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The professional integrity of CLIL teachers. Josephine Moate, PhD Department of Teacher Education , University of Jyväskylä STEPS seminar , Nov 19th 2013. Outline. What does it mean to be a teacher? Why CLIL? The implications of CLIL for teachers

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    1. The professional integrity of CLIL teachers Josephine Moate, PhD Department of TeacherEducation, University of Jyväskylä STEPS seminar, Nov 19th 2013

    2. Outline What does it mean to be a teacher? Why CLIL? The implications of CLIL for teachers Getting a clearer view

    3. Being a teacher… “… requires a tactful sensitivity toward the child’s subjective states, an interpretive intelligence, a moral intuitiveness, an improvisational resoluteness in dealing with young people, a passion for knowing and learning the mysteries of the world, the moral fibre to stand up for one’s beliefs, a certain understanding of the world, a deep sense of discipline, and not least a basic vitality and sense of humor” (van Manen, 1991, p. 124)

    4. … requires sensitivity Teachers need to actively understand … situations. This kind of practical understanding lies at the very heart of teaching – it is pedagogical sensitivity. Pedagogy is the ability of actively distinguishing what is “good” from what is not good, what is appropriate from what is less appropriate in interacting with children or young people.(van Manen 2008, p.4)

    5. … and the ability to weave connections Good teachers … are able to weave a complex web of connections among themselves, their subjects, and their students ... The connections made by good teachers are held not in their methods but in their hearts – meaning heart in its ancient sense, as the place where intellect and emotion and spirit and will converge in the human self. Palmer 2007, p.11

    6. A moment to reflect • Why did you want to be a CLIL teacher? • What do you most appreciate/enjoy as a CLIL teacher? • What most frustrates you as a CLIL teacher?

    7. Brief history of CLIL • “to provide learning outcomes in the chosen subject … at the same level as the standard mother tongue curriculum; and, to provide learning outcomes in the L2 which exceed the standard curriculum” (Masih, 1999:8) • CLIL hasexceeded the expectations of many • With regard to languagedevelopment • With regard to subjectlearning • With regard to range of learners CLIL is suitable for

    8. Challenges of CLIL dynamic • HOW – activities, materials, tasks & texts, organisation, support materials – real, immediate challenge • WHO – experience of teachers, pupils, support or otherwise of wider community (colleagues, administrators, parents…) Sustainabilitythrough a foreign Language is challenging for teachers and students engaging sensitive present competent

    9. Foreign language mediation can create… ”Zones of disjuncture” areaspects of teacherhood thatcome to lightwhenworkingthrough a foreignlanguage, butareoftenhiddenorassumedwhenworkingthrough a firstlanguage. The use of humour is oneexample (Moate, 2011). Authenticopportunities for change and development

    10. Three aspects of professional integrity • Pedagogicbeing– sense of self and orientation to others • Pedagogicdoing– material and immaterialresponsiveness of teachers • Pedagogicrelating– webs of relationshipswithin and aroundclassrooms

    11. What do you think? Do you identify with these observations? What should/could be added with regard to the personal experience of the teacher?

    12. Traditional English rhyme Monday’s child is fair of face, Tuesday’s child is full of grace, Wednesday’s child is full of woe, Thursday’s child has far to go, Friday’s child is loving and giving, Saturday’s child works hard for a living, But the child that is born on the Sabbath day Is bonny and blithe and good and gay. Helmeri & Pia 5th grade Monday’s balloon is big and fat, Tuesday’s balloon is small and flat, Wednesday’s balloon is ugly and bad, Thursday’s balloon is yellow and black, Friday’s balloon likes to dance and rap, Saturday’s balloon is like a colourful hat, Sunday’s balloon is as lovely as little puppy. Providing a given framework can…

    13. … provide space for creative language use On Monday the rat lives in a hat, On Tuesday the hat fits on a cat, On Wednesday the cat eats the rat, On Thursday cat is now very fat, On Friday Pat owns the cat, On Saturday cat scratches Pat, On Sunday Pat throws out the cat.

    14. 1st grade class: Finland & England

    15. An example: a virtual tour What is available resourcesarehere? Whatcanpupilsmake their ”own”? • • What do you see? • Photos • Map • Text

    16. Working with a model text The Bar Lobby is the entrance to the Chamber from the Members' Lobby. It is also used as an informal gathering place for Members to discuss issues with each other on their way in or out of the Chamber. Members pass through here before a vote takes place and they enter one of the Division (voting) Lobbies. The Bar Lobby is the entrance to the Chamber. It is an informal gathering place for Members to discuss issues with each other. Members pass through here before a vote takes place. The (place) is the (description). It is a/an (type of) place for (who) to (why). What about applying this structure to another more familiar place? The school? A house? A favourite theme park? A museum?

    17. Whatkind of projectcouldwedevelop? The world around us What do we want to know? Why do we want to know? How can we know? How can we share want we know? What is the framing task, i.e. the purpose? What words/phrases do we need? What tools & teams would help? How can this become authentic?

    18. What resources can/could we build on? Taking learning out of the classroom provides greater scope for …? What resources might we have in the pupils? What resources would we need to help the pupils enter into this opportunity? How can we build on the language and the activities of this project?

    19. Alternative texts • • reviews, pdf extracts for readers of all ages • • • •

    20. Some examples of pedagogic relating: Developing the school curriculum together – identifying key focal points Sharing day-to-day experiences Discussing understanding with student-teachers and colleagues from different contexts Sharing experiences from conferences /seminars/ observation visits Building networks

    21. Guidelines for community building By invitation, not command “No fixing, no saving, no advising, no setting straight.” Ask honest, open questions to help “hear each other into speech,” deeper and deeper speech Allow “talking around” to “talk towards” e.g. with metaphors, sharing critical moments Positively anticipate value through engaging with others 1-4 Palmer, 2007

    22. Metaphors or images for teaching

    23. Sharing critical moments BEGINNING NOW The children panicked every time I spoke English  The children began to use more words and THAN I expected! 

    24. References Masih, J. (1999). Learning through a Foreign Language: Models, Methods and Outcomes. Moate, J. (Forthcoming). A narrative account of a teacher community. Journal of Teacher Development Moate, J. (2013). Reconceptualising teacherhood through the lens of foreign-language mediation. JyU Dissertation Moate, J. M. (2011). The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom. European Journal of Teacher Education, 34(3), 333-346. Palmer, P. J. (2003). Teaching with Heart and Soul Reflections on Spirituality in Teacher Education. Journal of Teacher Education, 54(5), 376-385. Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. suny Press.