Authenticity and CLIL: Examining Authenticity from an International CLIL Perspective
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1) The article examines how CLIL (Content and Language Integrated Learning) students define authenticity from an international perspective. It discusses definitions of authenticity in EFL and CLIL, and the authenticity of purpose. 2) A mixed methods study was conducted with 103 CLIL students. The study found that students most associated authenticity with content, and saw the role of content in CLIL classrooms as very important. Students' main priorities were slightly focused on improving language skills over learning content, but both were seen as almost equally important along with study skills. 3) The article establishes the importance of authenticity in CLIL, explores how CLIL students define it, and examines the connection between learning
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Authenticity and CLIL: Examining Authenticity from an International CLIL Perspective
- 1. AUTHENTICITY CLIL EXAMINING AUTHENTICITY FROM AN INTERNATIONAL CLIL PERSPECTIVE Richard Pinner Sophia University richardpinner@live.com Uniliterate.com CLILJapan.org
- 2. Outline of the article establish the importance of authenticity in CLIL definitions of authenticity - EFL 8 & CLIL - authenticity of purpose mixed methods study
- 3. Research Questions 1) How do CLIL students define authenticity? 2) How are learning aims connected to authenticity?
- 4. 1) How do CLIL students define authenticity? • What contributes most to the definition of authenticity? – (open) CONFUSION. DISSASTISFACTION (with previous learning) – (closed) CONTENT • What part does content play in defining authenticity? – MAJOR (48%)
- 5. What contributes most to Authenticity? (N=103) Language 24% Content 48% Materials 13% Tasks 13% Other 2%
- 6. 2) How are learning aims connected to authenticity? • What is the students’ perception of the role of content in CLIL classrooms? – VERY IMPORTANT (authenticity of purpose) – DUAL FOCUSED AIMS • What are the students’ main priorities in terms of learning aims – content knowledge or language proficiency? – LANGUAGE (slight preference) – CONTENT AND LANGUAGE almost equal – STUDY SKILLS also important
- 7. My learning aims for the class were... (N=103) To improve my language skills To learn more about the content area To learn study skills I didn't have any particular aims Mode 5 5 4 1 Avg. 4.45 3.94 3.85 1.78 0 1 2 3 4 5 Mode Avg.
- 10. Fake
- 11. Authenticity Continuum Pinner, R. S. (2013). Authenticity of Purpose: CLIL as a way to bring meaning and motivation into EFL contexts. Asian EFL Journal, 15(4), 138 - 159.
- 12. Thank you for your attention Please contact me email: rpinner@sophia.ac.jp blog: Uniliterate.com site: CLILJapan.org
Hinweis der Redaktion
- Authenticity is in grey because it is often a grey area.
- Under establish say “Authenticity often part of the definition of CLIL” – link to def of authenticity. EFL mention Gilmore 8 Defs and LEARNING AIMS
- Authenticity is a grey areaLearning aims = gilmore call for better def.
- Dual focused aims from Marsh’s CLIL Definition existed naturally in student’s minds as a feature of the course. C or L because Japan is really an EFL context so wanted to know
- CLIL highly cognitively demanding so study skills are an essential part of the approach
- In Summary “AUTHENTICITY of purpose”
- AUTHENTICITY IS NOT SIMPLE. DYNAMIC CONCEPTDo as a task – see if they can spot it. Explain Authentic is a loaded term – it has good connotations in the name, so to be told you are not authentic is an insult.
- DYNAMIC
- Student Assessment Projects http://www.youtube.com/watch?v=iMmofI9PMt8Uniliterate.comCLILJapan.org