ACTIVITY 7.2. (CLIL)

Activity 7.2. (CLIL) 

1- What is the aim of (CLIL) in relation to the teaching of L2/FL? 

The main aims of CLIL are the following: 

- Acquire knowledge using target language 

- Acquire necessary skill in the target language 

- Acquire necessary skills in the mother tongue 

- Understand and value both cultures 

- Develop cognitive and social skills

2- Should CLIL become a substitute for general language teaching, and be used as the sole method for teaching L2/FL as its the trend in “Vocational Training”? 

No, the best option is to use several methodologies and approaches. Each methodology or approach has advantages and disadvantages so using them according to our objectives and expectations is the most recommended. The teacher is the person who has to decide which methodology is demanded each time.

 3- Should there be some coordination between the teaching of FL in general and CLIL courses? 

Yes, it will be useful, recommended and interesting. Nowadays, every English teacher should master CLIL perfectly because this methodology is effective. 

DIVERSITY IN CLASS

Teaching diversity

As teachers, we want to create a world free from discrimination. We want to promote an atmosphere full of love and respect. In addition, we want to foster acceptance and fight against exclusion and rejection. It is our duty to teach students how to respect and value the others without taking into account the colour of the skin, physical abilities, mental abilities or the language they speak. What can we do from our position? 

We propose the following procedures to apply diversity in the classroom: 

• First, as we have said before, we must promote critical thinking, specially about discrimination and prejudice. Related to that, if they achieve that level of independence, they will be free citizens.
• Secondly, we must model the behaviors and attitudes we want them to develop. To reinforce those behaviors and attitudes, we can include diversity in our programs.
• Thirdly, we must penalise discriminatory remarks and comments. Furthermore, we must create opportunities to make them interact and meet people who are different from them.
• Finally, we must involve families in the process of raising awareness because education depends on many factors.

As a conclusion, according to our perspective, if students have a good understanding about their essence, they will be able to show their value. Besides, they will be able to build a world of respect, tolerance and humanity.

For further information, watch these videos: 

Strategies for Teaching Culturally Diverse Students 

Teens talk about diversity

Cultural Diversity Examples: Avoid Stereotypes while communicating

Equality, Diversity & Inclusion

Equality, Diversity and Inclusion by What you need to know

Promoting Equality and Diversity in the Classroom

L5: ACTIVITY 5.2

L5 -  Activity 5.2

1- How does I.C. relate to the use of a language as a lingua franca?

Lingua francas have appeared for commercial reasons but also for cultural, religious, diplomatic and administrative convenience. In addition, they are a way to exchange information between scientists and other scholars of different nationalities. That is the reason why, in order to avoid cultural mistakes, it is important to learn its culture: rules, norms and expectations. We can't master a language without mastering its culture. Besides, our interactions may be useless and fruitless without that necessary competence. For example, negotiations and politics are extremely related to intercultural competence because success depends on the ability of adaptation and respect. 

2- How would you include I.C. in your teaching of English as a global language?

We would teach the culture-specific concepts of perception, thinking, feeling, and acting because they are necessary to understand the language as a whole picture. We will prepare different activities, such as :

• Introducing culture: celebrations, traditions, beliefs...
• Preparing essays and readings about the foreign culture
• Discussing differences between our culture and the foreign one
• Showing respect and avoiding ethnocentrism 
• Preparing presentations about customs in different regions
• Creating contests about previous cultural knowledge 
• Using songs, films, series and literature to introduce culture 

L1 - ACTIVITY 1.4

L1 - Activity 1.4

a) What is the ELP?

ELP stands for European Languages Portfolio, which  is a complex instrument for self-assesment of language competences, in accordance with the reference levels introduced by the council of Europe. simplifying it a little bit, we could agree that it is a a document which provides information about its owner's communication competence sin several languages.

b) Which three components are included in the ELP?

The ELP is conformed by three components: 

First the language passport, that summarises its owner's linguistic identity, language learning and intercultural experience and records its owner's self-assessment against the self-assessment grid in the CEFR as well.

Secondly, the Language biography, which in one hand, it provides a reflective accompaniment to the ongoing processes of learning, using second languages and engaging with the cultures associated with them. and on the other hand uses "I can" checklists for goal setting and self-assessment.

And lastly, the dossier, where it is collected evidence of L2 proficiency, intercultural experience and where portfolio learning is supported.

c) What are the main aims of the ELP?

The European languages portfolio has four main objectives: 

• To stimulate lifelong language learning in a spirit of tolerance and respect for cultural and linguistic diversity, all languages being given equal status, wether learned in school, at home or elsewhere outside the organized school environment.
• To empower the learner by transferring the responsibility for language learning from the teacher to the learner/language user.
• To provide a basis for consistent (self-) assessment of communication competences.
• To allow learners to present their language skills certifications in any language, at any level, in a clearly understandable way, using a standardized common european system of six language proficiency levels.

d) How would you implement a portfolio system or some aspects of it in a secondary EFL classroom?

We believe that it would be a great resourse to use in secondary schools, being that it shows the student their development on the different languages and having physical evidence of their achivements could promote, self-motivation, autonomous learning and reflection on the learning process.

For all those reasons, it would be a good idea to have periodic self assessments in the english classroom that could go on an special folder in the classroom. This folder would become their portfolio, they could also have their language passport, biography and a dossier in which they could keep their best class works, in order to keep track of their achievements in the english language. 

Something that we would apply as well, would be to promote the use of the portfolio in other language subjects, being that the biography and passport section would be more or less the same for all subjects, and so the students could visually evaluate and compare their development, strengths and weaknesses on the different languages they are learning and improve on the ones they might be a bit behind.

Another initiative that could be taken in the english classroom, if it is possible and the students have access to computers and internet in the school and their houses, would be to create an online portfolio, that would be used in the same way as the paper one, but also has the advantages that there are lots of online resources  and templates that would save time and paper and would work make students work on their digital competence.