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Keynote speakers

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Beyond CLIL: putting a pluriliteracies approach to deeper learning into practice.

 

Pluriliteracies Teaching for Learning (PTL) constitutes a relatively recent development in Content and Language Integrated Learning (CLIL). This approach has been developed to provide pathways for deeper learning across languages, disciplines and cultures by focusing on the development of disciplinary or subject specific literacies. Deeper learning - by which we understand the successful internalization of conceptual knowledge and the automatization of subject specific procedures/skills and strategies – is currently considered to occur only if learners are taught how to express their knowledge appropriately and in an increasingly complex and subject adequate manner.

In the presentation I would like to introduce the revised Pluriliteracies Model for Deeper Learning and discuss challenges of putting this approach into practice as well as show empirical research data. In addition, I will introduce the five core principles of Pluriliteracies Teaching for Deeper Learning along with matching guiding questions which were developed to help teachers design what we have coined deeper learning episodes.  I will compare existing task models with our revised model to highlight key differences in planning and teaching. An analysis of classroom materials for different age groups will show ways of mapping and creating learner progressions in order make deeper learning happen and to take  (CLIL) learning to the next level.

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See the keynote powerpoint presentation here.

 

Project Website:

http://pluriliteracies.ecml.at

 

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Dr. Oliver Meyer is professor for English-Didactics at the Johannes Gutenberg University Mainz. He is also a qualified teacher of Geography and EFL with several years of CLIL-teaching experience.

From 2008 - 2013, he worked as a pre- and in-service teacher trainer at the Catholic University of Eichstaett. As a CLIL-expert, he was co-responsible for the in-service training of the 150+ middle school teachers involved in a CLIL pilot program in Bavaria.

His Ph.D dissertation is on instructed strategy use and its effect on oral language performance in young CLIL language learners. He is especially interested in developing and disseminating cutting-edge, evidence-based teaching strategies.

He is a member of the CLIL Cascade Network and has been invited to teach CLIL courses in many European countries. In 2010 he co-organized the international CLIL 2010 Conference (CLIL 2010: In Pursuit of Excellence) in Eichstaett/Germany. In 2010, he was awarded first prize at a prestigious competition for innovation in teacher training (Pädagogik Innovativ 2010).

He has been coordinating “CLIL 2.0: Literacies through Content and Language Integrated Learning: effective learning across subjects and languages”, a project (2012-2015) for the European Centre for Modern Languages (ECML). The Graz Group is made up of experts such as Christiane Dalton-Puffer, Do Coyle, Christiane Dalton-Puffer, Ana Halbach, Irina Hawker, Ana Llinares, Roy Lyster, David Lasagabaster, Gerrit-Ian Koopman, Yolanda Ruis-Zarobe, Kevin Schuck, Teresa Ting, Teresa Ting, Johannes Vollmer & Rachel Whittaker.

Prof. Meyer is a reviewer for journals such as Applied Linguistics, The Language Learning Journal and Sage Open. Selected Plenaries in 2014: Think CLIL 2014 (Venice); CLIL CORE (P. d. Mallorca); CLIL (Hongkong).

Oliver Meyer has authored several CLIL and ESL textbooks, including his work on a conceptual framework for the next generation of digital textbooks (Learnscraping: Beyond the Digital Textbook) as well as his recent publication, Beyond CLIL: Pluriliteracies Teaching for Deeper Learning.

                                  Looking back to move forward: CLIL for the 21st Century

 

Thirty years after its arrival on the educational scene, some countries have embraced CLIL as part of mainstream education while others have abandoned it as an unsustainable innovation. In both cases, questions emerge for CLIL research as to what the unique potential of CLIL for education is and how it can help address the UN Sustainable Development Goals related to Quality Education.

This presentation will posit the key contribution of CLIL in terms of fostering the development of bi-and multilingual disciplinary literacies or the ability of school-leavers to use both their L1 and at least one further language confidently for professional and academic purposes. I aim to show how conceptualisations of CLIL as ‘only’ a context of language learning, rather than a truly integrated approach, hamper the potential of CLIL in this respect and so limit its chances of being adopted long-term. Conversely, viewing such bi-and multilingual literacies as an instantiation of the programmatic integration of language and content in CLIL encourages interdisciplinary engagement with CLIL.

I will give two examples from current research activities to underline the potential of bi-and multilingual disciplinary literacies in making CLIL sustainable. Firstly, I will present the European COST Action “CLIL Network for Languages in Education”, which  aims at developing a shared research agenda into bi- and multilingual disciplinary literacies in CLIL with a view to optimizing CLIL practices. The research foci of a) developmental trajectories b) (key) school subjects and c) influences of digital life-worlds and other out-of-school language practices are tackled to conceptualise these literacies more clearly and develop hands-on educational guidance for practitioners. The second example will outline how policy adaptations in CLIL at Austrian upper-secondary vocational schools enable the fostering of bi- and multilingual disciplinary literacies in a sustainable manner for all learners.

I will end by showing how these research examples address some of the current challenges of CLIL research, such as the need for increased interdisciplinarity and collaboration, and help inform CLIL practice to ensure an optimization for the development of bi-and multilingual disciplinary literacies.

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See the keynote powerpoint presentation here.

 

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Dr. Julia Huettner is professor of English Language Education at the University of Vienna, with a dual affiliation to the Faculty of Philological-Cultural Studies and the Center for Teacher Education. After training and working as a teacher of English and Italian at secondary schools, she obtained a Master’s degree in Applied Linguistics from the University of Edinburgh and a PhD in English Linguistics from the University of Vienna. From 2009 until 2018 she worked at the University of Southampton, United Kingdom, as lecturer and later associate professor of Applied Linguistics. Her post-PhD work has focused on school-level CLIL as well as on English Medium Instruction at university level. This research has addressed, on the one hand, teacher and learner cognition within CLIL and EMI, where Julia Huettner looked at the role that beliefs and ideology play in the success (or lack of it) of bilingual educational programmes. Secondly, she focuses on the interface of content and language learning and teaching that is subject-specific language, looking at how it is used and learned in CLIL classrooms. She has published widely in these areas, including in the Journal of Bilingual Education and Bilingualism, International Journal of Applied Linguistics, TESOL Quarterly, and been part of several related international research projects, such as INTERLICA (https://www.ucm.es/interlica-en), SHIFT (https://www.ucm.es/shift/who-are-we) and Heras+ CMI (https://www.germ.univie.ac.at/projekt/community-based-multilingualism-internationalization/) As a teacher educator, she also looks more broadly into developments of pre-service teacher education. More specifically, she works on research into raising student teachers’ awareness of inclusive teaching with regard to neurodivergent learners, the means of integrating virtual reality into teaching programmes for English for Specific Purposes and ways of fostering research literacy of novice teachers.  

Currently, Julia Huettner is Chair of the COST Action “CLIL Network for Languages in Education: Towards bi- and multilingual disciplinary literacies (CLILNetLE)”, a network comprising around 160 researchers on CLIL from across Europe (https://www.cost.eu/actions/CA21114/ )


Dr. Oliver meyer
 


dr. julia huettner
 

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