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5.CLIL across contexts: A scaffolding framework for CLIL teacher education (A: 2, 3, 4, 5, 7, 8, 10, 14) (B: 2, 3, 4, 5, 7, 8, 10, 14)
The website was set up as part of a three-year Socrates-Comenius project across six countries investigating content and language integrated learning (CLIL) across contexts and creating a scaffolding framework for teacher education. The project proposes a model for teacher education based on classroom observation and research in the area of bilingual education and learning. The site presents key ideas of the project including teacher cooperation, classroom interaction and scaffolding for CLIL situations. The site contains on-line resources and development activities for teacher educators divided into 8 areas of CLIL teacher education: learner needs; planning; multimodal teaching and learning; interaction; subject literacies; evaluation/assessment; cooperation and reflection; context and culture.
Collaborative Learning was originally funded and supported by the Inner London Education Authority (ILEA) to promote teacher action research into collaborative learning. The website is now owned and run by teachers and works with a network of teaching professionals across the European Union. The aim of the site is to promote inclusive education through the development and dissemination of cross-phase and cross-curricular talk-for-learning activities. The resources on the website include group talk activities that provide scaffolding for learning the language of schooling; strategies for creating classrooms where additional languages can be used to support learning; and a section on ‘Literacy/Language Arts Activities’. All the resources can be used directly, or as templates to develop new activities. The Collaborative Learning Project helps to run continuing professional development workshops for teachers to try out collaborative learning materials and develop new materials for the website.
Community Languages Australia plays a key role in the creation, maintenance, and profile of Australia’s over 1,000 community language schools, who provide language maintenance in 69 languages to in excess of 100,000 school age children. As well as key policy documents, the site contains a range of teaching and teacher professional development resources produced in different states within Australia.
This is a 23’ pedagogical film, produced by Nathalie Auger in 2005, for French teachers and teacher educators working with children who need to acquire French as the language of schooling. The film shows a teacher implementing a comparative approach towards the different languages spoken by a small group of students in a multilingual classroom. The students are thus engaged in metalinguistic activities designed to encourage them to reflect on how language works and to help them to learn the French language better. The film offers several examples of pedagogical strategies designed to explore different formal aspects of language and it also argues for the importance of giving these young learners an opportunity to show their expertise in class and to see their additional languages as subjects of study alongside the language of schooling. Filmed over two years with the same children, one sees the students reflecting on their own learning of the language of schooling and how a plurilingual learning situation has been transformed into a resource for the students and their teachers.
A pedagogical booklet detailing the activities and explaining their didactic context accompanies the DVD which was published by SCEREN13, CRDP14, Académie de Montpellier (Montpellier education authority)
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