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THE SCHOOL WHERE I TEACH! I'M VERY PROUD OF IT!

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INTEGRATING MOBILE DEVICES INTO LANGUAGE LEARNING TO MEET THE 21ST CENTURY EDUCATIONAL CHALLENGESLetizia Cinganotto, Researcher at INDIRE, Italy, l.cinganotto@indire.it Daniela Cuccurullo, ELT teacher, Italy, daniela.cuccurullo@istruzione.itThis paper focuses on the value added by digital and mobile learning to the development of language competences and to the teaching/learning of subject content in a foreign language through CLIL methodology (Content and Language Integrated Learning). The European Commission recommends CLIL as one of the most innovative strategies for the modernization of our education and training system. It has been successfully experimented in most European countries (Eurydice, 2012). This paper makes reference to a report recently published by the European Commission (2014a), that focuses on the link between CLIL, CALL (Computer Assisted Language Learning) and MALL (Mobile Assisted Language Learning). A brief literature review cites research in the field of digital and mobile learning and considers some different theoretical models and acronyms with the aim of outlining the potential of technologies in improving students’ learning outcomes and the challenges that technologically-based teaching pose for teachers.As an example of good practice, a European project called Creative Classroom Labs, on behalf of European Schoolnet (http://www.eun.org), is noted and described. The project, carried out in an Italian school, piloting the project, makes a significant contribution to the use of tablets in schools and discusses how tablets can support new learning approaches and scenarios, such as content creation, collaborative learning, personalized learning and flipped classrooms, integrating content, language, digital and socio-collaborative dimensions.

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INTEGRATING MOBILE DEVICES INTO LANGUAGE LEARNING TO MEET THE 21ST CENTURY EDUCATIONAL CHALLENGESLetizia Cinganotto, Researcher at INDIRE, Italy, l.cinganotto@indire.it Daniela Cuccurullo, ELT teacher, Italy, daniela.cuccurullo@istruzione.itThis paper focuses on the value added by digital and mobile learning to the development of language competences and to the teaching/learning of subject content in a foreign language through CLIL methodology (Content and Language Integrated Learning). The European Commission recommends CLIL as one of the most innovative strategies for the modernization of our education and training system. It has been successfully experimented in most European countries (Eurydice, 2012). This paper makes reference to a report recently published by the European Commission (2014a), that focuses on the link between CLIL, CALL (Computer Assisted Language Learning) and MALL (Mobile Assisted Language Learning). A brief literature review cites research in the field of digital and mobile learning and considers some different theoretical models and acronyms with the aim of outlining the potential of technologies in improving students’ learning outcomes and the challenges that technologically-based teaching pose for teachers.As an example of good practice, a European project called Creative Classroom Labs, on behalf of European Schoolnet (http://www.eun.org), is noted and described. The project, carried out in an Italian school, piloting the project, makes a significant contribution to the use of tablets in schools and discusses how tablets can support new learning approaches and scenarios, such as content creation, collaborative learning, personalized learning and flipped classrooms, integrating content, language, digital and socio-collaborative dimensions.

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ABOUT EXTENSIVE READING

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http://clilrb.ucoz.ru/_ld/0/29_CLILPlanningTool

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MY LEARNING DESIGNER

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Scaffolding as a metaphor is used to describe how learners can be helped to achievethings which they are not yet ready to do on their own. It is a useful description becauseit highlights that this help is only temporary. The help is removed gradually as the learnergains the necessary knowledge and experience to be independent, just as scaff olding isremoved once a building is complete .Scaff olding describes support for learning of both content and language. It provides animage of how new learning is built on what is already known, as in the example ofgeography teaching (above). Although scaff olding is oft en provided by a teacher, it canalso be provided by a more profi cient peer, or group of peers.Once the learner is confi dent of how to say what they want in a situati on, they will beable to use their linguisti c knowledge in other situati ons, without scaff olding. Theknowledge/skill/understanding needed will have been internalised, and can now beuti lised without external support.Scaff olding takes many forms. For example, when scaff olding the skill of listening, wemight help a learner grasp meaning by focussing their att enti on on the form of aparti cular tense used; in reading, the questi ons the teacher asks about a parti cular textcan guide the reader to a clear understanding; writi ng skills can be developed throughmodel texts, or the use of graphic organisers to help organise ideas .

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Scaffolding as a metaphor is used to describe how learners can be helped to achievethings which they are not yet ready to do on their own. It is a useful description becauseit highlights that this help is only temporary. The help is removed gradually as the learnergains the necessary knowledge and experience to be independent, just as scaff olding isremoved once a building is complete .Scaff olding describes support for learning of both content and language. It provides animage of how new learning is built on what is already known, as in the example ofgeography teaching (above). Although scaff olding is oft en provided by a teacher, it canalso be provided by a more profi cient peer, or group of peers.Once the learner is confi dent of how to say what they want in a situati on, they will beable to use their linguisti c knowledge in other situati ons, without scaff olding. Theknowledge/skill/understanding needed will have been internalised, and can now beuti lised without external support.Scaff olding takes many forms. For example, when scaff olding the skill of listening, wemight help a learner grasp meaning by focussing their att enti on on the form of aparti cular tense used; in reading, the questi ons the teacher asks about a parti cular textcan guide the reader to a clear understanding; writi ng skills can be developed throughmodel texts, or the use of graphic organisers to help organise ideas .

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One of the most significant differences between Web 2.0 and the traditional World Wide Web (WWW, retroactively referred to as Web 1.0) is greater collaboration among Internet users, content providers and enterprises. Originally, data was posted on Web sites, and users simply viewed or downloaded the content. Increasingly, users have more input into the nature and scope of Web content and in some cases exert real-time control over it.The social nature of Web 2.0 is another major difference between it and the original, static Web. Increasingly, websites enable community-based input, interaction, content-sharing and collaboration. Types of social media sites and applications include forums, microblogging, social networking, social bookmarking, social curation, and wikis. 

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One of the most significant differences between Web 2.0 and the traditional World Wide Web (WWW, retroactively referred to as Web 1.0) is greater collaboration among Internet users, content providers and enterprises. Originally, data was posted on Web sites, and users simply viewed or downloaded the content. Increasingly, users have more input into the nature and scope of Web content and in some cases exert real-time control over it.The social nature of Web 2.0 is another major difference between it and the original, static Web. Increasingly, websites enable community-based input, interaction, content-sharing and collaboration. Types of social media sites and applications include forums, microblogging, social networking, social bookmarking, social curation, and wikis. 

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WEEK 1 Language and learning skillsLearners working in a L2 need three kinds of language and learning skills: basic L2 skills, academic L2 skills and metacognitive skills for learning a subject in L2.2.1 Basic language skillsLearners learning in a L2 obviously need to possess basic language skills. This means that they have to be able to listen, speak, read and write on a range of topics, making appropriate and accurate use of the language at the level of sounds/spellings, grammar, vocabulary, function and discourse. How do they learn these basic language skills? They do it partly formally in foreign language lessons, partly implicitly in L2-medium subject lessons and - in high-exposure contexts - informally outside school through the media and (in communities where the L2 is used in society) from L2-fluent peers and adults.2.2 Academic language skillsBut learners of subjects in L2 have to do things with the language which conventional foreign language learners don't have to do. They need language for learning or what Jim Cummins calls cognitive academic language proficiency or CALP. This is a formal, decontextualised language variety used in school. He distinguishes it from Basic Interpersonal Communication Skills (BICS) which is an informal, contextualised, social variety of language. CALP requires learners to do the kind of listening, speaking, reading and writing which learners do within subjects; they need to understand and produce the vocabulary of subjects; to follow and generate the kinds of sentences and texts which are characteristic of formal subject study and to use the L2 to engage in the kinds of thinking which teachers expect learners to use. Let's look more closely at what these CALP skills are....

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WEEK 1 Language and learning skillsLearners working in a L2 need three kinds of language and learning skills: basic L2 skills, academic L2 skills and metacognitive skills for learning a subject in L2.2.1 Basic language skillsLearners learning in a L2 obviously need to possess basic language skills. This means that they have to be able to listen, speak, read and write on a range of topics, making appropriate and accurate use of the language at the level of sounds/spellings, grammar, vocabulary, function and discourse. How do they learn these basic language skills? They do it partly formally in foreign language lessons, partly implicitly in L2-medium subject lessons and - in high-exposure contexts - informally outside school through the media and (in communities where the L2 is used in society) from L2-fluent peers and adults.2.2 Academic language skillsBut learners of subjects in L2 have to do things with the language which conventional foreign language learners don't have to do. They need language for learning or what Jim Cummins calls cognitive academic language proficiency or CALP. This is a formal, decontextualised language variety used in school. He distinguishes it from Basic Interpersonal Communication Skills (BICS) which is an informal, contextualised, social variety of language. CALP requires learners to do the kind of listening, speaking, reading and writing which learners do within subjects; they need to understand and produce the vocabulary of subjects; to follow and generate the kinds of sentences and texts which are characteristic of formal subject study and to use the L2 to engage in the kinds of thinking which teachers expect learners to use. Let's look more closely at what these CALP skills are....

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4 CS

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week 1.The advantages of CLILCLIL helps to:Introduce the wider cultural contextPrepare for internationalisationAccess International Certification and enhance the school profileImprove overall and specific language competencePrepare for future studies and / or working lifeDevelop multilingual interests and attitudesDiversify methods & forms of classroom teaching and learningIncrease learner motivation.

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week 1.The advantages of CLILCLIL helps to:Introduce the wider cultural contextPrepare for internationalisationAccess International Certification and enhance the school profileImprove overall and specific language competencePrepare for future studies and / or working lifeDevelop multilingual interests and attitudesDiversify methods & forms of classroom teaching and learningIncrease learner motivation.

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Hi! This is my second experience with Thechno Clil, I'm very happy about this! Let's start!

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Hi! This is my second experience with Thechno Clil, I'm very happy about this! Let's start!