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Teachers Develop their Materialsfor CLIL in Argentina.

Innovation through ActionResearch.

Daro Luis BanegasCentre for Applied Linguistics

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Overview My teaching-learning context

CLIL in EFL contexts.

Developing materials for CLIL:frameworks and challenges.

Action Research and CLIL materialsdevelopment.

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My teaching-learning context EFL in southern Argentina.

State secondary

education.

Towards a new

EFL curriculum:resources.

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CLIL in EFL contexts. The CLIL Continuum

Content-Driven

Content is taught in L2.

Content learning is priority.

Language learning is

secondary.

Content objectives

determined by course goalsor curriculum.

Teachers must select

language objectives.

Students evaluated on

content mastery.

Language-Driven

Content is used to learn L2.

Language learning is priority.

Content learning is incidental.

Language objectives determined

by L2 course goals or curriculum.

Students evaluated on content tobe integrated.

Students evaluated on language

skills/proficiency.

Continuum of language-content integration. Source: Met (1999).

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The CLIL continuum in ARGContent-driven Language-driven

Bilingual education Private schools withEFL lessons daily

ILTE programmes (Curricular) Content in

the EFL classroomTheme-based lessons,projects

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Developing materials for CLIL Coursebooks in the Argentinian market

with a CLILish component.

Messages (CUP)

More! (CUP)

http://localhost/var/www/apps/conversion/WARWICK/PhD/CLIL/More_Messages/Msg%204/SlaveryintheUS.JPGhttp://localhost/var/www/apps/conversion/WARWICK/PhD/CLIL/More_Messages/More%203/Glaciers1.JPGhttp://localhost/var/www/apps/conversion/WARWICK/PhD/CLIL/More_Messages/More%203/Glaciers2.JPGhttp://localhost/var/www/apps/conversion/WARWICK/PhD/CLIL/More_Messages/More%203/Glaciers2.JPGhttp://localhost/var/www/apps/conversion/WARWICK/PhD/CLIL/More_Messages/More%203/Glaciers1.JPGhttp://localhost/var/www/apps/conversion/WARWICK/PhD/CLIL/More_Messages/Msg%204/SlaveryintheUS.JPG

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Frameworks Mohan (1986)

ACTIVITY

(also appl ied fo r a sequence of mater ials)

SPECIFIC

PRACTICAL

KNOWLEDGE

GENERAL

THEORETICAL

KNOWLEDGE

DESCRIPTION CONCEPTS

andCLASSIFICATION

SEQUENCE PRINCIPLES

CHOICE EVALUATION

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Frameworks: Tomlinson 2008

Interpretation tasksAwareness tasks

Experiential activityIntake response activity

Development activityInput-response activity

Text collectionText selection

Text experience

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Frameworks The CLIL Matrix

(Coyle et al. 2010)

NewLanguage NewcontentFamiliarlanguage

Familiarcontent

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Frameworks: Coyle et al. 2010

COGNITION

CULTURE CONTENT CMC

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Frameworks: Goodchild 2009Stage What the teacher does What the students do

1 PREPARATION Identifies the intercultural learning

potential of a text

Speculate about themes, research the

literary context, engage in class

discussion

2 COMPREHENSION Provides a glossary, divides the text into

chunk

Answer questions, write summaries, use

visuals and graphics, produce

posters.

3 NOTICING Designs a task to raise intercultural

awareness

Reflect on intercultural issues

4 INTERPRETATION Challenges assumptions Describe their own situations, compare

their stories with peers

5 COMPARISON Sets tasks for comparing andcontrasting values and cultures Find similarities and differencesbetween cultures, reflect on their

own cultural practices, questions

their own assumptions.

6 ACTION Organises project work Through team work they prepare a

portfolio which explores a topic

from a local and global

perspective. They offer actions.

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Challenges Teacher qualifications

Team-teaching

Curriculum-responsive contents

Students language proficiency

Students cognitive development Context-responsive contents

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AR and CLIL MaterialsEFL teachers evaluate and develop materials

together.

Teachers teach and receive feedback.

Teacher develop more materials.

Teachers teach and receive feedback.

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General features Language-driven.

Blocks: Physical Geography, Human

Geography, Literature, andContemporary History.

Sources: textbooks, magazines, books,

the web (youtube, sites).Adaptation of sources of input.

Formative assessment.

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Sample worksheets

History1

Ph. Geo.123

H. Geo.

123

Literature

12

http://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/NEW%20UNITS%20FOR%202011/Unit%201%20lessons%201-2NEW.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%206%20lessons%2013-14.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%207%20lessons%2015-16.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%209%20lessons%2019-20.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%2010%20lessons%2023-24.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%2011%20lessons%2025-26.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%2012%20lessons%2027-28.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%203%20lessons%205-6.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%204%20lessons%207-8.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%204%20lessons%207-8.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%203%20lessons%205-6.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%2012%20lessons%2027-28.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%2011%20lessons%2025-26.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%2010%20lessons%2023-24.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%209%20lessons%2019-20.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%207%20lessons%2015-16.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/All%20units/Unit%206%20lessons%2013-14.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/NEW%20UNITS%20FOR%202011/Unit%201%20lessons%201-2NEW.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/NEW%20UNITS%20FOR%202011/Unit%201%20lessons%201-2NEW.dochttp://localhost/var/www/apps/conversion/SALESIANO/Secundaria/C/NEW%20UNITS%20FOR%202011/Unit%201%20lessons%201-2NEW.doc

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Feedback - Reflections

from the teachers

Time demanding

Great sense of achievement

Professional development

Need to know more about materialsadaptations.

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Feedback - Reflections

from the students

Coolbut wheres my grammar?

Highly demanding Language Not all topics were interesting

Good listening and speaking

opportunities Context-responsive: sthg we know

about

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Conclusions

Teachers focus more on content thanlanguage learning.

Need for more classroom-basedresearch.

Need to understand how teachers use

marketed textbooks. CLIL materials: team teaching, aims,

approaches in the continuum.

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Thank you!

dariobanegas@hotmail.com

D.L.Banegas@warwick.ac.uk

mailto:dariobanegas@hotmail.commailto:D.L.Banegas@warwick.ac.ukmailto:D.L.Banegas@warwick.ac.ukmailto:dariobanegas@hotmail.com