Transcript unit 2. education in a multilingual society - clil-castello

UNIT 2.
EDUCATION IN A MULTILINGUAL
SOCIETY POLICY FOR
DEVELOPING SECOND AND
THIRD LANGUAGES AS MEDIA
FOR LEARNING.
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AIMS OF THE SESSION
 Knowing the European Policy about
Language Learning.
 Recognizing the social changes that
affect language learning.
 Being aware of globalization as a new
educational factor.
 Knowing CLIL key terms.
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WARM UP
WHAT DO YOU THINK ABOUT THE
ASSUMPTION
THAT
LEARNING
DIFFERENT
LANGUAGES
HAS
BECAME A NEED IN ORDER TO
AVOID SOCIAL EXCLUSION?
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INTRODUCTION
 CE Language Policy Division
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Programmes for the promotion of:
 Human rights.
 Democratic citizenship.
 Social cohesion.
 Intercultural dialogue.
Projects related to the development of language
education policies:
- plurilingualism,
- Common European Standards,
- language education rights and responsibilities.
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INTRODUCTION
 THE WHITE PAPER ON EDUCATION
AND TRAINING, TEACHING AND
LEARNING: TOWARDS THE
LEARNING SOCIETY (1995)

Need of speaking three languages
 THE YEAR OF LANGUAGES (2001)

Implementation of language policies and
promotion of innovative approaches to the
learning and teaching of modern
languages.
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INTRODUCTION
 THE FOURTH GENERAL OBJECTIVE:
a) Proficiency in foreign languages for
everyone.
b) Secondary school pupils should study certain
subjects in the first foreing language learnt.
“Language learning is becoming a need and
minority languages should be promoted too.”
 Digital Gap, Multilingualism and CLIL first use.
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LISTENING
 STUDENTS PERSPECTIVES
 clip1. students perspectives.mpeg
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STUDENTS PERSPECTIVES
 New and changing world = new skills
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
Communication skills (internet, qualified jobs)
Traditional language learning methodologies
without good results.
 Factors affecting educational practices:
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Digital age
Globalization
Learning languages = need to do business
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SCIENTIFIC RESEARCH ON LANGUAGE
LEARNING PERSPECTIVES
 Early language learning = positive
 Language learning at any age:
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Opportunity to receive instruction
Experience real life situactions
New methodologies → CLIL
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LISTENING
 SOCIOECONOMIC PERSPECTIVES
 clip2. socioeconomic perspectives.mpeg
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SOCIECONOMIC
PERSPECTIVES
 L3 is a basic skill
 High degree of English fluency is essential
 L3 into the curriculum objectives:
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Better skills in language learning
Better subject learning
Cognitive skill improvement
Greater intercultural understanding
Better individual chances on the job market
Better access to scientific research
Greater national economic competitiveness
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GLOBALIZATION: CLIL
 GLOBALIZATION: interconnected and
interdependent world.
 Change is a source of opportunities.
 Rethink what is taught and how it is taught.
 Educational innovations: CLIL

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Competence building in languages and
communication
Developing social skills.
Preparing young people for the knowledge society.
Economic success.
Multilingualism reduces neurodegenerative
diseases.
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DEMOCRATIC CITIZENSHIP
AND SOCIAL INCLUSION
 Project on all the languages of education.
 Focus: languages of instruction
 Official languages
 Mother tongues
 Third language
 Aims: promotion of a coherent and hollistic
approach to language acquisition policies to
organize plurilingualism and diversification.
 “From Linguistic Diversity to Plurilingual
Education: Guide for the development of
language education policies in Europe”
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CE LANGUAGE EDUCATION
POLICY AIMS
 PLURILINGUALISM: communicative ability in
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languages over lifetime.
LINGUISTIC DIVERSITY: all European
languages are equally valuable modes of
communication. Linguistic rights.
SOCIAL COHESION depends on access to
language learning through life
DEMOCRATIC CITIZENSHIP is facilitated by
the plurilingual competence of individuals.
MUTUAL UNDERSTANDING
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MULTILINGUAL CURRICULA.
 CLIL DIMENSIONS
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Culture
Content
Learning
Environment
Language
 3 factors: age, sociolinguistic
environment, degree of exposure
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MULTILINGUAL CURRICULA.
CLIL DIMENSIONS
 CULTURE
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Build intercultural knowledge and understanding
Develop intercultural communication skills
Learn about specific neighbouring countries and minority
groups.
Introduce the wider cultural context.
 CONTENT
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Provide opportunities to study content through different
perspectives.
Access subject-specific target language terminology.
Prepare for future studies and / or working life.
 LEARNING
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Complement individual learning strategies
Diversify methods and forms of classroom practice.
Increase learner motivation
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MULTILINGUAL CURRICULA.
CLIL DIMENSIONS
 ENVIRONMENT
 Prepare for internationalization and EU integration.
 Access international certification.
 Enhance school profile.
 LANGUAGE
 Improve overall target language competence.
 Develop oral communication skills.
 Deepen awareness of both mother tongue and
target language.
 Develop plurilingual interests and attitudes.
 Introduce a target language.
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LISTENING
 DAVID GRADDOL
IATEFL 2009 CLIL Debate David
Graddol.wmv
WHY IS CLIL A SEISMIC SHIFT AS FAR
AS THE FUTURE OF ENGLISH
LEARNING IS CONCERNED?
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CLIL KEY TERMS (I)
 Additional Language
 ICT
 Bilingual Environment
 Immersion Method
 Certification
 Intercultural Knowledge &
Understanding.
 Discourse Type
 Language Awareness
 Exposure
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Low
Medium
High
 Language Shower
 Learning Styles
 Foreign Language
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CLIL KEY TERMS (II)
 Learning Strategies
 Native Speaker
 Majority Language
 Plurilingual Attitudes
 Minority Language
 School Profile
 Monolingual Environment
 Second Language
 Mother Tongue
 Target Language
 Multilingual Environment
 Trans-languaging
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SEE YOU NEXT
WEEK
http://cefire.edu.gva.es
www.clil-castello.wikispaces.com
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