A Broad Definition
Although there is a great variety of language centres, here is a possible definition that embraces most cases.
Language centres constitute an informal, extracurricular education context where foreign / second language students learn a target language usually to complement school instruction. Language centres vary in size, target population, teaching methodologies, etc., but most tend to offer facilities, resources and materials that are totally focused on language learning. The atmosphere tends to be casual and relaxed and classes tend to be small. Students are usually motivated and enthusiastic as in most cases they enrol of their own accord and they are placed in courses with other students who share the same language level.
A Taxonomy
The following is a possible way of classifying language centres:
?national / international
?private / state-run
?formal / informal
?governmental / non-governmental
?compulsory / optional
?with / without tuition fees
?specialised / general
?second / foreign language teaching
?own / borrowed facilities
?population they target (e.g. specific age group, geographical area, socio- economic position, etc.)
It may be useful to explore what type of learning centre would be most suitable for the successful implementation of CLIL as some of these variables, which may not apply to schools (the usual CLIL context), may prove to be the key to solving some of the problems of content-based instruction. Thus, a alternative context for CLIL implementation may emerge.
Teaching methodology
Language centres tend to keep abreast of all the latest developments in
language teaching as, unlike other educational institutions, sound language instruction is their main aim. Therefore, Directors of Studies and teachers usually keep up to date and strive to implement effective teaching practices. A few decades ago, language centre classrooms witnessed the advent of the communicative approach, and more recently, task-based language teaching and the lexical approach.
Would this willingness to constantly improve teaching practice make language centres a likely context to adopt a CLIL approach as a possible way of making language instruction more effective, meaningful and motivating?
Human resources
The fact that students usually enrol in language centres of their own accord seems to increase their motivation for learning. As a result, teachers find their work easier and more rewarding and they also seem to appreciate the possibilities of interaction with colleagues and the facilities and teaching resources at their disposal.
Some teachers work both at a school and at a language centre and many admit that they prefer the latter due to a number of factors. First, they argue that, above all, they value the commitment students, teachers and authorities seem to show for the teaching-learning process, which they point out can be noted, for example, in the low rate of absenteeism. Secondly, they appreciate the access to specialised materials – varied teaching resources, a well-stocked library, among others. Last but not least, they like to be surrounded by colleagues who contribute to their own professional growth by means of thought-provoking staff room debate, peer observation and teaching, and further teacher development opportunities.
Could this atmosphere of commitment, motivation and eagerness to learn prove to be the right environment for staff specialised in a content area to deliver talks, teach lessons, lead workshops, and so on?
Material & Virtual Resources
Most language centres offer facilities, teaching aids and resources which enhance learning. Examples may include a well-stocked teacher and/or student library, multimedia classrooms, self-access centres, self-study materials, and so on.
Could language centres have the potential to implement projects and ideas that may complement or even add to what is usually offered in school contexts?
Language centres for the implementation of CLIL Need for new topics
According to Gisella Lange (2005),
The age of students is the relevant factor. David Graddol pointed out that if you start learning English at the age of 6, by the age of 16 you really need to have something different being taught in English. That is the main reason I think for shifting into language content development.
Although Lange refers to a school context, one may wonder whether this is not true of a language centre context as well. Language centres increasingly offer courses for very young learners – even for babies. Therefore, it is not surprising that after years on end of using materials purposely designed for foreign language instruction and/or exam preparation, students are sick and tired of dealing repeatedly with the same topics (likes and dislikes, travel, health, entertainment, sports, and so on). Students who attend a language centre from an early age also require, in Lange's words, “to have something different being taught in English”.
Thus, a CLIL approach may be most welcome by both students and teachers in language centres in order to enjoy more varied and relevant topics in their daily lessons.
Content-based instruction
In view of the facilities and resources available, as well as student and teacher motivation to deal with new topics, language schools seem to be an appropriate context to organise cross-curricular talks and lectures, special events, research projects, drama and arts workshops, among other options.
David Marsh (2005) points out that
CLIL is a bit like chocolate - a small amount of it is very good, when you're hiking up a mountain and you're feeling tired. But too much of it can lead to
problem.
Then, wouldn't it be possible for CLIL to be implemented in language centres where subject teachers and language teachers could work in tandem (either together or in separate lessons, complementing and coordinating subject content and language teaching)?
Conclusion
Some variables, such as a more casual atmosphere, more motivated teachers and students, access to customised language-learning facilities and resources among others, may contribute to making language centres a yet unexplored context in which to implement CLIL with positive outcomes.
According to Darn (2008) “implementing CLIL requires a rethink of the traditional concepts of the language classroom and the language teacher”, which suggests that new contexts and new possibilities need be considered in order to find solutions to the problems CLIL faces nowadays.
Thus, it is proposed that CLIL may be implemented in language centres as a way of complementing and even improving the curricular tuition offered in formal education settings, thus maximising their potential to deliver meaningful, motivating and enriching language teaching.
References
Darn, S. 2008. Content and Language Integrated Learning.
http://www.teachingenglish.org.uk/think/articles/content-language-integrated-learning (online August 13, 2008)
Marsh, D., G. Langé & D. Graddol. 2005. CLIL Debate Questions and Answers. Guardian Weekly, 20 April 2005.
http://www.guardian.co.uk/theguardian/2005/apr/20/guardianweekly.guardianweekly13 (online August 13, 2008)
Peachey, N. 2003. Content-based instruction.
http://www.teachingenglish.org.uk/think/articles/content-based-instruction (online August 13, 2008)
skin problems and weight problems. If you look at the majority of CLIL operation, for example in Europe, then you will see very small scale exposure to learning through English. You'll see a lot of modularity.
Then, why not implement CLIL in language centres by means of a small-scale, modular scheme?
Qualified language teachers
Finally, language centres may offer a solution to one of the most serious obstacles CLIL implementation in school contexts encounters:
Because content-based instruction isn't explicitly focused on language learning, some students may feel confused or may even feel that they aren't improving their language skills. [Teachers should] deal with this by including some form of language focused follow-up exercises to help draw attention to linguistic features within the materials and consolidate any difficult vocabulary or grammar points. (Peachey 2003)
Darn (2008) also points to this serious drawback of CLIL implementation which applies to the Argentine monolingual context, that is, the lack of qualified staff to teach both content and language effectively:
CLIL is based on language acquisition, but in monolingual situations, a good deal of conscious learning is involved, demanding skills from the subject teacher. […] The lack of CLIL teacher-training programmes suggest that the majority of teachers working on bilingual programmes may be ill-equipped to do the job adequately.
Marsh (2005) is also concerned about teachers who are knowledgeable about their subject area but lack methodological tools for language teaching:
What we have is an example of teaching in English and doing it badly and not actually having teachers equipped to teach through English using language sensitive methodologies and that is creating a major
An Experience of CLIL through a Student Exchange Programme between Argentine and American secondary schools
Analía Kandel, M.A.
Boston College CABA
Abstract: This paper recounts an experience of CLIL carried out in an Argentine secondary school as part of a student exchange programme with American secondary-level students. An
“Organising Committee” made up of Argentine students planned activities to be done before, during and after the American students' visit: e-mail writing, a city tour, a “press conference” on key cultural aspects of the two countries and an online newsletter among others. All activities aimed to foster learner autonomy, intercultural communication, cross-curricular integration and process-oriented skills development.
Introduction
The present paper recounts the details of an experience of CLIL that was carried out in Boston College, a private secondary school in the City of BA (target language:
English) as part of a student exchange programme with secondary-level students from the US (target language: Spanish).
Argentine host students and their American guests exchanged letters, pictures and e-mails in advance of their meeting (each group of students used their own target language).
An “Organising Committee” was set up by a larger group of Argentine students
who volunteered to plan activities to be done before, during and after the American students' stay in BA. This group met weekly during the five weeks that preceded the arrival of the American students.
The aim of setting up this Committee was to involve more students than those whose families were willing to host students as school authorities and teachers hoped that the experience would be enriching and motivating to all students at school, not just a few.
Students on the Organising Committee were involved in the following activities:
?Host students met to exchange ideas about interesting activities to do with their guests.
?A city tour: Argentine students distributed among themselves key landmarks in downtown BA (the Pink House, the Cabildo, etc), did some research, planned and rehearsed a descriptive speech and finally acted as “guides” in a walking sight- seeing tour.
?A “press conference” on key aspects of Argentine / American Culture (simulation of journalistic activity whereby speakers make a planned speech and then answer questions from journalists)
o The Educational System
o Key Socio-historical Aspects (immigration, key events that have shaped the country, etc.)
o Key Geographical Aspects (regions and their characteristics, main produce, etc)
o Food (traditions, habits, typical dishes, etc.) o Culture, Leisure, Entertainment, Sports, Holidays
Part A: Argentine students did some research (consulted their Geography teacher), planned and rehearsed a speech and finally spoke in front of an audience and answered questions from the American students.
Part B: Ditto Part A with American students making presentations and answering questions from Argentine students.
?An online newsletter: Students and host families wrote paragraphs and articles on various aspects of the experience to be displayed on noticeboards, the school magazine and institutional web site.
All activities aimed to foster learner autonomy, intercultural communication, cross-curricular integration and process-oriented skills development (“process writing” and “process speaking”, based on intermediate intervention and awareness and reflection).
Materials design
The author designed the following material to guide the work of students on the Organising Committee under teacher guidance:
Ballarmine Preparatory School, Tacoma, Washington, USA Boston College, Buenos Aires, Argentina
STUDENT EXCHANGE PROGRAMME 2008 LANGUAGE IMMERSION WEEK
26 June to 2 July 2008 ORGANISING COMMITTEE
(names of seventeen students on the Committee) Guidelines to be followed
1. English only throughout meetings
2. Students participate in the present Committee on a voluntary basis and commit themselves to working responsibly and enthusiastically.
3. Students in charge of tasks will meet set deadlines by doing any required work both on Wednesdays from 4 to 4.45 pm (progress reports) as well as out of class (actual preparation of activities).
PROGRAMME OF ACTIVITIES WELCOME (June 26) and FAREWELL (July 2)
Students in charge: Host students
Before-the-event tasks:
1. Send letter and photo to guest by post (Deadline June 6)
2. Design and make welcome and farewell banners for airport (wording, materials, etc.)
3. Think up and exchange ideas about interesting things to do with your guests (at home, outings, etc.). Some suggestions:
a. Sunday June 29 , from about 11 am: Mataderos Fair (Av. Lisandro th
de la Torre & Av. de los Corrales, Mataderos). See www.buenostours.com/feria-de-mataderos
b. Sunday June 29 , 3 pm: Palermo Viejo walking tour (free of th
charge) organised by Eternautas. See poster or visit www.eternautas.com/sp/palermo_viejo.aspx During-the-event tasks:
4. Day-to-day diary keeping (with guest). Find some time every day to sit with your guest in front of your PC to write up a diary entry recording the activities you did during the day plus any anecdotes, reflections, etc. and email them (you may attach pictures) to secundaria.lenguas@childrens- boston.com.ar to be shared with the school community (noticeboard and web site).
5. Help your guest to prepare some thought-provoking questions (in Spanish) on the key aspects of Argentine culture the morning Press Conference will tackle.
6. In view of the closer contact you will have with your guest, ask questions at the afternoon Press Conference to get the relevant speaker to give
enlightening information on key aspects of American culture.
After-the-event task:
7. Write an article on the experience of hosting a student (individual, pair or group work)
?Draft 1: Deadline Thurs July 3rd
?Draft 2: Deadline Mon July 7th
PRESS CONFERENCE (June 30, morning and afternoon)
Students in charge: Morning: Boston College students (see table below);
Afternoon: Guests
Key areas of Argentine / American Culture 1. The Educational System
2. Key Socio-historical Aspects (immigration, key events that have shaped the country, etc.)
3. Key Geographical Aspects (regions and their characteristics, main produce, etc)
4. Food (traditions, habits, etc.)
5. Culture, Leisure, Entertainment, Sports, Holidays Before-the-event tasks:
As a group:
1. Brainstorm possible points to cover Individually:
2. Do research on your assigned topic (Internet, travel guides, textbooks, popular knowledge passed on by teachers, family and friends, etc.)
3. Plan / Draw up an outline of your speech (just key words to guide your oral rendering)
4. Rehearse your speech at home As a group:
5. Share your outline with your classmates and make any necessary adjustments the light of the feedback they give you (relevant info to be added / missed out / corrected; organisation / sequencing; clarity;
grammatical / lexical accuracy; etc.) 6. Rehearse your speech
7. Get feedback from your classmates 8. Give an improved version of your speech
9. Repeat steps 6-7-8 until you, your classmates and teachers consider your
speech has reached the expected standard.
During-the-event task:
10. Note-taking (individually). Take a notebook with you and note down any details that may come in handy to write an article about the event.
After-the-event task:
11. Article(s) on the experience (individual, pair or group work)
?Draft 1: Deadline Thurs July 3rd
?Draft 2: Deadline Mon July 7th DOWNTOWN TOUR (July 1 )st
Students in charge: Tour guides (see table below) Before-the-event tasks:
As a group:
1. Brainstorm all landmarks in the area (within walking distance)
2. Taking the time available into account (see Timetable – be realistic!), select the landmarks that you consider cannot be missed.
3. Use a map to draw the itinerary
4. Distribute the selected landmarks among pairs of “guides”
Individually:
5. Do research on your assigned landmark/s (Internet, travel guides, popular knowledge passed on by teachers, family and friends, etc.)
6. Plan / Draw up an outline of your speech (just key words to guide your oral rendering)
7. Rehearse your speech at home As a group:
8. Share your outline with your classmates and make any necessary
adjustments in the light of the feedback they give you (relevant info to be added / missed out / corrected; organisation / sequencing; clarity;
Besides, some of them together with their families offered to lodge the girls in their houses. I believe that both for the students of Boston College as well as for those of Ballarmine Prep School this experience was very significant and enriching, culturally and socially speaking. I reckon this exchange gave them the possibility of experiencing life from a different point of view and expanding their personal and educational perspectives.”
Miss Emilia González (CAE I Teacher)
“Students' Exchange activities give students a chance to get in touch with another culture directly, which helps them broaden their understanding and also think of their own culture from a different perspective. This particular experience was an excellent opportunity for our students to test their language skills in a really communicative situation. I heard from all of them that they felt at ease speaking English with native speakers, which is both encouraging and rewarding. I hope this is the first Exchange of many.”
Miss Manuela Ciccia Viola (CAE II Teacher)
Students (extracts from articles in online Newsletter)
“As a member of the Organizing Committee I would like to say that I really liked this new experience as well as meeting students from another country with a totally different culture and language from ours. Besides, I strongly believe that student exchange programmes are a great opportunity that can open students' minds. It is an experience that cannot be missed.”
“Although this is the first time I have taken part in a student exchange, I must admit it has been a once-in-a-lifetime experience to me. I had an amazing time and I truly believe that anyone who has this kind of opportunity should definitely go for it.”
“This was an exceptional experience which I am sure all students really enjoyed. We would be glad to repeat it!”
Parents (extracts - author's translation from Spanish)
“Our family felt very happy to share with our guest different views on various grammatical / lexical accuracy; etc.)
9. Rehearse your speech
10. Get feedback from your classmates 11. Give an improved version of your speech
12. Repeat steps 9-10-11 until you, your classmates and teachers consider your speech has reached the expected standard.
During-the-event task:
13. Note-taking (individually). Take a small notepad with you and note down any details that may come in handy to write an article about the event.
After-the-event task:
14. Article(s) on the experience (individual, pair or group work)
?Draft 1: Deadline Thurs July 3rd
?Draft 2: Deadline Mon July 7th
LUNCH PARTY AT SCHOOL (July 1 ) (Organising Committee, guests and teachers)st
FAREWELL “MATEADA” (July 1 ) Everyone invited!st
Both Argentine and American students used their L2 as a medium to carry out the proposed activities and to get to know one another and their respective cultures.
In their own words…
Here are the opinions of teachers, students and their parents:
Teachers
“I had the opportunity to witness the preparations for the arrival of the North American girls since most of my students were involved in such preparations and in the general organization of the activities to be done on the forthcoming days.