristics and criteria that were responsible for the success of the programmes. "Success" was operationally defined as evidence of academic achievement (compared to district and/or state standards) for LEP students in bilingual education programmes (IDRA, 2002). For IDRA Newsletter (2002) see also Robledo Montecel et al. (2002a, 2002b and 2004)

19. WHY CLIL /CTB/ BE/ IMMERSION? Most of the arguments in favour of CLIL come from SLA research and show that CLIL • creates conditions for naturalistic language learning, • provides a purpose for language use in the classroom, • has a positive effect on language learning by putting the emphasis on meaning rather than form and • drastically increases the amount of exposure to the target language (Dalton-Puffer, 2007; Dalton-Puffer & Smit, 2007).

20. Programmes vs Methodology CLIL teaching methodology is just one among many other features efficient CLIL programmes have in common. The one feature which all efficient CLIL programmes share is that they are PROGRAMMES of varying length which provide, nevertheless, a substantially greater and better exposure to the target language.(Navés, in press)

21. Need to justify CLIL?Beliefs and prejudices The defensive attitude that can be inferred from researchers’ need to justify, time and time again, the rationale and benefits of integrating language and subject content rather than further investigating the commonalities of efficient CLIL programmes may have to do with pressure from (a) folk beliefs and prejudices against bilingualism and multilingualism and (b) political interests. (Navés, in press)

22. The debate on BE is political “I argue (...) that the debate on bilingual education must be considered in the political contexts for two reasons: first, the research findings on the effects of bilingual education are both abundant and clear; the common perception that research is either largely unavailable and/or inadequate is a myth generated by strong vested interests. The second reason for examining closely the political context of the issue is that the educational changes required to reverse the pattern of language minority group school failure are essentially political changes because they involve changes in the power relations between dominant and dominated groups”. (Cummins, 1995, p. 63 in Navés, in press)

23. Naves (2009) 10 Characteristics Successful CLIL Programmes • respect and support for the learner’s first language and culture; • competent bilingual teachers i.e. teachers fully proficient in the language of instruction and familiar with one of the learners’ home languages; • mainstream (not pull-out) optional courses; • long-term, stable programmes and teaching staff; • parents’ support for the programme;

24. Naves (2009) 10 Characteristics Successful CLIL Programmes (6) cooperation and leadership of educational authorities, administrators and teachers; (7) dually qualified teachers (in content and language); (8) high teaching expectations and standards; (9) availability of quality CLIL teaching materials; (10) properly implemented CLIL methodology.

25. Characteristics of successful CLIL Programmes

26. RESPECT AND SUPPORT FOR LEARNERS’ L1 AND HOME CULTURE • SCLILP acknowledge and support learners’ home language and culture • At early stages learners may use their L1 • Language arts (reading, writing...) are introduced in L1 and at different stages. • At early stages but also provide some academic instruction in learners’L1.

27. 2. TEACHER’S PROFILE: MULTILINGUAL AND BILINGUAL TEACHERS • Most teachers are bilingual although in IM programmes they only speak in the TLwhile showing understanding of learners’ L1 by responding appropriately and rephrasing learners’ remarks made in their L1. • Learners are allowed to use their home language at early stages • but they are requested to use L2 only at primary school

28. 3.INTEGRATED DUAL LANGUAGE OPTIONAL PROGRAMMES. • Target language instruction is not structured or of a pull-out nature but rather contextualized, integrated. • Sheltered, in BE programmes • SCLILP are optional, not imposed

29. 4. PARENTAL INVOLVEMENT • Parental involvement is pivotal in any SCLILP

30. 5. LEADERSHIP & JOINT EFFORT OF ALL PARTIES • SCLILP require the joint effort of all parties involved: educational authorities, parents and teachers at both district and school level • cooperation and leadership of educational authorities, administrators and teachers

31. 6.LONG-TERM STABLE TEACHING STAFF Longevity and Stability • One of the key factors to the success of these programmes is longevity which includes not only the continuity of the programme but also the stability of teaching teams.

32. 7. TEACHERS’ PROFILE AND TRAINING • Teacher training must be tailored to meet the specific needs of CLIL instruction • Dually qualified teachers (in content and language)

33. 8. HIGH EXPECTATIONS & STANDARDS • Teachers have high expectations about learners’ performance and degree of academic achievement.

34. 9. APPROPRIATE MATERIALS • Oakes (2002) argues that there is a clear link between appropriate materials and curriculum and student academic outcome. • Navés & Muñoz (1999) pointed out how important appropriate materials were for CLIL programmes to be successful. • Mahone (1984) conducted a need analysis in the US to look at the appropriacy of existing materials used in BE. The picture which he described unfortunately still applies to many CLIL contexts in which there are not enough teaching materials available

35. 10. CLIL METHODOLOGY

36. 5. Strategies to improve comprehension of content Numrich (1989) focuses on five strategies to improve the comprehension of content in CLIL. • (1) predicting on the basis of prior knowledge, • (2) anticipating what will be read next, • (3) using statements to check comprehension of a text during reading, • (4) analysing text organization by looking for specific patterns, and • (5) classifying to facilitate comprehension of similarities and differences.

37. 10a. Teachers exhibit active teaching behaviours by • Giving instructions clearly, • Accurately describing tasks, • Maintaining learners’ engagement in instructional tasks • by maintaining task focus, • pacing instruction appropriately, • and communicating their expectations for students’success.

38. 10b. In presenting new information teachers use appropriate strategies • Demonstrating, • Outlining, • Using visuals, • Building redundancy, • Rephrasing, • Scaffolding, • Linking new information to learners’ previous knowledge, • Etc. (Adapted from Navés in press)

39. 10c. Teachers monitor students’ progress • Teachers monitor students’ progress and provide immediate feedback whenever required. • They check comprehension constantly resulting in high levels of communication between teachers and learners and among learners themselves.

40. 10d. Receptive skills. Students’ responses. • Effective instruction is aided by allowing learners to respond in a wide variety of ways: from verbal responses both in L1 and L2 to non-verbal responses (responding by doing) in early stages but are gradually expected to respond only in the TL once they show enough commandof the TL. • At the early stages, emphasis is on the development of receptive skills.

41. 10e. High cognitively demanding tasks. • Following Cummins, SCLILP consistently integrate cognitively demanding academic skills and content and the TL.

42. 10f. Learners’ home culture • Teachers respond to and use information from their students’ home cultures, • using cultural references, • organising instruction to build upon participant structures from students’ home culture and • observing the values and norms of students’ home culture.

43. 10g. Task-based learning Task- work includes: • hands-on tasks, • Experiential learning, • Problem-solving tasks, etc.

44. 10h. Cognitive skills integrated in the CLIL programme • Cognitive abilities and processes such as • identifying, • comparing, • drawing conclusions, • inferring • finding similarities and differences,... are integrated in the design of the programme.

45. 10i. Co-operative and autonomous learning • Collaborative learning, • Autonomous learning and • Self-directed learning are also suggested by some CLIL specialists.

46. de Graaff et al. (2007: 20) identified 5 main indicators for effective CLIL language teaching performance (1) Teachers facilitate exposure to input at a (minimally) challenging level by selecting attractive authentic materials, adapting texts up to the level of the learners and scaffolding on the content and language level by active use of body language and visual aids. (2) Teachers facilitate meaning-focussed processing by stimulating the learners to request new vocabulary items, check their meaning, use explicit and implicit types of corrective feedback on incorrect meaning identification, and practice through relevant speaking and writing assignments. (3) Teachers facilitate form-focussed processing by giving examples, using recasts and confirmation checks, clarification requests and giving feedback (sometimes including peer feedback). No evidence was found of CLIL teachers providing explicit form-focused instruction, e.g. by explaining rules.

47. de Graaff et al. (2007: 20) identified 5 main indicators for effective CLIL language teaching performance 4) Teachers facilitate output production by encouraging learners’ reactions, working in different interactive formats and practising creative forms of oral (presentations, round tables, debates) and written (letters, surveys, articles, manuals) output production, suggesting communicatively feasible tasks, giving the learners enough time for task completion, encouraging learners to speak only in English, providing feedback on students’ incorrect language use and stimulating peer feedback. (5) Teachers facilitate the use of compensation strategies by stimulating students to overcome problems in language comprehensionand language production, reflecting on use of compensation strategies, and scaffolding on-the-spot strategy use.

48. Successful CLIL Programmes • respect and support for the learner’s first language and culture; • competent bilingual teachers i.e. teachers fully proficient in the language of instruction and familiar with one of the learners’ home languages; • mainstream (not pull-out) optional courses; • long-term, stable programmes and teaching staff; • parents’ support for the programme;

49. Successful CLIL Programmes (6) cooperation and leadership of educational authorities, administrators and teachers; (7) dually qualified teachers (in content and language); (8) high teaching expectations and standards; (9) availability of quality CLIL teaching materials; (10) properly implemented CLIL methodology.

50. III. CLIL & TBL (Navés, in press) 1. For Littlewood (2007), there is no discontinuity between CLI and TBLT. 2. Richards (2005: 29) includes both task-based and content-based instruction as ‘extensions of the CLI movement but which take different routes to achieve the goals of communicative language teaching – to develop learners’ communicative competence’.