The Fourth J-CLIL TOHOKU Chapter Conference（第4回J-CLIL東北支部大会）
7月17日（土）にオンラインで行われました、第4回J-CLIL東北支部大会の報告です。
Date (日時): Saturday, July 17th, 2021 / 2021年7月17日（土）
Time (時間): 14:00 – 18:10
Venue(会場): Online Zoom conference・オンライン形式（ZOOM）
↓Program and book of abstracts ↓
Invited Talk / 招待講演
CLIL implementation: balancing excellence, equity and equal opportunity in public schooling
Elisa A. Hidalgo McCabe (Complutense University of Madrid)
Abstract
In recent years, the popularity and competitive edge of CLIL has garnered the interest of educational authorities, leading to top-down initiatives that seek to implement CLIL in the compulsory school system. One example is the expansion of the Spanish/English bilingual education program (BEP) across the network of public schools in the region of Madrid, Spain. This program is the result of a wide-scale initiative on behalf of the local authorities, who have made CLIL provision its key feature and have based its premises on excellence, equity and equal opportunity in public schooling. This talk provides an overview of an ethnographic study on the transition from primary to secondary in the context of the BEP, focusing on the interplay between classroom practices and stakeholders’ stances. In this transition, students are streamed into one of two CLIL strands (High- or Low-Exposure) based on their English language proficiency level. The talk includes examples of classroom interaction practices that correspond to the subject of Natural Science in the first year of secondary education (12-13 years) in these strands, in addition to interview data with primary school leaders, families and secondary school teachers. The crossing of these two dimensions of social interaction points to a higher level of prestige ascribed to the High-Exposure classrooms through particular student representations (e.g., ‘high achievers’) and more dialogic approaches to content. Additionally, the more challenging environment of the High-Exposure strand does not seem at all detrimental to students, but rather allows them to engage in slightly higher levels of higher order thinking with respect to their Low-Exposure counterparts.
Keynote / 基調講演
CLIL Teacher development in Spain and Japan - programmes and challenges
María Dolores Pérez Murillo (Complutense University of Madrid, Madrid, Spain)
Elena del Pozo (CRIF Las Acacias Teacher Training, Madrid, Spain)
Keiko Tsuchiya (Yokohama City University, Yokohama, Japan)
Abstract
CLIL teacher development is a key factor to implement effective CLIL pedagogies as the needs for CLIL teacher education curricula (Marsh et al., 1994) and professional competences and assessment criteria for CLIL teachers (Marsh et al., 2012) have been discussed for these decades. Recent studies delineate that CLIL teacher development modules and practice transform (subject) teachers’ beliefs (Lo, 2019) through the dynamic and dialogic process, involving collaboration between teachers and
teacher educators (He & Lin, 2018). Still, CLIL teacher training are described as insufficient and challenging and more actions are required both in pre-service and in-service CLIL teacher education (Custodio-Espinar & García-Ramos, 2020; Pérez-Cañado, 2018; Tsuchiya & Pérez-Murillo, 2019). This panel talk with three teacher educators in Spain and Japan provides an overview of the current teacher education programmes for pre-service and in-service CLIL teachers in both sites, and challenges CLIL teachers and teacher educators have faced. This talk includes example practices from transnational teacher educator collaboration project between two public universities, University Complutense of Madrid (UCM), Spain and Yokohama City University (YCU), Japan, to implement pre-service teacher education programmes for future EMI-CLIL teachers in both places, where specialists in English, Arts, Physical Education, Music and Educational Psychology at UCM and a teacher educator in English at YCU have collaborated to plan the modules for CLIL teacher education with specific themes such as gender equality, ethnic and cultural diversity, and social inequalities. In-service CLIL teacher education programmes and the accreditation process in the two distinct contexts are also reported in this session regarding primary and secondary teachers engaged in bilingual education (Lyster, 2007). A case study of CLIL teaching and learning in an innovative environment and the expression of history contents through a foreign language (Del Pozo, 2019) will also be part of the talk.
