LECTURE: Tom Morton, “Integrating assessment in CLIL”
Módulo VI-bis – 312
Monday November 16, 2015, 17:00-18:30.
Integrating assessment in CLIL
Thomas Morton,
Birkbeck, University of London, UK
This seminar aims to raise awareness of the need to not only integrate content and language in CLIL, but to also integrate assessment, with ‘constructive alignment’ (Biggs & Tang 2011) between intended learning outcomes, teaching and learning activities, and assessment tasks. A framework for a genre-based approach to integrating assessment in CLIL will be introduced (Llinares, Morton & Whittaker 2012). Participants will also be introduced to procedures for designing CLIL units in which assessment is fully integrated, based on principles of ‘Backward Design’ (Wiggins & McTighe 2005). The importance for CLIL of using a wide range of authentic assessment methods will be highlighted, and there will be a focus on ‘assessment for learning’ (Black & Wilian 1998), particularly on how it can be integrated into everyday teaching practices, including the micro-level of classroom interaction. Participants will have the opportunity to evaluate and try out the ideas presented using practical examples.
The lecture is organized within the 5th Content and Language Integrated Learning (CLIL) Research Seminar.
5th Content and Language Integrated Learning (CLIL) Research Seminar
Room 312 VI-BIS, Facultad de Filosofía y Letras
Monday November 15, 2015, 5pm
5:00-5:15
Ana Llinares & Rachel Whittaker
The UAM-CLIL Project 10 years on: a short overview
5:15-6:30
Invited lecture:
Tom Morton, Birkbeck, University of London
“Integrating assessment in CLIL”
6.30-6:50
Discussion & questions
6.50-7:15
Coffee Break
Ph.D. Student Presentations on “Writing a doctoral dissertation on CLIL topics: different stages”:
7:15-7:30
Elena del Pozo, Universidad Autónoma de Madrid
“Starting out”
7:30-7:45
Thuy-Thi Nguyen, Universidad Autónoma de Madrid
“Collecting data”
7:45-8:00
Rachel Basse, Universidad Autónoma de Madrid
“Wrapping up”
8:00-8:20
Discussion of class projects, questions…
CLIL COLLOQUIUM: Integrating content and language for teacher development in bilingual/multilingual educational settings: From research to practice
The UAM-CLIL Research group presents
CLIL COLLOQUIUM:
Integrating content and language for teacher development in
bilingual/multilingual educational settings: From research to practice
Wednesday June 10, 2015
Centro Cultural La Corrala, Universidad Autónoma de Madrid
Calle Carlos Arniches 3-5, Madrid
This colloquium brings together international experts in language-learning in multilingual (CLIL/immersion/CBI/EMI) settings. The focus of this event is to identify how different research perspectives (e.g. interactional competence, cognitive discourse functions, etc.) can lead to practical insights for teacher development across contexts (CLIL, CBI, immersion, EMI) and educational levels (from primary to tertiary). It is, then, a forum for researchers, teachers and teacher educators to meet and discuss perspectives on the roles of teachers in content and language integrated learning. The meeting will be held at the Universidad Autónoma’s conference centre, La Corrala, a seventeenth century building in the heart of Madrid.
Invited speakers:
- Do Coyle (University of Aberdeen)
- Diane Tedick (University of Minnesota)
- Christiane Dalton‐Puffer (University of Vienna)
- Steve Walsh (University of Newcastle)
- Emma Dafouz (Universidad Complutense de Madrid)
- Fran Lorenzo (Universidad Pablo de Olavide, Sevilla)
- Tom Morton (Birkbeck, University of London) and Oliver Meyer (Johannes Gutenberg University, Mainz)
See the programme.
Registration is free of charge. Deadline: May 31st, 2015. Registration on-site only if space permits.
LECTURE: Tom Morton on Teacher cognition
Módulo VI-bis – 312
Thursday, 19 February 2015, 17:00-18:30
Teacher reflection, classroom interaction and communicative repertoires in Content and Language Integrated Learning (CLIL) classrooms: The use of video recall activities as a tool for professional development
Thomas Morton
Birkbeck, University of London, UK
This session explores the relationships between CLIL teachers’ knowledge, their classroom interactional practices and the creation of opportunities for their learners to both learn content knowledge and expand their plurilingual communicative repertoires. Using the recent ‘multiplicities’ framework which sees L2 acquisition as the expansion of communicative repertoires (Nicholas and Starks 2014), we examine some examples of interaction in CLIL classrooms (using an applied conversation analysis methodology) along with teacher reflection on selected episodes elicited in video recall sessions. The purpose was to enable teacher reflection on how their CLIL classrooms can be environments which enable or hinder opportunities for language and content learning. The analyses of the extracts and the video recall protocols are used to propose three main arguments: (1) Teachers of content subjects using a CLIL approach need to have a metalinguistic and metacognitive awareness of the purposes, activities, language varieties and modes of communication in teaching their subjects in order to make interactional decisions that create language and content learning opportunities. (2) Video-based recall activities are a powerful tool for teacher development in CLIL contexts, as they allow for dialogue and reflection around specific episodes of classroom practice (Lefstein and Snell 2014; Morton 2012). (3) Multimodal conversation analysis is an extremely powerful methodological tool for providing fine-grained depictions of classroom practices which can enable both analysts and practitioners to gain a greater understanding of how interaction in CLIL classrooms can foster (or impede) opportunities for learning content and expanding plurilingual communicative repertoires.
The lecture is organized within the 4th Content and Language Integrated Learning (CLIL) Research Seminar.
4th Content and Language Integrated Learning (CLIL) Research Seminar
Room 312 VI-BIS, Facultad de Filosofía y Letras
Thursday February 19, 2015, 5pm
This seminar will be focused on presenting research carried out by the members of the UAM-CLIL research group. After the presentations, students from the CLIL course in the Masters of Applied Linguistics will be able to discuss their own research and proposals and receive feedback.
5:00-5:15
Opening address
Dras. Ana Llinares & Rachel Whittaker
5:15-6:30
Dr. Thomas Morton, Birkbeck, University of London
“Teacher reflection, classroom interaction and communicative repertoires in CLIL classrooms: the use of video recall activities as a tool for professional development”
6.30-6:50
Coffee Break
Ph.D. Student Presentations:
6:50-7:05
Amanda Pastrana, Universidad Autónoma de Madrid
“Language use and knowledge construction in CLIL classrooms: underpinning content and language integration”
7:05-7:20
Elisa Hidalgo, Universidad Autónoma de Madrid
“The transition from primary to secondary education in bilingual public schools: factors of inclusion and exclusion in the Madrid region”
7:20-7:35
Rachel Basse, Universidad Autónoma de Madrid
“The influence of assessment on teachers’ second language motivational techniques in CLIL classrooms”
7:35-8:15
Question and answer session
Students from the MULAI will be invited to present and discuss an outline of their course projects with the speakers.
3rd Content and Language Integrated Learning (CLIL) Research Seminar
101, VI BIS-Filosofía y Letras
Wednesday March 26, 2014, 17:00h
This seminar will be focused on presenting research related to the UAMACLIL project. After the presentations, students from the two CLIL courses in the Masters of Applied Linguistics will be able to discuss their own research and proposals and receive feedback.
5:00-5:15
Dras. Ana Llinares Rachel Whittaker
Opening address
5:15-6:30
Dr. Thomas Morton, Birkbeck, University of London
“Content and language integration, classroom interaction and teacher cognition”
6.30-6:50
Coffee Break
Ph.D. Student Presentations:
6:50-7:00
Irene Pascual Peña, Universidad Autónoma de Madrid
“Classroom discourse and assessment for learning in CLIL”
7:00-7:10
Amanda Pastrana, Universidad Autónoma de Madrid
“Language use and knowledge construction in CLIL classrooms: underpinning content and language integration”
7:10-7:20
Thomas Somers, Vrije Universiteit Brussel
“On the role and nature of input and interaction in academic language acquisition”
7:20-7:30
Rachel Basse, Universidad Autónoma de Madrid
“The influence of assessment on teachers second language motivational techniques in CLIL classrooms”
7:30-8:00
Question and answer session
Students from the MULAI will be invited to present and discuss an outline of their course projects with the speakers.
CONFERENCE: Applied Linguistics Perspectives on Content and Language Integrated Learning (ALP-CLIL)
June 5-8, 2013
Universidad Autónoma de Madrid
Miraflores de la Sierra, Spain
This conference brought together researchers working within current Applied Linguistic approaches to content and language integrated learning, addressing the following four broad thematic strands:
- Sociolinguistic perspectives on CLIL (multilingual education and language policy, English as a lingua franca, learner and teacher identities, etc.)
- SLA perspectives on CLIL (focus on form/forms, grammatical / phonological / lexical / pragmatic development, receptive and productive skills, individual factors, etc.)
- Subject literacies in CLIL (genres, registers, academic language functions)
- CLIL classroom discourse (interaction, pragmatics, multimodality, etc.).
Plenary speakers
- Jasone Cenoz
- Caroline Coffin
- Christiane Dalton-Puffer
- Roy Lyster
Download the programme.
Roles of Language in CLIL | by Ana Llinares, Tom Morton, & Rachel Whittaker
Roles of Language in CLIL
Ana Llinares, Tom Morton, and Rachel Whittaker
Autonomous University of Madrid
This book provides a comprehensive guide to the various roles of language in CLIL. Drawing on the authors’ wide experience as CLIL teacher educators and researchers, the book will raise practitioners’ awareness of how language works in CLIL.
It presents a solid framework for CLIL, underpinned by social theories of language and learning, with both a descriptive and dynamic approach to the different roles of language in CLIL. It offers a view of language as fully integrated in content learning, based on a corpus of authentic classroom interaction and students’ written productions across different subjects and from different countries.
It provides extensive coverage of the role of literacy across the most commonly-taught CLIL subjects and a new content-language integrated model of assessment. This book is unique in combining ideas for CLIL teachers to take informed decisions as to the language side of CLIL, in integration with the content, as well as for CLIL researchers to develop new projects.
Download Table of contents
