CLIL for Young Learners

2004-07

(Content Language Integrated Learning for young learners)

Introduction

A. In the document by Council of Europe, ”Modern Languages: Learning, Teaching, Assessment. A Common European Framework of Reference”- Strasbourg, 1996, chapter 7- is stated that “plurilingual and pluricultural competence refers to the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. ... plurilingual and pluricultural competence promotes the development of linguistic and communication awareness, and even metacognitive strategies which enable the social agent to become more aware of and control his or her own “spontaneous” ways of handling tasks and in particular their linguistic dimension.”

B. In the more recent document by European Commission, ”Promoting Language Learning and Linguistic Diversity- an Action Plan 2004-2006 (COM 449 final-Brussels,24,07,2003)”, is stated that Content and Language Integrated Learning (CLIL), in which pupils learn a subject through the medium of a foreign language,has a big contribution to make to the Union’s language learning goals. “It can provide effective opportunities for pupils to use their new language skills now, rather than learn them now for use later. It opens doors on languages for a broader range of learners, nurturing self-confidence in young learners and those who have not responded well to formal language instruction in general education. It provides exposure to the language without requiring extra time in the curriculum, which can be of particular interest in vocational settings.”

C In the same document, we read that ”the Commission will propose that the general Socrates Call for Proposals published in 2004 (Socrates Comenius action 1: school projects) be amended so as to increase support to schools wishing to introduce a Content and Language Integrated Learning approach. In particular, extended exchanges of teachers between partner schools will be encouraged in 2005 and 2006.

D. Referring to the previous considerations and to the increasing interest towards CLIL methodology in Europe, our PLURI-CLIL project is aimed to combine expertise from different European countries in order to create CLIL materials in English for primary children (6 to 11) in a European perspective, experiment them in the classrooms and verify their applicability in different contexts. Pupils will be also given opportunities to know some aspects of the partner school languages.

E. The countries that will be involved in the project are: Italy, Latvia, Germany, SlovakiaRomania, Lithuania and Spain. Two Italian primary Institutes will take part into the project as both schools come from different socio-cultural backgrounds and they have been involved in an action-research CLIL project since 2001 with the Regional Institute for Educational Research (IRRE) under the patronage of the Italian Ministry of Education.

1. AIMS and expected IMPACT

Main aims:

  • Improve overall target language competence (English) in young learners (6 to11);
  • Develop oral communication skills in meaningful and significant social situations;
  • Improve not only students’ competence in the target language, but also inculcate a positive attitude to other languages and cultures;
  • Bring real-life situations into the classroom;
  • Promote inter-disciplinarity;
  • Gain a better knowledge of subjects;
  • Enhance learner concentration, problem-solving, motivation, collaborative learning;
  • Preparing for further studies and life-long learning;
  • Achieving higher educational standards.

Teachers from the partner Institutes will share their expertise in order to create teaching sequences and materials best suited for teaching in the target language (English), taking into consideration the age of the pupils (6 to 11), the choice of contents included in participant’s National curriculum, and the language proficiency of the learners.

Students from the partner Institutes will exchange CLIL materials produced within the project aimed to promote awareness of different cultures and languages. They will Keep in touch regularly through e-mail contacts.

2. ACTIVITIES

Length of the project: three years(2004/2007)

Teachers from partner countries will be involved in an action-research process involving different activities:

  • Reflection on participants’ own national curriculum and look for general topics which are best suited to the age of the pupils;
  • Reflection on the characteristics and needs of the CLIL learner in second language acquisition;
  • Choice of methodological approaches to facilitate the communication of the content through the target language (TPR ,frequent rephrasing, use of realia/pictures/mime/mini-plays/group work);
  • Role of story telling and picture books to develop listening and comprehension skills;
  • Analysis of authentic materials in the target language (English) and their suitability in second language acquisition for young learners;
  • Planning of CLIL lessons focused on the content area taking into consideration the length of the lessons; how the learners will be motivated; what communicative skills the teacher will use to meet the activities of the lesson; what materials will help the learners to understand the content of the lesson; expected language re-action; expected outcomes.
  • Development of CLIL materials related to the chosen topics.

Activities shown in the box below will be developed with students in the partner Institutes and adjusted to the needs, interests, age and linguistic competence of the learners. All the topics will be carried on through a cross-curricular approach (storytelling, art and craft, music, use of realia…). As we are speaking of a cross-curricular approach, it’s clear that the distribuition of the topics through the three years can be changed in relation to their development .

1st year – 2004/2005 / -Comparing partecipants’ national curriculum
- Looking for general topics which are best suited to the age of the pupils and CLIL teaching
- Developing and exchanging materials about topics mainly referred to geographic /environmental content in order to know our partner countries
2nd year – 2005/2006 / - Evaluating processes and materials developed the previous year in order to improve CLIL teaching and find solutions to problems raised during the project .
- Developing and exchanging materials about topics mainly referred to science and technologies (detailed topics will be defined in the application for the second year as we need to take into consideration students needs and interests raised during the first year of the project). Topics will be referred to significant contents such as eating habits in the partner countries, keeping healthy rules, animals/plants habitats, …
- Checking suitability of evaluation materials used in the previous year.
-Collect all the materials produced in a website or CD
3° anno – 2006/2007 / - Evaluating processes and materials developed the previous years in order to improve and define a model for teaching CLIL.
- Developing and exchanging materials about topics mainly referred to historic and artistic content. Activities will be referred to significant topics such as traditions and festivities and festivals of partner countries; exchange of materials related to a historic topic of common interest included in participants’ own national curriculum; art and craft activities related to famous works of art; music.
- Final Evaluation of the project; publishing of materials; final conferences and school exibitions.

3. END PRODUCTS

All the materials produced about teaching CLIL will be published in a DVD and in a website. An Internet discussion group will be set up too.