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Virtual Session Room 1 Symposium
August 16, 2021 08:30 AM - August 16, 2022 12:00 Noon(Europe/Amsterdam)
20210816T0830 20210816T1200 Europe/Amsterdam S129 | ReN: CLIL Pedagogy and Greater Fairness, Equity and Inclusion

For 2018-2020, the AILA CLIL ReN has focused on 'pedagogy' as research theme, including specific sub-themes that have addressed CLIL as an instructional practice (e.g., CLIL symposium at AFMLTA 2019), CLIL and instructional media (e.g. CLIL, learning technologies and innovation conference, La Tuscia University 2019), and CLIL within multilingual spaces (e.g. CLIL Conference at Sheffield Hallam 2019). This AILA symposium brings into focus the fourth related sub-theme: CLIL and Social Justice. We seek to explore and understand how CLIL might have the potential to contribute to greater equity and access to quality educational provision, with attention to the integrated learning of languages and content. In turn, we would also like to address possible cases of inequity where programs stream students on the basis of their language proficiency and where cognitive and general academic proficiency may also play a role. We understand this aim of social inclusion (or exclusion) broadly, with the potential to include both theoretical and empirical papers that engage with issues of CLIL and class, gender, sexuality, race, cultural and/or linguistic background, and/or special learning needs. Our key point is that CLIL should develop a critical awareness of its impact on its learners and contexts.

Room 1 AILA 2021 aila2021@gcb.nl

For 2018-2020, the AILA CLIL ReN has focused on 'pedagogy' as research theme, including specific sub-themes that have addressed CLIL as an instructional practice (e.g., CLIL symposium at AFMLTA 2019), CLIL and instructional media (e.g. CLIL, learning technologies and innovation conference, La Tuscia University 2019), and CLIL within multilingual spaces (e.g. CLIL Conference at Sheffield Hallam 2019). This AILA symposium brings into focus the fourth related sub-theme: CLIL and Social Justice. We seek to explore and understand how CLIL might have the potential to contribute to greater equity and access to quality educational provision, with attention to the integrated learning of languages and content. In turn, we would also like to address possible cases of inequity where programs stream students on the basis of their language proficiency and where cognitive and general academic proficiency may also play a role. We understand this aim of social inclusion (or exclusion) broadly, with the potential to include both theoretical and empirical papers that engage with issues of CLIL and class, gender, sexuality, race, cultural and/or linguistic background, and/or special learning needs. Our key point is that CLIL should develop a critical awareness of its impact on its learners and contexts.

CLIL4All: integrating content and language to engage and support all learnersView Abstract Watch Recording
Featured 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/16 06:30:00 UTC - 2022/08/16 10:00:00 UTC

CLIL has been claimed to be a pedagogy that supports all learners irrespective of their academic and linguistic background. I will address the pros and cons of this claim based on evidence from relevant empirical studies. Connections will be made to language-oriented content teaching and content-based language teaching in L1 and L2.

Presenters Rick De Graaff
Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
CLIL for all? Overcoming obstacles while striving for inclusion at a state-funded high-school in CataloniaView Abstract
Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/16 06:30:00 UTC - 2022/08/16 10:00:00 UTC
After initially streaming groups who would take content subject in English, the pedagogical team of ‘INS Josep Lladonosa’ decided to prioritise inclusion; they created heterogenous groups and all the them take CLIL subjects. Findings from a questionnaire suggest students with the lowest levels find the subjects challenging.
Presenters Xavier Martin-Rubió
University Of Lleida
Socioeconomic status and bilingual competence in monolingual Southern Europe: egalitarian effects of Content and Language Integrated LearningView Abstract
Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/16 06:30:00 UTC - 2022/08/16 10:00:00 UTC
Our study measured the correlation between socioeconomic status and performance in CLIL and non-CLIL education in Andalusia, southern Spain. Unlike in other educational contexts, CLIL seems to contribute to greater equity, as it eliminates the weight that socioeconomic status has on student performance.
Presenters
AG
Adrián Granados
Pablo De Olavide University
Francisco Lorenzo
Speaker, Pablo De Olavide University
Classroom interaction in CLIL programs: offering opportunities or fostering inequalities?View Abstract
Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/16 06:30:00 UTC - 2022/08/16 10:00:00 UTC
This study investigates potential inequalities in CLIL programs where students are streamed into two strands based on their L2 proficiency. We compare the distribution of classroom registers, appraisal resources and pedagogical purposes when the same teachers teach the same content in both strands.
Presenters Natalia Evnitskaya
Lecturer In TEFL, Universitat Internacional De Catalunya
Co-authors Ana Llinares
Autonomous University Of Madrid
The role of streaming in CLIL: a critical examinationView Abstract
Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/16 06:30:00 UTC - 2022/08/16 10:00:00 UTC
The paper outlines the potential effects of streaming on inequity in the context of bilingual education in Madrid. The study presents ethnographic data gathered mainly from interviews with key stakeholders on students’ transition from primary to secondary and their placement in one of two CLIL strands (High- or Low-Exposure).
Presenters Elisa Ana Hidalgo Mccabe
Universidad Complutense De Madrid
CLIL in Anglophone contexts: applications for inclusionView Abstract
Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/16 06:30:00 UTC - 2022/08/16 10:00:00 UTC

This presentation considers the potential of Content and Language Integrated Learning (CLIL) to contribute to the equitable provision of high-quality learning in Anglophone contexts by considering why and how the CLIL pedagogical approach might be drawn on to promote multilingual progression in EAL/D and multilingual classrooms.

Presenters Kim Bower
Professor Of Innovation In Languages Education, Sheffield Hallam University
Equity in Representing Literacy Growth in Dual Language Immersion for Emerging Bilingual StudentsView Abstract
Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/16 06:30:00 UTC - 2022/08/16 10:00:00 UTC
This study sheds light on how minority and majority language students in dual language immersion programs in one U.S. state are developing their biliteracy skills so that their academic needs can best be met and inequities originating from a sole focus on English assessment data can be identified and addressed.
Presenters Igone Arteagoitia
Center For Applied Linguistics
speaker
,
Pablo de Olavide University
Mentor ; coordinator of symposium S084
,
Utrecht University | UAS Utrecht
Professor of Innovation in Languages Education
,
Sheffield Hallam University
Lecturer in TEFL
,
Universitat Internacional de Catalunya
Center for Applied Linguistics
+ 4 more speakers. View All
 Ana Llinares
Autonomous University of Madrid
University of Melbourne
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