Monthly Archives: març 2010

CLIL across contexts: A scaffolding framework for CLIL teacher education

CLIL across contexts: A scaffolding framework for teacher education is a three-year SOCRATES-COMENIUS 2.1 project which aims at proposing a model for teacher education based on classroom observation and relevant research in selected areas of bilingual education and learning in general. It has also generated local actions in the different countries where academics, teacher educators and CLIL teachers have worked together towards identifying crucial aspects of effective teaching and learning.

Primary Curriculum Box by CUP

Ready-made photocopiable lessons for Content Language Integrated Learning (CLIL) or bilingual education programmes. Photocopiable lessons designed to widen your pupils’ knowledge of the world outside the classroom. Ideal for giving your English classes a cross-curricular element, or as support material for Content Language Integrated Learning (CLIL) or bilingual education programmes. Topics covered include art and drama, literacy, maths, science and the environment.

TRI-clil: See all the speakers’ presentations

Check out the TRI-clil website where you can now find the pw presentations and the materials of the different speakers that attended the conference.

Sessió: 11:45 – 13:35
Aula 1: Recerca

  • A. Vallbona González Implementing Clil In The Primary Classroom: Results And Challenges
  • O. Lupu Genre-based Approach to Teaching Transferable Critical Reading Skills

Aula 2: Experiències

  • M. Fradera The curious case of Music in English
  • J. Coral Mateu “Mou-te i aprèn” – Aprenentatge integrat de continguts d’educació física, salut i llengua anglesa

Aula 3: Recerca i Experiències

  • F.X. San Isidro Agrelo Análisis del modelo CLIL gallego
  • P. Mayans Balcells & I. Canal Santos El pla per a l’actualització del programa d’immersió lingüística a Catalunya (2007-2013)
  • I. Canal Santos & P. Mayans Balcells Línies de formació de la nova immersió en català a Catalunya

15:00 – 17:10

Aula 1: Recerca

  • R. Gilabert The role of tasks in CLIL program development
  • A. García Gómez Disruption, underachievement and school failure in the bilingual classroom: A case study
  • T. Barbero Le Cadre Européen Commun de Référence et CLIL/EMILE: une intégration possible?

Aula 2: Experiències

  • P. Sagasta Errasti, B. Pedrosa, J. Barnes, A. Nazabal & M. Madinabetia Una experiencia de AICLE en los estudios de Magisterio de la Facultad de Humanidades y Ciencias de la Educación de la Universidad Mondragón
  • M. Dean CLIL in Steyr, A process oriented approach
  • F. Maggi The CLIL Virtual Tour

Aula 3: Recerca i Experiències


  • Joaquim Arnau Ensenyant història en una aula ordinària amb alumnes nouvinguts: un projecte de formació de professors



Sessió: 11:45 – 13:35

Aula 1: Recerca

Aula 2: Experiències

Aula 3: Recerca i Experiències

  • R. Bergadà & L. Jové L’AICLE a l’escola
  • G. Langé CLIL certifications for teachers, students and schools

Sessió: 15:00 – 17:10

Aula 1: Recerca

  • F. Costa Code-Switching In CLIL Contexts
  • M. Espinet, D. Masats, M. Feixas, S. Oliver, E. Codó & P. Grau Developing Critical Literacy Competence in CLIL-based teacher training programmes
  • J. Goldsmith How activity type and cognitive load influence code-switching and target language production in student-student informal group conversations in the CLIL classroom: A Barcelonan case study

Aula 2: Experiències

  • R.M. Ramírez & T. Serra L’aprenentatge de les llengües i les transferències
  • M.À. Hernández Sierra 1999-2009: Una dècada d’experiència CLIL: l’evolució d’un projecte des de la concepció a la maduresa
  • M.D. Ramírez-Verdugo, M.I. Alonso Belmonte, L. Viñas Valle & A. Hermoso González Learning English and Science: CLIL in state primary schools

Aula 3: Recerca i Experiències


More information on the new CLIL book by Cambridge


More information

Evidence from Research in Europe
Edited by Yolanda Ruiz de Zarobe (University of the Basque Country) and
Rosa María Jiménez Catalán (University of La Rioja)
More Information

García, O., with contributions by Hugo Baetens Beardsmore.2009. Bilingual Education in the 21st Century, A Global Perspective.
More Information

Mehisto, P., Marsh, D. & Frigols, M. 2008. Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Macmillan: Oxford.Published: 31 March 2008

More Information

Marsh, David
. & Wolff, Dieter, eds. 2007. Diverse Contexts – Converging Goals: CLIL in Europe. Frankfurt: Peter Lang
How to order (pdf)

Maljers, Anne, Marsh, David, and Wolff, Dieter, eds. 2007. Windows on CLIL: Content and Language Integrated Learning in the European Spotlight. The Hague: European Platform for Dutch Education, and Graz: European Centre for Modern Languages. Available from

How to order (pdf)

Developing the home-school relationship using digital technologies


Developing the home-school relationship using digital technologies

Lyndsay Grant, Futurelab

Executive summary

In recent years there has been a growing understanding of the importance of factors outside the immediate school environment in explaining children’s success in school.

At the same time, there has been increasing attention paid to the ways in which children’s home and family cultures are valuable learning environments in their own right. How children’s schools relate to and work together with their home environments is therefore a critical subject for school staff to consider in order to support children’s learning in the widest sense.

Parental engagement in children’s learning has seen particular attention from policy-makers and practitioners, as part of a wider drive to improve children’s achievement and narrow the gap between children from disadvantaged backgrounds and their peers. Schools are also being encouraged and expected to make information and access to learning resources available online for children and their parents.

The availability of a home computer and internet access is seen as important enough for learning that the Home Access initiative announced plans to support low income families to acquire these technologies.

The research project on which this handbook is based was situated within the context outlined above. It sought to understand the needs and aspirations of teachers, parents and children for the home-school relationship, and how the use of digital technologies may support as well as raise new issues for homeschool relationships.

The emphasis on parental engagement, as well as much work on home-school relationships, has tended to focus on the relationship between parents and children’s schools, but children themselves play an active role in mediating between their home and school contexts, making connections between the learning they do at school and home (or not), and actively facilitating or resisting their parents’ involvement in their learning. Children therefore need to be considered as at the heart of any strategies to support home-school relationships and parents’ engagement in children’s learning.

Education should equip people to participate in the world in which they live, to make informed choices and to have some agency over their own lives and the lives of the local and global communities of which they are part. Children’s learning is not restricted to the time they spend in school. Through homework, through following their own interests and hobbies, and through participation in activities with their family and peers they are often engaging in personally meaningful learning. Underpinning this research project therefore is the idea that children need to be able to make meaningful connections between their learning in school and the learning and cultures of their home environments. Education aims to broaden young people’s horizons, develop their aspirations and make new opportunities available to them – but for these goals to be realistic it first needs to connect with their lived experiences. Schools need to consider ways to bring the knowledges and cultures of home into ‘conversation’ with the knowledges and cultures of school, supporting children to draw on all the resources available to them to enable them to become resilient and resourceful learners.

The starting point for thinking about homeschool relationships needs to adopt a ‘wealth’ rather than a ‘deficit’ model. The unique contribution of children’s home and family life needs to be valued and validated, and developed and built on to support children’s learning at home, rather than attempting to introduce a completely new and alien set of school-based requirements on children and their families.

Negotiating the needs and aspirations of teachers, parents and children for the homeschool relationship is likely to reveal tensions between different groups’ priorities. Teachers, parents and children are not homogenous groups and each will have different priorities, which need to be acknowledged. A more explicit process of negotiation and consultation could support the development of shared expectations of the respective roles and responsibilities of teachers, parents and children.