Virtual Session Room 1 Symposium
August 19, 2021 02:30 PM - August 19, 2022 06:00 PM(Europe/Amsterdam)
20210819T1430 20210819T1800 Europe/Amsterdam S172 | 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.

Room 1 AILA 2021 aila2021@gcb.nl

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
Featured 02:30 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
Standard 02:30 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. 

Presenters Zeynep Köylü
University Of Basel
A baseline study of the vocabulary knowledge of CLIL and non-CLIL students in Swedish middle schoolView Abstract Watch Recording
Standard 02:30 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.

Presenters Eva Olsson
University Of Gothenburg
Benjamin Kremmel
University Of Innsbruck
When the target language does matter in CLIL: comparing socio-affective outcomes for two target languages, English vs. DutchView Abstract Watch Recording
Standard 02:30 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.

Presenters Laurence Mettewie
University Of Namur
Contextualizing CLIL in elementary schools in Japan as an EFL countryView Abstract Watch Recording
Focused 02:30 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
Focused 02:30 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.)

Presenters Pablo M Oliva Parera
Middlebury Institute Of International Studies
Designing a Vocational English Course for Nursing Students in Line with 21st Century Skills: Content-driven Language EducationView Abstract Watch Recording
Standard 02:30 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.

Presenters Neslihan Onder-Ozdemir
Mentor, Bursa Uludag University
Miray Korkmaz
Teacher, Co-author, Yeşilyurt Açı College
A C1-level English for Science and Technology Course at a comprehensive university in China as a CLIL caseView Abstract Watch Recording
Standard 02:30 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
Standard 02:30 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.

Presenters Xuan Li
University Of South Australia
Mentor
,
Bursa Uludag University
University College London institue of Education
University of Basel
University of Innsbruck
University of Gothenburg
+ 7 more speakers. View All
 Esli Struys
Vrije Universiteit Brussel
Dr. Tessa Mearns
Leiden University
Assoc Prof. Jill Surmont
Moderator
,
Vrije Universiteit Brussel
Mr. Niklas Abel
AILA 2021 Volunteer
,
University of Groningen
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