Posgrado en CLIL e innovación en el aula
de inglés de Educación Primaria
Módulo 1. Principios básicos del aprendizaje en el aula bilingüe Block 1: Principles of Effective Teaching and Learning of the L2 in the CLIL Classroom
NAME/S: Sabina Fillola and Myriam Beteta
ASSESSMENT TASK: ANALYSIS OF AN INTERVIEW
DATA ABOUT TEACHER INTERVIEWED: CLIL teacher who teaches Science and Social Science in year 6 of Primary Education.
CRITERIA FOR ANALYSIS DATA COLLECTED ANALYSIS IMPLICATIONS OR SUGGESTIONS FOR IMPROVEMENT
1. How do you motivate
learners?
The teacher explains events or
situations related to their interests and
likes.
She relates contents to their prior
knowledge and experiences.
We, as teachers should relate contents to pupils’
previous knowledge to raise misunderstandings and
increase pupils’ motivation.
2. How do you challenge
pupils?
The teacher ask them to look for
information about areas of their
interest when pupils want to know
more about a topic.
She encourages pupils to search for
information no matter is in the curriculum
or not.
We should encourage learners to search for
information and know more aspects about an area. In
this way, we are fostering the Learning to Learn
competence and the Initiative Sense and
Entrepreneurship competence.
3. How do you manage
language mistakes?
She regards mistakes as natural. She
cuts long words into pieces to spell
them correctly.
Mistakes are a proof of the learning
process. We can see that pupils are
reformulating their prior ideas of how to
make sentences correctly.
We should take mistakes as a positive evidence of
learning. Mistakes are also a way of raising
misunderstandings.
4. Do you expect different
outcomes or the same?
She explains that all pupils are different
so there are a variety of outcomes as
she works with Interactive Notebooks.
Interactive Notebooks allow pupils to
create different outcomes as these
outcomes are related to their life
experiences.
It allows us to reflect upon the differentiation that is
needed in class. Moreover, all pupils are different,
they learn in many different ways (Multiple
Intelligences).
5. Do you plan activities for
self-assessment?
She does not plan activities for self-
assessment on paper but she makes
pupils reflect upon what they could
have done better.
She makes them think about what they
know, what they have learnt and what they
have to improve. This could be related to
the visual organiser KWL.
It could be interesting to plan self-assessment or peer-
assessment activities to make pupils more aware of
what and why they are doing it.
6. How do you develop
cognitive skills?
She uses Interactive Notebooks and
experiments using the Scientific
Method.
Interactive Notebooks make pupils reflect
upon how they can relate the contents to
their own experiences.
The Scientific Method makes pupils
analyse, synthesise and evaluate what has
happened in the experiment.
It is crucial to plan activities in which pupils apply the
Scientific Method in Science as we can enhance HOTs.
7. Is the content the same than
if the subject was in Spanish?
Definitely not. We are in a bilingual
school and they are learning it in a
different language. They learn concrete
aspects.
The content is adapted as it is learnt in
another language.
It is understandable that we cannot go into too much
details and the cognitive processes involved require
more time.
8. How do you ensure
comprehension?
She uses Spanish when necessary and
even more when learning about
specific Spanish contents.
Spanish is necessary in the classroom .
However, the language vehicle is English.
In order to enhance understanding we would suggest
the use of visuals, TPR, videos...