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BEGIN:VEVENT
UID:news79@english.philhist.unibas.ch
DTSTAMP;TZID=Europe/Zurich:20180923T213601
DTSTART;TZID=Europe/Zurich:20181026T101500
SUMMARY:Multiple perspectives on CLIL: Students’ performance\, classroom
participation and participants’ attitudes and beliefs
DESCRIPTION: After more than two decades of CLIL implementation and resear
ch in Europe and beyond\, it seems clear to both the research and educatio
n communities that its objectives and challenges go beyond the improvement
of learners’ competence in an additional language. In order to succeed
at school\, CLIL learners who study different subjects or disciplines in a
second/third language need to be familiar with the linguistic demands of
these disciplines\, and teachers need to know what challenges are specific
ally related to the additional language and which are subject-\, mode- or
activity-related language issues\, which affect students’ academic perfo
rmance\, no matter if the language of instruction is the L1 or an L2/L3. I
n this scenario\, many recent studies have addressed the importance of exp
loring content and language integration and have attempted to present theo
retically-informed models that allow researchers\, and ultimately CLIL tea
chers\, to evaluate students’ academic language performance to convey sp
ecific disciplinary knowledge (e.g. Llinares et al. 2012). \\r\\nFollowing
Nikula et al.’s (2016) multidimensional approach to the understanding o
f content and language integration\, and drawing on some results from the
TRANS-CLIL research project (http://www.uam-clil.org [http://www.uam-clil.
org])\, in this session I will explore and illustrate the concept of conte
nt and language integration from three perspectives: a) students’ academ
ic spoken and written production\; b) their content and language engagemen
t in classroom interactional activities\; and c) students’ motivation an
d beliefs about learning their school subjects in English. These issues wi
ll be addressed in the context of the transition from primary to secondary
school and in relation to different degrees of exposure to CLIL in the Sp
anish context.
X-ALT-DESC: \;
After more than two decades of CLIL implementation
and research in Europe and beyond\, it seems clear to both the research an
d education communities that its objectives and challenges go beyond the i
mprovement of learners’ competence in an additional language. In order t
o succeed at school\, CLIL learners who study different subjects or discip
lines in a second/third language need to be familiar with the linguistic d
emands of these disciplines\, and teachers need to know what challenges ar
e specifically related to the additional language and which are subject-\,
mode- or activity-related language issues\, which affect students’ acad
emic performance\, no matter if the language of instruction is the L1 or a
n L2/L3. In this scenario\, many recent studies have addressed the importa
nce of exploring content and language integration and have attempted to pr
esent theoretically-informed models that allow researchers\, and ultimatel
y CLIL teachers\, to evaluate students’ academic language performance to
convey specific disciplinary knowledge (e.g. Llinares et al. 2012). \nFol
lowing Nikula et al.’s (2016) multidimensional approach to the understan
ding of content and language integration\, and drawing on some results fro
m the TRANS-CLIL research project (http://www.uam-clil.org)\, in this session
I will explore and illustrate the concept of content and language integra
tion from three perspectives: a) students’ academic spoken and written p
roduction\; b) their content and language engagement in classroom interact
ional activities\; and c) students’ motivation and beliefs about learnin
g their school subjects in English. These issues will be addressed in the
context of the transition from primary to secondary school and in relation
to different degrees of exposure to CLIL in the Spanish context.
DTEND;TZID=Europe/Zurich:20181026T120000
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