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CLIL Secondary Language Exchange Program. The University of Reading Suzanne Graham and Katie Lee. Aims. To present the key features of a successful CLIL ITT programme: Structure Implementation Content. Structural issues. Reading PGCE – Two 2+3 phases, October to mid-February;

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CLIL Secondary Language Exchange Program


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    1. CLILSecondary Language Exchange Program The University of Reading Suzanne Graham and Katie Lee

    2. Aims • To present the key features of a successful CLIL ITT programme: • Structure • Implementation • Content

    3. Structural issues • Reading PGCE – • Two 2+3 phases, October to mid-February; • Main Block Practice, mid February to mid May; • 3 week Further Development Placement at end of course

    4. Structural issues • October – recruitment onto programme • November to February – CLIL pedagogy and practice • May-June – 4 week placement in France • June – Further Development Placement • Paris trainees in Reading in February

    5. Trainee experience • Explicit input on CLIL pedagogy: • weekly sessions at University, November to February, 1 hour a week • opportunities for classroom practice – microteaching and in School A/B

    6. Trainee experience • Subject Knowledge enhancement sessions (two levels) • Guided self-study task on French subject curriculum • Link with PGCE work and opportunities in M level work

    7. Staffing • CLIL team with distinct roles: • Project Co-ordinator (PGCE Course Director) • University-based CLIL practitioner • School-based CLIL practitioner • French Partnership co-ordinator • Administrative support • Subject Knowledge input

    8. Rolling out the programme • Forward planning • Gradual introduction to trainees • Opportunities for questions • Awareness-raising with other subject colleagues • Selection issues – subject knowledge

    9. Theory Course Content: Preliminaries • Definition of CLIL • Range of CLIL in practice, including case studies • Rationale • Developments in CLIL • ‘Layers of language’ in language lessons – the foundations for CLIL

    10. Theory Course Content: Understanding the Learner • Whirlwind tour of language acquisition models (mix of L1 and L2 theories) • Insights from real classroom practice • Emphasis on processes of ‘input’, ‘uptake’ and ‘output’ • Synthesis of approaches • Balancing cognitive and linguistic challenge • Emphasis on context-embedded language and ‘concept checking’ (practical exercise)

    11. Theory Course Content: A Deconstructed Example • Video example of CLIL style lesson on grammatical point • Guided observation notes • Implications for planning (see ‘pre-planning questions)

    12. Theory Course Content:Scaffolding Learning • Practical tips on full immersion in target language • Reading models • Text ‘simplification’ • Evaluating pre-existing reading materials • Visualising discourse (practical exercise) • Task design (practical exercise) • ‘Positive’ reading • Presenting new concepts and ‘concept checking’ (practical exercise) • VAK • Speaking and writing frames

    13. Putting the Theory into Practice • Series of ‘guinea-pig’ lessons at The Willink with Y7 • Content/Language buddies • Department profile benefits from master-class and research links • Follows on from Castles CLIL module in Y7 SoW • Peer and learner evaluation integral

    14. Learner say, they… • can identify content as well as linguistic outcomes (although they still tend to ‘expect’ linguistic outcomes) • can identify the parts of the lesson where new concepts were learnt • can understand the teacher • can identify teaching strategies that helped them understand • enjoy the learning

    15. Relevant prior learning • Communicative language teaching • Using the target language • Question and answer techniques • Planning • Learning activities • Evaluating and adapting resources

    16. Impact on trainees • Greater understanding of learning • Greater understanding of pupils’ perspectives • Flexibility • Work with other departments • Cross-course group

    17. Links with the PGCE • Standards – feeds into week 35 report • Excellent opportunity for M level work • Added dimension to existing work on cross-curricular dimensions and Citizenship, motivation, key features of programme • Role models for rest of group – practical examples • Mentor training sessions • Partnership schools

    18. Challenges • Another dimension for a packed programme! • Many demands on trainees • PGCE course structure – timing of placement • School placements • Language of instruction while in France • Perception of other colleagues • MFL and non-MFL trainees’ needs • The right trainees? Subjects?

    19. Summary – key issues • Pedagogical input combining theory and practice • Opportunities to see/experience CLIL in action • Strong team • Commitment and organisation!