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The professional integrity of CLIL teachers
Josephine Moate, PhD
Department of Teacher Education,
University of Jyväskylä
STEPS seminar, Nov 19th 2013
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Outline
What does it mean to be a teacher?
Why CLIL?
The implications of CLIL for teachers
Getting a clearer view
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Being a teacher…
“… requires a tactful sensitivity toward the child’s subjective states, an interpretive intelligence, a moral intuitiveness, an improvisational resoluteness in dealing with young people, a passion for knowing and learning the mysteries of the world, the moral fibre to stand up for one’s beliefs, a certain understanding of the world, a deep sense of discipline, and not least a basic vitality and sense of humor” (van Manen, 1991, p. 124)
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… requires sensitivity
Teachers need to actively understand … situations. This kind of practical understanding lies at the very heart of teaching – it is pedagogical sensitivity. Pedagogy is the ability of actively distinguishing what is “good” from what is not good, what is appropriate from what is less appropriate in interacting with children or young people.(van Manen 2008, p.4)
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… and the ability to weave connections
Good teachers … are able to weave a complex web of connections among themselves, their subjects, and their students ... The connections made by good teachers are held not in their methods but in their hearts – meaning heart in its ancient sense, as the place where intellect and emotion and spirit and will converge in the human self. Palmer 2007, p.11
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A moment to reflect
Why did you want to be a CLIL teacher?
What do you most appreciate/enjoy as a CLIL teacher?
What most frustrates you as a CLIL teacher?
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Brief history of CLIL
“to provide learning outcomes in the chosen subject … at the same level as the standard mother tongue curriculum; and, to provide learning outcomes in the L2 which exceed the standard curriculum” (Masih, 1999:8)
CLIL has exceeded the expectations of many– With regard to language development– With regard to subject learning– With regard to range of learners
CLIL is suitable for
http://www.deviantart.com/morelikethis/332536437?view_mode=2
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Challenges of CLIL
HOW – activities, materials, tasks & texts, organisation, support materials – real, immediate challenge
WHO – experience of teachers, pupils, support or otherwise of wider community (colleagues, administrators, parents…)
dynamic
engaging
presentcompetent
sensitive
Sustainability through a foreignLanguage is challenging for teachers and students
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Foreign language mediation can create…
”Zones of disjuncture” are aspects of teacherhood that come to light when working through a foreign language, but are often hidden or assumed when working through a first language. The use of humour is one example (Moate, 2011).
Authentic opportunities for change and development
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Three aspects of professional integrity
Pedagogic being – sense of self and orientation to others
Pedagogic doing – material and immaterial responsiveness of teachers
Pedagogic relating – webs of relationships within and around classrooms
UNIVERSITY OF JYVÄSKYLÄFor the teacher, FLM can be … Opportunity to (re)consider:
1. More demanding than “standard” pedagogy
Spending “quality” time around a subject is more worthwhile than flying through the textbook
2. “Reduced” self can create more space for others
How to be responsible in different ways
3. FLM can dull intuitive sensors New ways of keeping in-touch with the experiences of pupils
4. Quality criteria important for practice
Opportunity to agree common goals with learning partners
5. Relationship with FL is dynamic and can be over- as well as under-prioritised
The balance between ”just fine” in the present and ”no longer fine” in the future
6. Positive orientation isn’t enough to overcome struggles
A little bit of mercy can go a long way
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What do you think?
Do you identify with these observations?
What should/could be added with regard to the personal experience of the teacher?
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1. Language demands Increased responsibility qualitatively and quantitatively
Dual responsibility to develop self and others
2. Management of resources Basic assumptions less assured Alternative resources brought into view Possible range of learner repertoires
broader than in standard classroom contexts
3. Real-time realisation of self through FL
Automatic responses less available and less flexible
Awareness of available resources
4. Conceptualising the role of talk in FLM education
Increased awareness of how language is used within learning contexts and how to support a transitional dynamic
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Providing a given framework can…
Traditional English rhyme
Monday’s child is fair of face,Tuesday’s child is full of grace,Wednesday’s child is full of woe,Thursday’s child has far to go,Friday’s child is loving and giving,Saturday’s child works hard for a living,But the child that is born on the Sabbath dayIs bonny and blithe and good and gay.
Helmeri & Pia 5th grade
Monday’s balloon is big and fat,Tuesday’s balloon is small and flat,Wednesday’s balloon is ugly and bad,Thursday’s balloon is yellow and black, Friday’s balloon likes to dance and rap,Saturday’s balloon is like a colourful hat,Sunday’s balloon is as lovely as little puppy.
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… provide space for creative language use
On Monday the rat lives in a hat,On Tuesday the hat fits on a cat,On Wednesday the cat eats the rat,On Thursday cat is now very fat,On Friday Pat owns the cat,On Saturday cat scratches Pat,On Sunday Pat throws out the cat.
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1st grade class: Finland & England
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An example: a virtual tour
http://www.parliament.uk/visiting/online-tours/virtualtours/commons-tour/
What do you see?– Photos – Map– Text
What is available resources are here? What can pupils make their ”own”?
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Working with a model text
The Bar Lobby is the entrance to the Chamber from the Members' Lobby. It is also used as an informal gathering place for Members to discuss issues with each other on their way in or out of the Chamber. Members pass through here before a vote takes place and they enter one of the Division (voting) Lobbies.
The Bar Lobby is the entrance to the Chamber. It is an informal gathering place for Members to discuss issues with each other. Members pass through here before a vote takes place.
The (place) is the (description). It is a/an (type of) place for (who) to (why).
What about applying this structure to another more familiar place? The school? A house? A favourite theme park? A museum?
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The world around us
What do we want to know?Why do we want to know?How can we know?How can we share want we know?
What is the framing task, i.e. the purpose?
What words/phrases do we need?What tools & teams would help?How can this become authentic?
http://www.avoinmuseo.fi/pienmaki/kuvakatselmus.htm
What kind of project could we develop?
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What resources can/could we build on?
Taking learning out of the classroom provides greater scope for …?
What resources might we have in the pupils?
What resources would we need to help the pupils enter into this opportunity?
How can we build on the language and the activities of this project?
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Alternative texts
http://www.bbc.co.uk/schools/websites/4_11/ www.lovereading4kids.com reviews, pdf
extracts for readers of all ages www.bbc.co.uk/cbeebies/games/ www.bbc.co.uk/iplayer http://www.oxfordowl.co.uk/reading-owl/find-a-bo
ok
http://learningstationmusic.com/
UNIVERSITY OF JYVÄSKYLÄWith regard to pedagogic relating: Opportunity to (re)consider:
1. A holistic picture of CLIL is important
- How does CLIL fit in with the wider values of education?
- How does CLIL draw on where the pupils have come from and where they are going?
- How does CLIL connect with the immediate life of the pupils?
2. New demands shift relationship with self and others.
3. Recognising and expressing understanding doesn’t always come easily4. The “being and becoming” of collegial relationships should be nurtured
5. Teachers inevitably belong to multiple communities. Different communities have different opportunities and limitations
”Bloom where you are planted”
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Some examples of pedagogic relating:
Developing the school curriculum together – identifying key focal points
Sharing day-to-day experiences Discussing understanding with student-teachers
and colleagues from different contexts Sharing experiences from conferences
/seminars/ observation visits Building networks
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Guidelines for community building
1. By invitation, not command
2. “No fixing, no saving, no advising, no setting straight.”
3. Ask honest, open questions to help “hear each other into speech,” deeper and deeper speech
4. Allow “talking around” to “talk towards” e.g. with metaphors, sharing critical moments
5. Positively anticipate value through engaging with others
1-4 Palmer, 2007
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Metaphors or images for teaching
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Sharing critical momentsBEGINNING NOW
The children panickedevery time I spokeEnglish
The children began touse more words and THAN I expected!
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References
Masih, J. (1999). Learning through a Foreign Language: Models, Methods and Outcomes.
Moate, J. (Forthcoming). A narrative account of a teacher community. Journal of Teacher Development
Moate, J. (2013). Reconceptualising teacherhood through the lens of foreign-language mediation. JyU Dissertation
Moate, J. M. (2011). The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom. European Journal of Teacher Education, 34(3), 333-346.
Palmer, P. J. (2003). Teaching with Heart and Soul Reflections on Spirituality in Teacher Education. Journal of Teacher Education, 54(5), 376-385.
Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. suny Press.