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Understanding CLIL Secondary Language Exchange Program at the University of Reading

Learn about the key features of the successful CLIL ITT program at the University of Reading, covering structure, implementation, and content. The program includes stages such as Main Block Practice and Further Development Placement, along with explicit CLIL pedagogy input and staffing details.

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Understanding CLIL Secondary Language Exchange Program at the University of Reading

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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!

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