IATEFL CONFERENCE – CARDIFF 2005
David Marsh, David Graddol , Gisella Lange – Learning English or learning in English – will we have a choice?
Summarized by Wendy Arnold
This was sponsored by Guardian Weekly/Macmillan and the topic was actually CLIL but was cunningly called 'Learning English or learning in English: will we have a choice?
This was by ticket only to an audience of 600 - publisher event. the Chair was Catherine Walker, lecturer at the Institute of Education, University of Long, the speakers were David March of the University of Jyvaskyla , Finland; David Graddol , Managing Director of The English Company (UK) and Gisella Lange, Ministry of Education inspector responsible for Progetto Lingue in the region of Lombardy, Itay .
What the programme said about the event ' ... content and language integrated learning (CLIL) is a rapidly developing phenomenon in global education. It raises important issues of ethics, it challenges the role of EL teachers and there is concern that the implementation of CLIL in education systems is outpacing a measured debate about the appropriateness of using an L2 as the medium of instruction. EL teachers have a very important voice in that debate and this session will provide them with a forum for discussion, led by 3 experts in the field, to help them assess their attitudes towards CLIL and how it is likely to change the way they work'
WENDY'S INITIAL COMMENT: I started off this session scribbling ' HK teaching in some secondary schools (about 100) is CLIL (we call it EMI = English medium of instruction) and the results are disappointing! Why?
The notes in a handout added
'CLIL stands for Content and Language Integrated Learning. In CLIL, teachers and learners of content subjects (e.g. geography, art and design) use their second language (very often English) as the medium of communication and instruction. CLIL is promoted as a means of learning a language, and of introducing international aspects into the teaching of content subjects.
The event is intended to be teacher- centred and it will enable teachers to hear from an overview of developments in CLIL and question three leading experts in this field.
The event will open with 15 minutes presentations by each speaker, introduced by the Chair. the Chair will then lead an open discussion with the speakers and audience.
MORE ABOUT THE CHAIR
An experienced teacher, researcher, and materials writer. Catherine Walker has taught English in France , the UK , and the US , and has worked with teachers in Europe , the Americas , and the Pacific Rim . She is now a lecturer at the Institute of Education , University of London .... she was Chair of IATEFL from 1993 to 1995 and is a member of the English Teaching Advisory Board of The British Council.
MORE ABOUT THE PRESENTERS AND WHAT THEY WILL DISCUSS
David Marsh
having defined CLIL David Marsh will open by showing how it is applied worldwide. Although there are substantial differences globally, various core methodological and theoretical issues are common to all regions. These will be introduced as drivers, the forces behind the spread of English as the medium of instruction, and enablers, the practical tools and platforms that enable it to take root. Both will be brought together in an attempt to answer a commonly voiced question: Is CLIL the Trojan Horse that will drive English ever deeper into the heart of national educational systems?
BIODATA: in 2002 David Marsh produced 'CLIL - The European Dimension:Actions , trends and Foresight Potential' for the European Commission... originating in Australia, and now based in Finland he has recently been engaged with development tasks on English as a medium of instruction in Africa, Europe and South-East Asia .... he is currently developing an internet-based CLIL teacher guidance system (CLILCOM) which will launched in late 2005.
David Graddoll
in a world in which English seems so much in demand it may seem perverse to suggest that English teachers, as we know them are an endangered species. This, however, may be one of many significant consequences a global shift towards CLIL. Such trends are likely to transform the role of English teachers and their relationships to learners and institutions. As English becomes positioned as a generic learning skill, alongside basic literacy and maths , and is taught to ever-younger learners, English specialists may find themselves more marginalised and their professional knowledge and experience less influential in the way English curriculums are designed and delivered. I will draw on new research carried out for the British Council which explores recent and future trends in English worldwide and will comment on their likely impact on ELT profession and business.
BIODATA: MD of The English Company (UK) Ltd which provides consultancy and publishing serves in applied language studies. He is well known as a writer, broadcaster and lecturer on issues related to global English.... recently been working with the British Council on a major new analysis of global trends in English and English education.
Gisella Lange
CLIL has had an important implementation in Italy , particularly in northern regions, where most training is in-service and takes the form of short courses, delivered within schools or by education authorities or universities, in either face-to-face or online mode. Gaps in training provision will be discussed; initial training on CLIL is almost non-existent, but recently an MA level course has been organized by the University of Venice . Different forms of CLIL have developed within schools ( eg language-led, subject0led varieties) in Lombardy, and in the past 3 years the regional education authority has offered web-based training courses aimed at creating CLIL didactic modules to be used by language and subject teachers in their classes. Key training issues and CLIL impact will be analysed :team -work and interactive approaches have created productive dynamics in class developing good practice of 'integrated' teaching and learning.
BIODATA: ... wide experience in foreign language teaching methodology, foreign language curriculum development, intercultural education, school links and exchanges, teacher training an distance education.... currently working as an expert for both the European Commission and the Council of Europe for language programmes and her research interests are CLIL (teaching a subject through a foreign language) European Language Portfolio and web-based teacher-training...'
WENDY'S NOTES
David Marsh - distinction between Teaching IN English (akin to that found at international schools using EMI abroad) - can easily lead to problems and failure Teaching THROUGH English (like immersion in Canada ) - value, integrated curricular approaches for an increasingly integrated world
WENDY'S ASIDE: I have to say I didn't find the distinctions very helpful at all!!!!! I was still confused about exactly what they meant.
CLIL is only form of integrated teaching.Language and topic integrated.
Some discussion on generation Y (born between 1982 and 2001) and generation C (born between 2002 - 2025 ) we learn as we use English baby boomer teachers and baby busters X
(I think this is where the other David took over but I'm not absolutely sure as I didn't note it ... I was still trying to fathom out Y, C and X ...) you need to understand how CLIL complements and accomodates diverse learning and language learning styles produce solutions which serve subject specific cognitive demands and specific study skills become the conductor of the orchestra, or risk being side-lined as a member of the audience
GISELLA LANGE
- background to Lomabardy , Italy ... 9 million population, about 1 million YL, started CLIL 1997, change from teaching English as a foreign language to EMI
- offer new methodological approach
- improve quality language teaching
- increase exposure to language learning
- guarantee European perspective
- resources : international and national project _ regional, started primary up
- started by training teachers and trainers (training FL trainer teachers and teaching CLIL modules 10-20 hours/year)
- competence building started 2000-1 - traditional face to face course for language and subject teachers
- on line training to
- use data communication services autonomously
- enable teachers to create CLIL didactic modules as a team (subject and language teachers designed materials together)
- testing modules
- transmit/teach co-operate/collaborate learning teaching in class
- online 3 (2003-4) virtual on line materials
- implement CLIL in school by
- pairing (experienced school + novice)
- clusters (schools forms in groups of 2 ,3,4 )
- school organization (key person) and steering group
- piloting (limited number/group of YL)
- international contact (development of expertise)
AIMS
- longer term quality language education
- descriptive competencies
- descriptive targets
- FL and subject teacher centred
- action points
- motivating Principles and teachers
- differing methodologies
NEW COMPETENCIES
- subject teachers are improving FL competence and attending courses
- subject teachers are using new techniques (role play, visual aids, simulations)
- subject teachers are using more materials from different countries
- language teachers getting more importance
- English has become 'English as a lingua franca' ELF'
- most interactive in English between non-native speakers
- focus of usage of non-natives
CLIL - form of bilingual education
- pulls in strands
- economical and politically OK
WORLD ENGLISH PROJECT
- will English be the universal language?
- English must be begun at Primary and generic skills taught
- association between English/ICT common
- teach some subjects EMI at secondary - tertiary most subjects taught thru' English
- need ITELTS 6.5 to enter British university at about 20 years old
- if you start English earlier then 6/5 on IELTS should be reached at 14-15 years old
- if this happens TEFLA teachers will no longer be needed
- if English becomes a skill and not a FL
CONS
- do you learn more language but NOT CONTENT ????????????
- Canadian project - YL were fluent but accuracy doesn't improve
DAVID MARSH - a little CLIL (maybe ICT based) does support language - WHY teach in another language???
- immoral issue - tertiary students who haven't mastered English but brilliant at subject and own language not being given access to university!!!!!!!
DAVID GRADDOL - in some countries girls doing better ' cos they are better at language. Get into university and get better jobs
SOME QUESTIONS ASKED
- does CLIL have potential in tertiary? different type of teachers at universities NOT methodologically trained. Language specialists in universities are low paid. Problem when learners have to learn in subject and they are not fluent in it
WENDY'S COMMENTS
MMMMMMMMMMMmmmmmm , sorry if it appears a bit hodge podge ... anyone else who attended pls add/detract/correct my notes. The last bits I think must have come from questions from the floor. I found the speaker from Italy the most useful as she had direct, hands on experience on the implementation and continued assessment of EMI.
I go back to my initial comment, if EMI is so wonderful why is it such a failure in Hong Kong . Amy Tsui (plenary speaker on Wednesday: Chair Professor in the Faculty of Education at The University of Hong Kong) asked the same question. One of the speakers dismissed her rather offhand (in my opinion) with 'well if it's implemented and taught badly what do you expect ...' (NOTE: probably not exact words but near enough and def. same meaning) I WAS OUTRAGED at this dismissal because I thought it was core to the argument and whilst I agree that implementation and methodology are crucial I still find it absolutely MIND-BOGGLING that L1 teachers (sometimes not properly trained in L2 language or even fluent) are teaching L1 YL using L2 - WHY?????????????????????????????????????
All in all, I really don't think that FL teachers of English need fret too much about their jobs just yet, ' cos whilst I think EMI can be successful e.g. international schools abroad where native-English teachers or L1 (or that country) teachers who are ABSOLUTELY fluent in English teach subjects to L1 (of that country) YL as in the case in Hong Kong's English Schools Foundation (ESF). The academic results are OUTSTANDING by world standards because there seems to be the perfect balance between L1 YL work ethos (and their parents ....) and world class teaching (GCSE, A level and IB). See this link http://www.esf.edu.hk/index.html I have to flag that I am biased though as this is where my 3 daughters have been educated and probably why my family has been in Hong Kong for more than 14 years. Not only have my girls received a world class education but they have experienced a multi-cultural (over 35 nationalities) education. It is something NO ONE will take away from them EVER.
Meanwhile in the local, state Hong Kong system we have on-going trials and tribulations about EMI /CMI (English/Chinese medium of instruction). Only 100 secondaries are allowed to be EMI (and even that is dubious .. ) but parent influence keeps some top Band 1 (we have banding/ levelling in 3 streams at secondary) using EMI. The EMB (Education and Manpower Bureau) has poured unknown $$$$$$$$$$$ at the 'problem' of language (English and Chinese) to limited success. We have had a NET (native-English teacher) scheme in both primary and secondary for many years and STILL we have problems.
NETS who are members of this discussion group - can you add anything from your perspective? What do you think are the problems at grass roots levels? By the way I've been an unofficial NET for 12 years and have my thoughts, but let's hear from you first.
Amy Tsui is right to ask the question and to be fair the speaker who answered is probably also right to say it is HOW it is implemented, but they weren't right to be offhand (in my opinion). However, I still have HUGE reservations about WHY it is needed in state, national systems to teach subjects.
What do you think?