News

CLIL Teacher Education Capacity-building

Perspectives on the next decade based on current practice

The Spanish Ministry of Education and ECML co-hosted through CLIL-CD a unique expert forum involving all 19 autonomous regions and cities across Spain in November 2010. A superb event thanks to the excellence and expertise of input by the regional experts and other invited experts from outside Spain, the ensuing dialogue, and tangible outcomes  for future action.
 

Expert meeting, 6-7 May 2010

video
Videoclips of WS participants expressing their views on the relevance of the European Framework for CLIL Teacher Education (EFCT)  - please click here

Entering 2010 - A New Decade of Connectivity and Cooperation

The European Framework for CLIL Teacher Education (EFCT) was explored during the Talking the Future: Languages in Education Think Tank, Lapland, Finland, December 2009. Report published 5 March and available here.


Cambridge University Press has published Content and Language Integrated Learning.

See CLIL Featured Topic at
http://www.cambridge.org/gb/elt/teachers/zones/custom/item5633999/Applied-Linguistics-Featured-topic:-CLIL/?site_locale=en_GB

 

CLIL- CUP

''...the first comprehensive overview of Content and Language Integrated Learning (CLIL) that provides clear arguments on the specifics of this modern approach to language in education...Topics as complex as curricular organisation, assessment, balance between language-specific and content-specific teaching and learning goals are handled with admirable clarity...''
(Hugo Baetens Beardsmore, Belgium)

''Finally a comprehensive and in-depth discussion of CLIL that covers critical theoretical and pedagogical background. This volume provides a thorough discussion of CLIL from multiple perspectives and is essential reading for educators and scholars working with and in CLIL.'' (Fred Genesee, Canada)

Workshop in Graz, 22-23 October 2009

Thank you all for making this such a productive workshop! It was a powerhouse of creativity, challenge and cooperation. The full outcomes will be available to the general public on this site in March 2010.

A major outcome is the European Framework for CLIL Teacher Education (EFCT). The EFCT is a macro framework which provides a broad picture of the knowledge and skills required to be a highly effective CLIL teacher. It is for teachers who are specialists in languages, and other disciplines, and relates to work in primary, secondary and vocational sectors. When in final form educators will be able to access the Framework and then adapt it to suit the local context (thus the macro framework becomes a micro framework).

Contribution of Multilingualism to Creativity – Science Report

FULL PRESS RELEASE

Re: The Contribution of Multilingualism to Creativity – Science Report

For: European Year of Creativity & Innovation 2009

Published by: European Commission (October 2009)

This release prepared by: Research Team Coordinator, David Marsh, University of Jyväskylä, Finland

Focus:  Knowledge of more than one language (multilingualism) realising potential for enhanced creativity and innovation.

Overview: This macro study examined scientific evidence which reveals benefits of multilingualism for the brain and subsequent human performance.

Multilingualism is the ability of societies, groups and individuals to engage, on a regular basis, with more than one language in their day-to-day lives.

The study reports six major benefits:

• Enhanced Learning Capacity  (The Learning Mind)                  
Knowledge of languages can lead to superior memory function, especially short-term ‘working’ memory. This enables the brain to hold information for longer whilst the thinking processes are engaged. Enhanced memory can have a profound impact on cognitive function. One implication is the positive impact of languages on the learning of other subjects in education.

• Enhanced Mental Flexibility (The Flexible Mind)
Seeing the world through ‘different lenses’ opens up pathways to more options and avenues for thought. Knowledge of more than one language leads to added value which goes beyond language itself, and which enables the development of special multi-competences. This may be significant for developing certain types of skills in thinking and communication (digital literacy) for the Information Age.

• Enhanced Problem Solving Capability (The Problem-solving Mind)
Superior performance in problem solving that is cognitively demanding, including abstract thinking skills, higher concept formation skills, and creative hypothesis formulation. These build people’s capacity to identify, understand and solve problems.

A key skill in problem solving is the ability to ignore distracting and irrelevant information. This form of inhibitory control, acts like a filter enabling the individual to focus on a given task.  This can be considered a ‘key competence enabler’ when handling information-rich internet environments and gaming.

• Enhanced Interpersonal Ability (The Interpersonal Mind)
Multilingualism can enhance interpersonal communication awareness and skills through helping people to better perceive the communicative needs of others; to be  more insightful in ‘reading’ situations through contextual sensitivity; and to develop interactional multi-skills in communication. A superior potential for social communication can be a powerful ingredient in enhancing personal creativity.

• Expanded Metalinguistic Ability (The Metalinguistic Mind)
Metalinguistic ability leads to greater understanding of how language is used to achieve specific goals in life, and how to achieve deeper understanding of how language functions.  Multilingualism promotes a deeper understanding of ‘how to go beyond the words’, enriching the use of any language, and helps the person become a more skilled communicator. 

• Reduced Age-related Mental Diminishment (The Ageing Mind)
Multilingualism is linked to a slowdown of age-related mental diminishment such as certain forms of dementia. It appears to slow down the rate of decline of certain cognitive processes as a person ages, by helping the brain to tolerate pathologies.

The multilingual mind’s ability to resist neuropathological damage is considered to be in the range of 2-4 years. Delays in mental decline of even up to six months are viewed as having considerable implications for public health and for society. The link to creativity is the greater potential for cognitive health amongst the older age groups.

News update

clilcd group photo

The CLIL-CD Team are now actively fielding the Macro Framework for CLIL Teacher Education. We welcome opportunities to cooperate with higher education and teacher training providers in the ECML member states. If interested, please contact us through the ECML secretariat. 

 

 

 

 

Research Journal

David Marsh, Dieter Wolff and Peeter Mehisto are editing The International CLIL Research Journal (ICRJ) http://www.icrj.eu/ . Call for submissions are open.


News from CIEP, France
http://www.ciep.fr/courrieleuro/courriel-europeen-des-langues-fevrier-2010.pdf


2009 Free Online Publication
CLIL Practice: Perspectives from the Field. Visit www.icpj.eu


The CLIL Matrix: An Internet Awareness-raising Tool for Teachers

The core of the CLIL project is the website http://archive.ecml.at/mtp2/CLILmatrix/EN/ which provides a series of indicators for teachers in a CLIL context to assess their teaching, together with examples of good practice to help them improve. The indicators cover the four aspects of culture, communication, cognition and community, each from the 4 key concepts – content, language, integration and learning. There is also further information about CLIL

CLIL Voices Educational professionals from around the world talk of their experiences of CLIL

CLIL Networking Site (CCN)

Free access for CLIL educators - If you are interested in CLIL networking please visit www.ccn-clil.eu for a new network which involves the CLIL-CD experts, and many others from the Council of Europe member countries.

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