August 19, 2021 02:30 PM - August 19, 2022 06:00 PM(Europe/Amsterdam)
20210819T143020210819T1800Europe/AmsterdamS172 | The fifth C: CLIL principles and practices in local contexts
Coyle's (2007) 4Cs model of content and language integrated learning (CLIL) emphasises the elements of Content, Communication and Cognition, intertwined with attention for local, international and subject-specific Cultures. In the ever-expanding field of research into CLIL and multilingual education, these elements have been explored to varying degrees. As highlighted in a recent review of research into CLIL pedagogical practices (van Kampen et al. 2018), however, the interpretation and implementation of these four elements can be heavily influenced by the model's understated fifth C: Context. In what ways can local contexts on national, regional, institutional or classroom levels influence the principles and practices in CLIL? As researchers, what can we learn about the added value of CLIL on Communication, Content, Cognition and Culture if Contexts are so different? As practitioners, how can we continue to develop in order to best-serve the contexts in which we teach? Or can the context be shaped to accommodate CLIL programmes? And how can the comparison of our diverse contexts in terms of principles and outcomes guide pedagogical recommendations and research agendas? This colloquium will bring together research findings and educational practices from CLIL and bi/multilingual education in different contexts focusing on context-specificity, transfer and generalizability.
To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
Coyle's (2007) 4Cs model of content and language integrated learning (CLIL) emphasises the elements of Content, Communication and Cognition, intertwined with attention for local, international and subject-specific Cultures. In the ever-expanding field of research into CLIL and multilingual education, these elements have been explored to varying degrees. As highlighted in a recent review of research into CLIL pedagogical practices (van Kampen et al. 2018), however, the interpretation and implementation of these four elements can be heavily influenced by the model's understated fifth C: Context. In what ways can local contexts on national, regional, institutional or classroom levels influence the principles and practices in CLIL? As researchers, what can we learn about the added value of CLIL on Communication, Content, Cognition and Culture if Contexts are so different? As practitioners, how can we continue to develop in order to best-serve the contexts in which we teach? Or can the context be shaped to accommodate CLIL programmes? And how can the comparison of our diverse contexts in terms of principles and outcomes guide pedagogical recommendations and research agendas? This colloquium will bring together research findings and educational practices from CLIL and bi/multilingual education in different contexts focusing on context-specificity, transfer and generalizability.
Critical pedagogy in CLIL: Fostering learner engagement, critical thinking, and content and language learningView Abstract Watch Recording 0FeaturedAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
The talk discusses how CLIL teachers in three schools use critical pedagogy – the exploration of matters of social justice and equity – to respond to issues arising in their contexts such as the Syrian refugee crisis and Brexit. Teachers reported that this has led to increased student engagement, motivation and learning,
Presenters Peeter Mehisto University College London Institue Of Education
CLIL or non-CLIL: Comparing Two K-12 Settings for Written L2 DevelopmentView Abstract Watch Recording 0StandardAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
This study investigated K-12 level EFL learners' written development through syntactic and lexical complexity measures in light of two teaching methodologies: CLIL and non-CLIL. The results indicated that despite the higher amount of exposure in the CLIL setting, no significant differences were found between the two groups, both of which had significant gains in lexical diversity after a semester of instruction.
A baseline study of the vocabulary knowledge of CLIL and non-CLIL students in Swedish middle schoolView Abstract Watch Recording 0StandardAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
Initial results from the pre-test of a largescale longitudinal study of English and Swedish vocabulary knowledge among students in Swedish middle school are reported. The results are compared between CLIL and non-CLIL students, and between different CLIL groups as the way CLIL is implemented varies considerably between schools.
When the target language does matter in CLIL: comparing socio-affective outcomes for two target languages, English vs. DutchView Abstract Watch Recording 0StandardAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
More favorable affective profiles were found in CLIL in terms of motivation, language attitudes and emotions, yet not for both target languages (English, Dutch) in the politically and linguistically polarized context of Belgium. Comparative results highlight that the socio-affective (and linguistic) outcomes of CLIL also depend on the socio-political macro-context.
Contextualizing CLIL in elementary schools in Japan as an EFL countryView Abstract Watch Recording 0FocusedAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
The presenter describes how primary school teachers could conduct CLIL lessons in Japanese schools and explains how CLIL is effective for pupils and helps pupils cultivate international understanding. Teachers could encourage pupils to develop social and global community involvement through CLIL.
Presenters Rie Adachi Teacher & Researcher, Sugiyama Jogakuen University
'The Fifth Element': the added value of context in CLIL through discipline-specific language learning.View Abstract Watch Recording 0FocusedAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
We will be describing the added value of CLIL experiences from a university that has the mission to provide international and professional education in areas of critical importance to a rapidly changing world. We will address practice in this particular context (programmatic synergies, different stakeholders, etc.)
Designing a Vocational English Course for Nursing Students in Line with 21st Century Skills: Content-driven Language EducationView Abstract Watch Recording 0Standard02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
Using critical EAP, the present study sought to elucidate vocational English course design with the active participation of all the stakeholders (n=56) with a focus on content-and-language-integrated-learning (CLIL). This course has been designed for the undergraduate nursing students in light of critical needs analysis, observation, in-house course materials and also syllabus design that has been tailored to the nursing students’ needs.
A C1-level English for Science and Technology Course at a comprehensive university in China as a CLIL caseView Abstract Watch Recording 0Standard02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
This paper reports the practice of a C1-level English for Science and Technology CLIL course at a Chinese university. Drawing on the pluriliteracies model, it explores the practice and efficacy of a genre-based pedagogy backed up by solid linguistic theory that integrates all the 4Cs and its implications for CLIL.
Presenters Jianqiu Tian Associate Professor, Peking University
Developing bilingual and biliteracy capability in Chinese and English for learning bilingually across the curriculumView Abstract Watch Recording 0StandardAILA Symposium02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
This qualitative study investigates ten Chinese programs, including Chinese as additional language, transitional, CLIL, immersion, and dual language programs, in Australia and the US. This study discusses the role of Chinese as a subject and for learning in a bilingual and biliteracy curriculum in effective Chinese-English bilingual programs.
Peeter Mehisto
Zeynep Köylü
Eva Olsson
Benjamin Kremmel
Laurence Mettewie
Rie Adachi
Pablo M Oliva Parera
Neslihan Onder-Ozdemir
Miray Korkmaz
Jianqiu Tian
Xuan Li
