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Integration of Theory and Practice in CLIL 1st Edition
Ruth Breeze Digital Instant Download
Author(s): Ruth Breeze; Carmen Llamas SaÃz; ConcepciÃ³n MartÃnez
Pasamar; Cristina Tabernero Sala
ISBN(s): 9789401210614, 9401210616
Edition: 1
File Details: PDF, 4.44 MB
Year: 2014
Language: english

Integration of theory and practice in CLIL

Utrecht Studies in Language and Communication
28
Series Editors
Wolfgang Herrlitz
Paul van den Hoven

Integration of theory and practice in CLIL
Edited by
Ruth Breeze
Carmen Llamas Saíz
Concepción Martínez Pasamar
Cristina Tabernero Sala
Amsterdam - New York, NY 2014

Cover photo: www.dreamstime.com
The paper on which this book is printed meets the requirements of “ISO
9706:1994, Information and documentation - Paper for documents -
Requirements for permanence”.
ISBN: 978-90-420-3814-1
E-Book ISBN: 978-94-012-1061-4
©Editions Rodopi B.V., Amsterdam – New York, NY 2014
Printed in The Netherlands

Contents
Introduction vii
Part one:
Integration in theory: Conceptual approaches
1. Teaching (in) the foreign language in a CLIL context:
Towards a new approach 1
Ana Halbach
2. The roots of CLIL: Language as the key to learning in
the primary classroom 15
Aoife Ahern
3. Strategic instruction in primary education: A pathway to
successful learning in content-based contexts 37
Yolanda Ruiz de Zarobe and Victoria Zenotz
4. Evaluating a CLIL student: Where to find the CLIL
advantage 55
Jill Surmont, Piet van de Craen, Esli Struys and Thomas Somers
Part two:
Integration in practice: The classroom perspective
5. Prospective CLIL and non-CLIL students’ interest in English
(classes): A quasi-experimental study on German sixth-graders 75
Dominik Rumlich
6. Addressing our students’ needs: Combined task-based and
project-based methodology in second language and CLIL courses 97
Ignacio Pérez-Ibáñez
7. Learning processes in CLIL: Opening the door to innovation 111
Felipe Jiménez, Agata Muszyńska and Maite Romero
8. Content versus language teacher: How are CLIL students
affected? 123
David Lasagabaster

vi
9. Identifying student needs in English-medium university courses 143
Ruth Breeze
10. CLIL at university: Transversal integration of English
language and content in the curriculum 161
Javier Barbero and Jesús Ángel González
Directory of CLIL projects and resources 189
Index 195

Introduction
Content and Language Integrated Learning (CLIL) has now become a feature
of education in Europe right through the education system from primary
school to university. In theory, such programmes involve an attempt to
integrate language learning with content learning, usually by careful
coordination of both types of input, or by focusing on the acquisition of skills
needed to cope with both areas. However, the pressures operating in the
education system mean that it is not always easy to integrate aspects that
have traditionally belonged to different areas of the curriculum, and that the
evaluation processes applied tend to centre on one area or another, rather than
on both. Currently it is not easy to determine the extent to which language
learning is integrated with content learning in school and university contexts,
and there is little consensus as to how such integration is to be achieved, or
how the outcomes of such programmes should be measured.
In this sense, a further type of integration is required: that of bringing the
practice of CLIL into closer contact with the theory, in order to explore how
language and content can be taught in harmony together. To achieve this, it is
necessary to establish the role that is played by other fundamental aspects of
the learning process, including learner and teacher perspectives, affective
factors, learning strategies, task design and general pedagogical approaches.
Only when all these aspects are taken into account will it be possible to
determine how language and content can best be integrated in real
educational programmes, and to reach a deeper understanding of the
theoretical basis for CLIL that can underpin effective classroom practice.
The first part of this book provides a variety of theoretical approaches to the
question of integration in CLIL, addressing the key skills and competences
that are taught and learned in CLIL classrooms, and the role of the
professionals (content teachers and language teachers) in achieving an
integrated syllabus. In the first chapter, Halbach focuses on the role of the
foreign language in CLIL and the type of cooperation between language and
subject specialists that is vital for CLIL to be successful. She shows how
integration requires adaptation on both sides, and explains ways in which
subject and language specialists can work in harmony. In chapter two, Ahern
returns to the roots of CLIL and considers the role of spoken and written
language across the curriculum, stressing the vital importance of subject-
specific literacies. She explains the central role of genre-based pedagogy, and
illustrates how teachers can exploit the benefits of this approach in the CLIL
classroom. Then, Ruiz de Zarobe and Zenotz examine the beneficial effects
of integrating strategy training into CLIL programmes in order to enhance
student learning of both language and content. They focus especially on
reading strategies in the primary classroom, showing how strategy-based

viii
learning helps students in CLIL contexts. In chapter four, Surmont, van de
Craen, Struys and Somers provide a review of recent empirical research into
the cognitive effects of learning through CLIL, and endeavour to answer the
crucial question as to where the CLIL advantage is to be sought. They report
striking findings not only in language education, but also in areas such as
mathematics and abstract problem-solving.
The second part of the book takes specific cases and experimental studies
conducted at different educational levels, and analyses them in the light of
theoretical considerations. Rumlich explores CLIL practice in the German
context, and discusses how student motivation differs in CLIL and non-CLIL
groups, even in years 5 and 6 before the CLIL programmes have begun. He
discusses the possible reasons for this, and the consequences in terms of
motivation for both sets of students. Next, Pérez-Ibáñez discusses the
differences between Task Based Learning and Project Based Learning,
identifing areas of commonality and divergence, and showing how they can
usefully be combined in Spanish-language CLIL courses in the US high
school setting. In chapter seven, Jiménez, Muszyńska and Romero describe
innovative teaching experiences in Spanish high schools, showing how CLIL
activities can be designed to promote transversal literacy skills and extend the
students’ active use of a range of language functions. Chapter eight moves
into higher education, as Lasagabaster examines the differential effect on
university students of having a teacher who focuses only on content or one
who tries to integrate content and language in the classroom. After this,
Breeze looks at university content courses delivered in English, and explores
how students’ levels of listening competence affect their self-perceived
coping ability and possibly influence their academic performance. On the
basis of her results, she draws up a set of recommendations for content
lecturers involved in teaching courses in a second language. Finally, in
chapter ten, Barbero and González describe how they built on empirical
research concerning CLIL at primary and secondary level in order to design
university-level CLIL courses in history and civil engineering. They explain
how they addressed the problems that arose, and describe the support they
provide for content lecturers. The final section in the book contains a brief
overview of current CLIL projects.
It is our hope that by reconsidering the principles of CLIL and reflecting on
innovative practice, this book will help teachers and organisers in the
ongoing task of building a sound framework for integrating content and
language at different levels of education. It is clear that a major task of
integration needs to be undertaken: not just integrating content with language
(or language with content), but also situating both of these elements into the
wider framework of education, taking in transversal issues such as
motivation, literacy skills, and cognitive or strategic competences. Perhaps
one of the most striking effects of implementing CLIL in real contexts has

ix
been the way that this process has prompted teachers to revisit the principles
that underlie their teaching, in a true endeavour to improve their professional
practice and enhance the quality of their students’ learning. For it is quite true
to say that in changing the language of the classroom, we have changed much
more than simply the vehicle of communication. When CLIL programmes
are implemented, teachers are challenged to refocus their objectives and
rethink their classroom methodology. Above all, they have to return to the
basics of what the role of language is in the teaching-learning process, and
come to a deeper understanding of the complex processes by which children
acquire new language and new knowledge at the same time. The outcome of
this process is likely to provide immense benefits, in terms not only of the
target language competences that are acquired, but also the strategies,
thinking skills and metacognitive abilities that are encouraged through the
CLIL process. However, if CLIL programmes are to yield all the advantages
that have been promised, the teachers and organisers who are responsible for
them must engage in an ongoing task of professional development in order to
ensure that language and content are properly integrated, within innovative
learning programmes that open new perspectives for the next generation of
school and university students.
By way of an ending to this introduction, we would sincerely like to thank all
the authors who have made this book possible, as well as our colleagues who
have contributed in different ways over the last few years to the Master’s
Degree in Language Teaching, and to the events and publications in the area
of CLIL here at the University of Navarra. It is our hope that this book will
contribute to the ongoing debates and discussions surrounding CLIL in
different settings across the world.

Part one
Integration in theory:
Conceptual approaches

Chapter one
Teaching (in) the foreign language in a
CLIL context: Towards a new approach
Ana Halbach, Universidad de Alcalá
CLIL projects have been gaining momentum over the past decades, with many
studies evaluating the impact of this teaching mode on students’ language levels, their
content subject learning and on teachers’ beliefs. However, the foreign language
itself, which in principle is at the centre of a teaching approach that uses this language
as a vehicle for classroom exchange and interaction, has often not been taken into
account when studying the effect of CLIL programs. In this chapter Halbach analyzes
the way a CLIL programme impacts on the teaching of the foreign language, by
looking at the implications of learning in a foreign language for the main actors:
students, language teachers and content-subject teachers. Through this analysis she
shows that, if CLIL teaching is to be successful, the role of the foreign language and
the approach to teaching it will have to be reconceptualized.
1 Introduction
For the past decade or so, CLIL programmes have found their way into the
educational system in Spain (Ruiz de Zarobe & Lasagabaster 2010, p. ix),
and nowadays play an important role in all phases of education, from infant
education to university. During this period of time a great number of studies
on the effect of CLIL on students’ language levels have been carried out (see,
for example, studies collected in Ruiz de Zarobe & Jiménez Catalán 2009 or
Aragón Méndez 2006), some methodological proposals have been put
forward (Dalton-Puffer 2006; Halbach 2008), and specific aspects such as the
necessary teacher training (see, for example, studies collected in
Lasagabaster & Ruiz de Zarobe 2010) or the teachers’ conceptualization of
what it means to teach in a bilingual setting (Pena & Porto 2008) have been
studied. Conspicuously absent from this discussion, or focused on from an
eminently linguistic point of view (e.g. Llinares, Morton & Whittaker 2012),
is the foreign language itself and how its role changes in a CLIL context. And
yet studying the approach to teaching the foreign language in CLIL contexts
is important, as one of the main advantages of CLIL is that the language
becomes a tool for communication and this has important implications for
how it needs to be dealt with. Often, however, the attention of both
researchers and teachers centres more on the necessary methodological
change in the teaching of content subjects than on the way the teaching of the
foreign language needs to change. In the present chapter I will try to highlight
the challenges inherent in this change of approach and how they can be dealt
with. To do so I will focus my attention on three of the main actors of

Halbach
2
bilingual education, namely the students, the foreign language teachers and
the content teachers.
2 Students in bilingual education programmes and the
foreign language
One of the important problems of English language teaching in Spain has
always been that, even though being able to communicate in a foreign
language rates high among the priorities of Spanish people, it has so far been
impossible to develop this ability to a satisfactory level, even though
language lessons start at the level of infant or primary education. As has been
analysed elsewhere (Halbach in press), the reasons for this difficulty are
varied, but prominently among them stands the fact that language teaching is
focused on teaching about the language rather than on using it, so much so
that many students coming to university to study English maintain that up to
this moment they had never had the chance of speaking in English (Halbach
2002). This focus on the language as an object of study changes radically in a
CLIL context where the foreign language becomes a working tool and a
means for communication about other contents. Students need the language
to be able to follow their content lessons and participate in them successfully,
and this in turn means that their approach to, and motivation for, studying the
foreign language changes drastically (for a more detailed description of the
implications of this change see Navés 2009, p. 25-26).
This change also has implications for the students’ attitude towards the
foreign language, as apart from the fact that they perceive it as a tool for
communication, students approach it in a more intuitive and less intellectual
way. This can be seen in the fact that students in bilingual education
programmes stop taking the mother tongue as the starting point for both their
learning and use of the foreign language, and start to function directly in the
foreign language. This is reflected, for example, in the comments made by
students on a bilingual degree in teacher training offered by the Escuela
Universitaria Cardenal Cisneros (Alcalá de Henares, Spain) who, in answer
to the questions asked by a reporter from the local newspaper, explained: “I
understand the subjects and see that I am making progress. I am no longer
obsessed with translating because you end up understanding the content and
the language in which it is explained” and “that is why it is great: I have
already got used to studying in English instead of first writing the text in
Spanish and then translating it into English”1
. Thus the starting point of all
communication is no longer the L1.
1
Diario de Alcalá, 15 March 2011, available from:
<http://www.diariodealcala.es/articulo/general/6628/yes-we-can-teach-la-cantera-
complutense-para-los-lsquo-coles-rsquo-bilingues>

Teaching (in) the foreign language 3
Related to this ability to function exclusively in the FL, rather than using the
L1 as a starting point, the students learn how to make do with the language
they have, and develop communication and learning strategies that allow
them to use more English (or other FL) than they actually know (Coyle 2007,
p. 553). This means that students have to develop strategies for guessing the
meaning of unknown words, use the visual information that appears
alongside a text to aid understanding, draw more heavily on their background
knowledge in order to be able to understand texts, and so on. If one’s tools
are limited, one has to develop mechanisms to be able to compensate for this
“limitation”, and these very mechanisms make it possible for students to
increase their ability to understand and produce, not only in their foreign
language but, given the appropriate process of transfer, also in the L1.
3 Foreign language teachers and CLIL projects
When CLIL projects are set up in schools it is quite common to see that the
greatest resistance comes from the language teachers themselves, both
mother tongue teachers and foreign language teachers. In the first case this
can be understood because mother tongue teachers often feel that their
language will be relegated to a secondary position, and in the latter case
teachers feel their job loses prestige, as suddenly all teachers, no matter what
their training is in, become entitled to teach the foreign language. This would
indicate that teaching a foreign language was something everybody could do
and that did not require any specialized training. This difficulty is also linked
to a feeling, on the side of the language teachers, that they are no longer “in
control” of the students’ process of language learning, as they no longer
determine the input and therefore the learning opportunities students are
exposed to. The fact that students in bilingual programmes have the benefit
of such a large amount of input for so many hours a day, and that this
language responds to the needs of the content subject, does away with the
careful grammatical sequencing our language teaching has traditionally been
guided by for many generations. Suddenly the students will learn the simple
present before being able to use all the present tenses without making
mistakes, or will start using the passive voice before all the past tenses have
been taught, because in their content learning they have been exposed to
these verb forms, and have to use them.
As if this were not enough, students also develop a different attitude towards
the foreign language, and are no longer willing to study it as they would in
more traditional settings, but rather will want to use the language, even
beyond what they have actually learnt. Students need more language, they
need to develop communication and learning strategies, and will therefore,
explicitly or covertly, demand help in developing these strategies from their
language teachers. If to this we add that quite probably the content subject

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