8. Examining Existing Educational Practices
Total Immersion Sheltered Instruction Observation Protocol
Partial Immersion Cognitive Academic Language Learning
Double Immersion Cross-curricular Language Teaching
Bilingual Education Content-based Language Teaching
Two-way Immersion Task-based Language Instruction
Dual language Immersion English as medium of Instruction
Foreign language Immersion English for Specific Purposes
Heritage Language Immersion Content-based Instruction
Content and Language Integrated Learning
CLIL
10. SECTION II – FOREIGN LANGUAGE PROVISION IN
THE CONTEXT OF CLIL IN PRIMARY AND SECONDARY EDUCATION
K-12 Current Status - Europe 2012 – 2006 (Eurydice)
CONTENT AND LANGUAGE INTEGRATED LEARNING IS PART OF MAINSTREAM
PROVISION IN ALMOST ALL COUNTRIES
In nearly all European countries, certain schools offer a form of education provision according to which
non-language subjects are taught either through two different languages, or through a single language
which is 'foreign' according to the curriculum. This is known as content and language integrated
learning (CLIL – see the Glossary, Statistical Databases and Bibliography section). Only Denmark,
Greece, Iceland and Turkey do not make this kind of provision.
2012
Figure B9: Existence of CLIL provision
2006
in primary and/or general secondary education, 2010/11
CLIL provision in all schools
CLIL provision in some schools
CLIL provision within pilot projects only
No CLIL provision
Source: Eurydice.
Explanatory note
Eurydice 2006 & 2012
CLIL provision in some schools: The practice is not necessarily widespread. For detailed information on CLIL
11. The CLIL Development Trajectory
Summarising Dimension 1
Political integration
Professional inter-linking of
language teaching with other
disciplines
Parent and student
Trajectory expectations
Simultaneous with other
integrative trajectories
influencing education
Impact of competence-
building on curriculum
12. Dimension 2
Mainstreaming and Student Diversity
Special Needs Specific Needs
(often through psycho- (often through
medical paradigm) includes educational paradigm)
single or multiple disabilities, includes migrants
or disorders students, those
hospitalized,
generally longer-term
giftedness
challenges
generally shorter-term
challenges
13. Significance of Scale: Special Needs
Indicative Rates
Around 20%
Page 13
Finland 30% of all students receive special education each year
NNDR 2012
14. Significance of Scale: Special & Specific Needs
Indicative rates
vary considerably
and can be 40%+
UK 55% London primary students not having English as first
language (2010) due to migration, National: 0.5m (MW 2012)
15. Stresses a Triple Focus for Teaching & Learning
The Learner If everyone is percieved as
the same, we don’t find the
need to think about thinking
n
itio
For SEN language experts
gn
cognition and student
Co
engagement is crucial
Individualizing learning paths
means combining cognition,
content & language as in
CLIL
17. The CLIL Development Trajectory
Summarising Dimension 2
Inclusion into mainstream
classes, and equity of access
to effective language
learning
Migration and changing composite
of classrooms
Trajectory Recognition & diagnosis
Cognition, thinking skills &
individualized learning paths
Understanding how to overcome learning challenges leads to
culture of individualized learning & implementation of solutions
such as socio-constructivist holistic teaching and learning
20. The CLIL Development Trajectory
Summarising Dimension 3
Enhanced competences in language awareness is
a long-standing goal in quality language education
Increasing access to digital
information requires acute critical
thinking skills
Media-rich lifestyles of
Trajectory young people impact on
L1 and L2
Interactive basis of new digital landscape
strengthening case for socio-constructivist
educational practices
Power of language awareness
to promote learner autonomy
22. New Knowledge Driven by Innovative Research Practices
MBE: To improve the state of knowledge in & dialogue between
education, biology, and the developmental & cognitive sciences
University of University of
Cambridge, Centre for Harvard, Graduate
Neuroscience in School of Education
Education
International Mind, Brain &
Education Society
OECD:CERI
23. Significance of Plasticity for (Languages) Education
‘Weak enough to yield to an influence, but strong enough not to yield all at
once’ William James, The Principles of Psychology (1890)
cerebral architecture is heavily
influenced by experiences such
as when learning at school, or
immersion in a new environment
The brain as adaptive and
malleable and not ‘hard-
wired’
Athanasopoulus et al. 2010
24. Significance of Plasticity on Media Use
8-18 year olds – USA – hours of exposure 1999-2009
2009: Multi-tasking 1999: Multi-tasking
alongside use at alongside use at
29% of time 16% of time.
2004: Multi-tasking
alongside use at
Rideout, Foehr & Roberts 2010
26% of time
25. The CLIL Development Trajectory
Summarising Dimension 4
Ideas emerging from authentic neuroscience with
relevance for education (Howard-Jones 2011 )
Technological advances through fMRIs, PET, OT, and
others have a major impact on understanding
processes of language & thought (Ojima et al. 2010)
Advantages of using two languages on regular basis
Trajectory outweighs disadvantages (Bialystock 2010)
Broad advantages from using two languages on a
regular basis that support learning of other subjects
(EU 2009)
The neurocognitive mechanisms for learning the L1 have
implications for learning an L2 in CLIL-type immersive
environments (Morgan-Short et al. 2012)
26. which is 'foreign' according to the curriculum. This is known as content and language integrated
learning (CLIL – see the Glossary, Statistical Databases and Bibliography section). Only Denmark,
Greece, Iceland CLIL Provision Europe provision. - 2012
Reported and Turkey do not make this kind of - K-12
Figure B9: Existence of CLIL provision
in primary and/or general secondary education, 2010/11
CLIL provision in all schools
CLIL provision in some schools
CLIL provision within pilot projects only
No CLIL provision
Source: Eurydice.
Explanatory note
CLIL provision in some schools: The practice is not necessarily widespread. For detailed information on CLIL
provision in each country, see Annex 2.
28. Status of Target Languages - K-12 - 2012-2006
2006
2012
Eurydice 2006 & 2012
29. Conclusion – The Development Trajectory
development has been driven by real-time pressures
no single blueprint for implementation or export
requires facing challenges and re-thinking of practices
strengthened by inter-disciplinary dialogue, breaking ‘silo’ mindsets,
recognition of the potential of diversity, & professional capacity-building
further strengthened by identified generic features of good practice in
educational transformation, and research on mind & brain
acts as open-source, different agendas, and differing approaches
leading to educational experience relevant to language and literacy
rising significance of language and literacies in education is likely to
drive future development of CLIL
Hinweis der Redaktion
Ladies & Gentlemen Distinguished colleagues Warmest thanks to our hosts The Gaztelueta Foundation (JJavier Cabado, Juan Dotras, and Rosa Aliaga) And Air France for getting me here before the strike tomorrow!