Literacies through Content and Language Integrated Learning: effective learning across subjects and languages
Project Working Languages: English and German
Project Team: Oliver Meyer, Do Coyle, Ana Halbach, Kevin Schuck & Teresa Ting
Graz Group Members:
Helmut Vollmer, Gerrit-Jan Koopman, Irina Hawker, David Lasagabaster, Ana Halbach, Do Coyle, Roy Lyster, Oliver Meyer; front row: Teresa Ting, Christiane Dalton-Puffer, Rachel Whittaker, Ana Llinares, Kevin Schuck
CLIL 2.0 unites a team of European experts and practitioners in Content and Language Integrated Learning (CLIL) who believe that a radical shift in practice is vital for CLIL to realise its potential. To mainstream CLIL in secondary education, [foreign] language learning must be re-modelled to not only support subject learning in cognitively challenging ways but to do so with academic proficiency in mind. For CLIL learners to become pluriliterate learners, the role of language must be brought to the fore: FL grammar-dominated approaches are not appropriate. CLIL 2.0 will re-examine how basic interpersonal communication skills (BICS) can lead to cognitive academic language proficiency (CALP) in CLIL contexts. A critical evaluation of existing and new concepts will guide the piloting of an approach to FL learning in CLIL – an approach increasingly literacy-driven and meaning-led to develop performance-oriented competence. Shared ownership of evolving theoretical and practical perspectives with teachers/ teacher educators will involve participation in a trans-European classroom study. It will result in a working model/toolkit for transforming CLIL practice - developed, evaluated, adapted and disseminated by practitioners. The team believes there is potential to change mindsets regarding FL learning and catalyze change in L1 practice. Hence CLIL 2.0 will be of wide interest to decision-makers across Europe and beyond.
Meyer, O., Coyle, D., Halbach, A., Schuck, K., Ting, T. (2015 forthcoming): "A pluriliteracies approach to content and language integrated learning: developing learner progression in academic knowledgeconstruction and meaning-making through an additional language.“ in: Language, Culture and Curriculum.