Integrating content and language in teacher education

Transcription

1 Integrating content and language in teacher education Janneke Geursen & Tessa Mearns TTO-day, 10 November 2017 Bij ons leer je de wereld kennen 1

2 Activities & Objectives Participants will: See examples of how we model CLIL approaches in our teacher education programme; Discuss priorities in initial teacher education where CLIL is a specific focus. Participants can: Identify areas that are of particular importance in initial teacher education within a CLIL/TTO context; Verbalise a number of ways in which beginning teachers can be supported in their growth as CLIL/TTO practitioners; Apply these approaches to their own professional context. 2

3 Who and why? 3

4 What is the WTP? Master plus programme: add-on to Education Master at ICLON Teaching practice: - Main placement at WTP partner school (TTO or international) in the Netherlands (at least 50% in English) - International internship: 3-4 weeks at a school abroad University courses: - All or most in English - CLIL training - Emphasis on culture and intercultural awareness - This year: Telecollaboration project with Universidad de Valladolid (iclil) - (Participatory) Action Research: Focus on the learner 4

5 Our understanding of CLIL CLIL Bringing both language and content into the classroom in a meaningful way. TTO just good teaching 5

6 Some key concepts 4Cs Language Triptych CLIL Matrix 6

7 CLIL in the WTP Our goal: - To provide new teachers with the knowledge, skills and understanding necessary to become effective, reflective and innovative CLIL teachers. Our approach: - Relating theory to practice - Modelling: Teach what you preach! - Reflection 7

8 Example: Learning theories (1) Content aims: Students can - recognise, summarise, organise and explain the key features of behaviourism, cognitivism and (socio)constructivism, as they are described in the preparatory reading. - apply the above learning theories to their own teaching practice or teaching that they have seen. - better understand the language level of their pupils. - use both knowledge and experience to consider the advantages and pitfalls of a specific approach to teaching and learning. - work together in a multicultural group towards a common goal and support each other s learning. Language aims: Students can - extract the most relevant information from a longer text. - use concise and simplified language to summarise complex theoretical content. - understand some of the difficulties involved in adapting a text for learners with a lower level of language. 8

9 Example: Learning theories (2) Procedure: Task 9

10 Example: Learning theories (3) Procedure: Product 10

11 Example: Learning theories (4) Procedure: Reflection 11

12 Dilemmas and challenges Recognise these? - CLIL is seen as too advanced for beginning teachers - Lack of modelling/knowledge in schools - Constraints of existing curricula/policies - Preoccupation with own level of English - Identity - Encouraging learner output Any to add? Not got one? We do! What would you do? Groups of (about 4) 1 person explains an issue they have/have had related to one of the dilemmas/challenges identified Group discusses problem and possible solutions: - What could you do/advise as a subject coach/supervisor? AND/OR - What would you expect from the teacher educators in this situation? 12

13 Debrief Problems? Solutions? Expectations? Questions? Want to know more? t.l.mearns@iclon.leidenuniv.nl 13