As Content and language integrated learning
(CLIL) requires new kinds of collaboration between subject specialists and
language specialists it is important to acknowledge that new kinds of
pedagogical practices are also required and that interdisciplinary meanings
have to be negotiated for the role of language in knowledge construction and
sharing.
Content and Language Integrated Learning
(CLIL) has been adopted as an umbrella term that encompasses a variety of
content and language-oriented models. Independently of this variation, CLIL
teachers themselves are often in charge of translating the CLIL principles into
adequate practice by planning and designing the CLIL syllabus as well as the
activities or tasks through which CLIL is realized. With some exceptions, the
existing literature on CLIL pedagogy focuses on content-oriented models of
CLIL. In general, in these models the CLIL teacher does not need to select the
CLIL contents since they are already dictated by an official curriculum.
However, the implementation of a language-oriented version of CLIL in the
foreign language classroom demands from the language teacher some work
different from that required in content-oriented versions of CLIL. This kind of
work involves a series of tasks prior to materials design, such as content
selection, adaptation and sequencing, along with the treatment of the foreign
language and its integration into the content sequence (Fernández Fontecha,
2012).
In order to compensate for the absence of
CLIL pedagogical tools in all types of CLIL but especially in language-oriented
models, scientists put forward the design of a framework that could aid
teachers in CLIL syllabus planning and materials design. The framework attempts
to give an answer to aspects including the selection of contents or the
treatment of the foreign language in a language-oriented version of CLIL.
In the Spanish CLIL, for example, most
programs follow a type of sheltered content instruction model, a strong version
of CLIL where the instruction is done exclusively by the content specialist
(Fernández Fontecha, 2009). In this model, the CLIL teacher is required
to have a double qualification both in content and language. However, if we
take into account the current situation of teachers in many regions concerning
pre and in-service training, in many cases this seems a somewhat unrealistic
goal (Fernández Fontecha, 2010a). A more viable alternative to this model
nowadays could be the adjunct model, in which a content teacher instructs the
students in the Foreign Language (FL) and the language teacher offers support
to the content class. Some syllabus adaptation should be required here. This is
the option recommended by the Junta de Andalucía (2008) in the Currículo
integrado de las lenguas. Apart from these variants of CLIL, Brinton, Snow
and Wesche (2004) describe the theme-based language instruction as a third
option. This is the weakest version of CLIL, where the FL teacher carries out
the instruction.
As Nikula (1997) notes, although the
different CLIL models refer to the same phenomena, they differ in the emphasis
placed on the language and content. These and other variants represent
different points along a content-language oriented continuum (Met, 1998). In
content-oriented or strong models of CLIL, the non-linguistic contents dictate
the sequence of the language contents. In language-oriented or weak models, the
language sequence still depends on the content sequence but it has a larger
role than in content-oriented models: the language covertly monitors the
content, as the linguistic objectives are the basis of the FL syllabus.
Theme-based language instruction (Brinton et
al., 2004), theme-based instruction (Raphan and Moser, 1993 / 1994), thematic teaching (Curtain and Haas, 1995), or content-based
thematic units (Irujo, 1990) are some of the terms referring to
language-oriented CLIL models. The focus of this approach is primarily on the
foreign language. Thus, the target of evaluation will be language skills and
functions. The instructional format is a content-oriented L2/FL course. The language
teacher is in charge of language and content instruction. At least, following
Brinton et al. (2004), in this model there is no need for cooperation
between mainstream teachers and language specialists. The curriculum is based
on thematic units that cover a wide variety of topics that may integrate the
four language skills. Curtain and Haas (1995: 3) explain that “the thematic
center may be a curriculum area, such as the Middle Ages; a word like ‘inside’;
a theme such as horses; or a story in the target language.”
In this model, it is not easy to find a
textbook suitable for the instruction of the units. A possible solution could
be that the teachers design their own materials. In this situation, some set of
guidelines that inform the process towards materials design would be desirable.
In generating a CLIL syllabus, some CLIL guidelines should back the interaction
of the linguistic and non-linguistic contents stated in the official curricula.
This process would entail the selection, processing, and sequencing of
non-linguistic contents together with the treatment of linguistic contents and
the relationship between both content and language.
Since the 1980s, a large number of tools
have been devised that cover different steps of language and content integration.
These tools are useful sets of instructions about how to manage different parts
of the CLIL implementation process, e.g. content and language assessment, use
of visuals, identification of knowledge structures, inclusion of thinking
skills – Fernández Fontecha (2008a), reviews of each of these tools.
Yet, a couple of issues should be noted here: first, most of these tools
address adjunct or sheltered instruction CLIL models; few focus on the problems
of the language teacher as a CLIL teacher in a theme-based model. And second,
none of the above-mentioned tools include a regular use of the Information and
Communication Technologies (ICT) in CLIL provision. CLIL materials design could
well benefit from the combination of ICT and CLIL. The use of the ICT component
may help develop the different postulates of CLIL. Thus, it could provide
quantity and quality of exposure to the foreign/second language, motivation,
and rich visual support to content and language learning; it could trigger
cooperative forms of learning and learning by doing; and it could help develop
language learning skills and higher-order thinking skills. CLIL may indirectly
help create favorable conditions for ICT integration, an aspect forgotten in
many respects in current foreign/second language teaching, as noted by
different authors (e.g. Gillespie and McKee, 1999; McCarthy, 1999; Bax, 2003;
Richards, 2005). Among the different possible ways of attaining ICT integration,
Chambers and Bax (2006) point to the systematic inclusion of the new technologies
in syllabus design.
The Content and
Language Processing Sequence (CLPS), a tool that could inform aspects such
as the selection and processing non-linguistic contents, language treatment,
and materials design in a language-oriented version of CLIL developed by the FL
teacher in the FL classroom. The product developed by means of the CLPS is the CLILQuest, an ICT-based task that becomes the unit of learning in this model.
The type of CLIL syllabus intended through
this tool is based on a sequence of three distinct graded categories: Topic,
Module, and CLILQuest. This sequence receives the name of Content
and Language Processing Sequence (CLPS). It seeks to systematize the
teacher’s task of integrating content and language before instruction delivery.
The following features define the tool or
framework:
- Systematic guidance
- Promotion of language-oriented
versions of CLIL
- Immediate classroom application
- Teacher-managed
- Learner-centred
- ICT integration through systematic use
For Kidd and
Marquardson (1993), the first step in CLIL syllabus design is topic selection.
In general, a topic can be defined as what is being talked about. When a topic
does not correspond to a subject, i.e. it is not determined by a national
curriculum, its selection should follow a set of criteria. Two core criteria
are that the topic should motivate learners and it should have some social
interest. Apart from that, the teachers should think whether the conceptual
load and the difficulty that the subject has, along with its instruction in a
language different from the mother tongue, would make things extremely complex
for learners. Moreover, the linguistic part of a topic should be controlled
whenever possible. This idea should be a must in CLIL scenarios where learners
are assessed on language. Each topic has linguistic potential inasmuch as its
concepts and meanings are transmitted by no other means than language. However,
based on aspects such as the moment at which the instruction of the topic takes
place, or the relationship of the topic with the previous and subsequent
teaching of other topics, it is the teacher’s decision to find the linguistic
part of a topic adequate or not.
Topics could be
divided into subtopics, immediate smaller categories of content. The
topic-subtopic relationship resembles the traditional relation of subject and
units. A crucial feature in selecting a subtopic is that it should render the
essential information of the topic.
Each topic or
subtopic is developed through a series of modules. Drawn on Martin’s (1990)
notion of thematic module, i.e. basic units of study in a content-based
language course midway between the lesson and the course, the module corresponds
to distinct categories of knowledge behind the topic. Based on Anderson and Krathwohl’s (2001) dimension of knowledge within their adaptation of Bloom’s
(1956) taxonomy of educational objectives, a sequence of at least four
categories of modules arranged into two axes: the Background Knowledge Axis and
the Practical Knowledge Axis can be distinguished. These are the four types of
modules profiled:
Background
Knowledge Axis
1. Introductory
Module: the purpose of
this category of modules is to introduce the main concepts and ideas of the
topic. Modules of this kind must be especially motivating in this initial phase
in order to draw students' attention towards the topic presented. A critical
characteristic of Introductory Modules is that they should activate learners’
background information on the topic.
2.
Core-Knowledge Module: these modules contain the essential information for understanding the topic.
Practical
Knowledge Axis
3. Case Module: they develop the topic through concrete
examples. Their main purpose is to depict the reality behind the background
knowledge of each topic.
4. Awareness
Module: these modules
attempt to develop the same procedural knowledge as Case Modules. Learners
apply the knowledge acquired in the Background Knowledge Axis to problems
related to their lives. They aim to raise students’ awareness towards
topic-specific problems. Awareness Modules are particularly important for the
teaching of moral contents.
It is very
important that the teacher should keep the established order of the sequence of
modules as a means of controlling the occurrence of both theoretical and
practical knowledge to the maximum. In this sense, it is recommended to use a
complete modular sequence for each topic. However, there is no limit in using
more than one sequence as long as each category of module is introduced. In
addition, one sequence can be adapted to the particularities of each teaching
situation. This means that for some specific purposes we can devise sets of
more than one module of each category for a given topic.
The last category
of the CLPS is the CLILQuest (Fernández Fontecha, 2010b). It receives
the name after Dodge (2001) and March’s (2000, 2003) idea of WebQuest. Like the
WebQuest, the CLILQuest is an inquiry-oriented activity that draws on the
resources of the Internet and promotes the development of learners’
higher-order thinking skills. Like language-specific WebQuests (e.g.
Pérez Torres, 2006; Koenraad and Westhoff, 2003), CLILQuests’ main
function is to help learners use the foreign language with a purpose by means
of authentic Web information. Yet, the CLILQuest differs from the
language-specific WebQuests in that (1) it is specifically embedded in a CLIL
syllabus, (2) it approaches the four language skills from a holistic
perspective, and (3) it belongs to a sequence and it is embedded within a
superior component. This latter factor enables the actual integration of ICT
into the CLIL syllabus as CLILQuests depend on the requirements of the topics
and modules.
It is strongly
motivated by Jonassen’s (1994) Constructivist Learning Environments and the
constructivist learning designs noted by Oliver (2001), i.e. problem-based
learning, case-based learning, project-based learning, inquiry-based learning,
and role-playing. It is also influenced by the Task Based Language Teaching
(TBLT) methodological principles developed by Doughty and Long (2003). For
example, following these authors, the CLILQuest allows for a meaningful integration
of some Focus on Form (FonF) techniques.
There are four
types of CLILQuests, which coincide with each of the four types of modules
profiled above, i.e. Introductory, Core-Knowledge, Case, and Awareness
CLILQuest. Each CLILQuest consists of the following sections: guide, test,
development, general and a scaffold/web resources section. In the
guide, the task type and the participants’ roles are specified. Influenced by
Long (1998) task types, they are more abstract categories that serve to
agglutinate specific tasks. Each task type may correspond to one or several of
the constructivist learning designs pointed out by Oliver (2001). The test
section seeks (1) to activate learners’ background knowledge on a given subtopic,
and (2) enable the connection of foreign language vocabulary and structures to
those of the first language by means of FonF techniques. In the development
section, each of the quests, or specific tasks that develop the task
type of each CLILQuest, are described. The quest section includes the
participants’ teams, the quest’s main goals and intended outcomes, and the list
of web resources and additional documentation.
In sum, although this
framework may suit the requirements of the content or language teacher, one of
its main aims is that the foreign language teacher has an active role in CLIL
implementation by taking advantage of some core aspects of CLIL.
REFERENCES
1. Fernández
Fontecha, A. CLIL in the Foreign Language Classroom: Proposal ontent and of
a Framework for ICT Materials Designing Language-Oriented Versions of Content
and Language Integrated Learning. Alicante Journal of English Studies
25(2012): 317-334.
2. Fernández Fontecha, A. (2010a):
“First steps of CLIL in a Spanish Monolingual Community: The Case of La Rioja.”
In Y. Ruiz de Zarobe and D. Lasagabaster, eds. CLIL in Spain: Implementation, Results and Teacher Training. Newcastle, UK: Cabridge Scholars
Publishers, 79-94.
3. Anderson, L. W. and D. R. Krathwohl
(eds.) (2001): A Taxonomy for Learning,
Teaching, and Assessing: a Revision of Bloom's Taxonomy of Educational
Objectives. New York: Longman.
4. Fernández Fontecha, A. (2010b): “The CLILQuest:
a Type of Language WebQuest for Content and Language Integrated Learning
(CLIL).” CORELL: Computer Resources for Language Learning 3 (2009-2010): 45-64. Ton Koenraad (ed.) Monograph:
Language Quests in Language Education.