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CLIL in Norway

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Title: CLIL in Norway


1
CLIL in Norway
  • Førsteamanuensis Glenn Ole Hellekjær
  • Institutt for lærerutdanning og skoleutvikling
  • Universitetet i Oslo

2
Overview of talk
  • Immersion and CLIL- what are they?
  • CLIL in Norway
  • Some research results
  • How to start up and teach

3
What is CLIL?
  • CLIL is an umbrella term describing the
    teaching of non language subjects such as
    History, Geography or Physics in a foreign
    language, with both language learning and content
    learning as goals.
  • Bilingual instruction
  • Extended language learning
  • Content based language instruction
  • TCFL- teaching content in a foreign language
  • FLAC- foreign languages across the curriculum
  • Foreign language/English medium instruction

4
Immersion
  • At least 50 of the curriculum is taught through
    the foreign language
  • Total and partial immersion
  • Early, delayed, and late immersion

Genesee, 1987, p.21
5
Immersion goals
  • Additive immersion - majority language students -
    bilingualism as goal
  • Submersion - subtractive immersion - language
    minority - assimilation and monolingualism as
    goal
  • Maintenance/heritage language programs- Sami in
    Kautokeino
  • Colin Baker (2001) Foundations of Bilingual
    Education and Bilingualism, chapter 9.

6
Principles of organization
  • theme-based courses
  • modules, FL or subject-matter teachers
  • sheltered-instruction
  • a subject matter course, separate class,
  • subject matter teacher
  • adjunct-instruction
  • linked subject-matter and language courses
  • used for language development/enhancement
  • successful for French/German CLIL classes
  • See LK06 syllabus - opens for cooperation between
    language and content subjects

7
CLIL in Norway
  • 1993 - the first 4 classes, History, Religion,
    Tourism, Cooking theory
  • Requirements
  • volunteer pupils,
  • standard Norwegian curricula
  • 30 of instruction minimum
  • exams in target language preferred (SUE aims to
    provide English exam papers!)
  • included in school diplomas
  • Uneven development in the late 90s
  • New guidelines needed, old are still in force

8
CLIL/Immersion in Norway
  • International Baccalaureate classes
  • Eurydice survey - January 2005
  • 15 to 20 upper secondary schools (4-5)
  • Single subject, sheltered CLIL classes in
    History, Physics, Religion
  • Largely the result of initiatives from schools,
    teachers, counties
  • Vulnerable to reductions in student numbers,
    difficulties in getting teachers

9
Is CLIL worth it?
  • The Acid TestDoes Upper Secondary EFL
    Instruction Effectively Prepare Norwegian
    Students for the Reading of English Textbooks at
    Colleges and Universities?
  • I examine the role of upper secondary English as
    a Foreign Language instruction in preparing for
    higher education

10
Method and samples
  • 217 senior upper secondary level students from 7
    schools (IELTS test)
  • 578 students from the faculties of Education,
    Social Science, and Mathematics and Natural
    Sciences at the University of Oslo
    (self-assessment)
  • 53 students from Østfold University College, the
    University of Bergen, the Norwegian University of
    Science and Technology (IELTS and
    self-assessment)
  • Exploratory and descriptive study
  • Combination of surveys and reading tests
  • Self assessment items as indicators of reading
    proficiency
  • The International English Language Testing System
    (IELTS)
  • Quantitative analysis

11
The upper secondary school sample
  • 217 students from 7 upper secondary schools
    (General Studies branch)
  • 178 students had EFL instruction only, 25
    Foundation Course, 17 3 or 5 lessons in second
    year, 56 Advanced English Course
  • 39 students had a single CLIL subject Modern
    History or Physics taught in English
  • Tested with the IELTS Academic Reading Module (24
    out of 38 points required)

12
RESULTS
The EFL sub-sample
Band 6 level
13
  • Reading problems persist in higher education -
    35 of students have problems
  • Study experience does not correlate with reading
    proficiency
  • Grades and interest for English have positive
    correlations
  • Extracurricular reading also correlates
    positively- avid readers have an initial
    advantage that keeps growing
  • The Advanced English Course - no consistent
    correlation with IELTS scores to be found --gt too
    little reading

14
The CLIL sub-sample
Band 6
15
  • CLIL students quickly learn to read for overall
    meaning, to tolerate uncertainty and vagueness
  • Better able to adjust reading strategy to reading
    purpose
  • Able to guess/deduce word meaning from context--gt
    expanding their vocabulary in the process
  • The same is the case for proficient readers in
    higher education, and for extracurricular readers

16
What about Norwegian?
  • Norwegian teachers often feel threatened by CLIL
  • Canadian and Swedish studies show little or no
    negative impact on L1 proficiency
  • Canada - an initial slowdown in L1 development in
    early immersion
  • Sweden - a marginal increase in errors in L1
    writing, often interference errors, spelling,
    word division etc.

17
Starting up with CLIL
  • ORGANIZING
  • Information to parents, pupils, colleagues
  • Long preparation time, start early
  • Important to find good textbooks, consult schools
    with CLIL programs
  • My experience --gt initial skepticism - recruit
    from several classes, later you can use
    survivors for recruiting
  • Continuous need for comforting-troubleshooting

18
Teaching
  • CLIL is more than just teaching through a foreign
    language
  • Language constrains both teachers and pupils
  • Necessary to maximize redundancy, in particular
    through good visual aids
  • Do not expect them to be able to take notes
    during instruction

19
Bridge the FL proficiency gap
  • Student FL proficiency
  • generally inadequate
  • generally insufficient, BICS not CALP, disguises
    proficiency gap
  • Swain and Richardsen 1997

Conceptually new
X
Linguist-ically new
Linguistically familiar
x
Conceptually familiar
20
Teaching
  • Go slow to start with
  • Standardized lessons, glossaries
  • Pre-reading
  • Study skills/ reading skills necessary- read for
    meaning
  • Group work as follow up
  • Tests - let them choose language, encourage use
    of FL but do not insist, particularly in writing
  • Prepare/drill for examinations
  • my experience with a History examination
  • DRAMATIC LANGUAGE LEARNING GAINS and FUN TEACHING!

21
Resources
  • Easy Does It Introducing Pupils to Bilingual
    Instruction
  • http//zif.spz.tu-darmstadt.de/jg-04-2/beitrag/hel
    lek1.htm
  • ALPME- contacts, references, literature
  • http//www.upf.es/dtf/alpme/
  • www.fremmedspraksenteret.no
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