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- CLIL: estudo paralelo e estudo comparativo nas instituições de Ensino SuperiorPublication . Morgado, Margarida; Coelho, Margarida; Moreira Silva, Manuel; Gonçalves, AnaCLIL: Estudo Paralelo e Estudo Comparativo nas Instituições de Ensino Superior
- Promoting dynamic CLIL courses in portuguese Higher Education: from design and training to implementationPublication . Arau Ribeiro, María Del Carmen; Silva, Manuel; Morgado, Margarida; Coelho, MargaridaThis article demonstrates the method, procedures and results of a national research project aiming to implement Content and Language Integrated Learning (CLIL) courses in Portuguese higher education (HE). ReCLes.pt, the Network Association of Language Centres in HE in Portugal, carried out a review of the literature and an extensive needs analysis based on interviews with administrators and subject teachers to substantiate this need for CLIL in HE. The irst 10-hour CLIL teacher training pilot courses, conceived of as Communities of Practice, involved learning to deal with approaches to teaching language and content by scaffolding and applying a terminology-based approach, all of which was systematized in a collaboratively written training guide. Data gathering instruments were created for observation, questioning and documenting, which served to analyse the results and assess the sustainability of the interrelated objectives of creating
- CLIL no Ensino Superior Português: uma experiência pedagógica inovadoraPublication . Morgado, Margarida; Coelho, Margarida; Ribeiro, Maria; Moreira Silva, Manuel; Gonçalves, Ana178 no contexto do ensino não superior a partir dos 4 Cs–Conteúdo, Cognição, Comunicação e Cultura, a abordagem CLIL coloca o enfoque pedagógico em saber gerir conteúdos e informação, usar capacidades cognitivas para entender e processar essa informação, saber comunicá-la com eficácia em diversos contextos e em diversos ambientes multi-e interculturais. De um ponto de vista pedagógico, CLIL é uma abordagem integrada de ensino e aprendizagem de uma língua estrangeira e de conteúdos não linguísticos, que desloca o foco da aprendizagem de uma língua per sie para contextos académicos e científicos específicos, ao mesmo tempo que sublinha que aprender e ensinar por intermédio de uma língua estrangeira requer um conhecimento aprofundado da língua em si e também dos repertórios científico-culturais a ela associados. O grande desafio a que a abordagem CLIL responde concerne um aspeto muitas vezes invisível na relação pedagógica: que o conhecimento se constrói de modos diversos em línguas/culturas diferentes (Wilkinson & Walsh, 2015; Boroditsky, 2011).
- Teacher training forCLIL in Higher Education: challenges in blended learningPublication . Moreira Silva, Manuel; Ribeiro, Maria; Morgado, Margarida; Coelho, MargaridaResearchers and foreign language teachers of ReCLes.pt (the Network Association of Language Centers in Higher Education in Portugal) would like to share recent research on a blended learning format for teacher training for CLIL (Content and Language Integrated Learning), based on a course carried out in the 2nd semester of 2016/2017 for teachers at four geographically disperse polytechnic instituts in Portugal. The course was implemented in these four different educational environments and had as trainees teachers of other subjects, representing specialty areas such as Experimental and Exact Sciences, Technology, Engineering, and Management. Together, the trainers from each of the four schools designed and carried out the teacher training, online and in loco, with initial face-to-face (F2F) sessions to establish a community of practice and a common objective – to learn to create conditions for learning that simultaneously promote the proposed subject and the foreign language through which it is taught. The framework of the b-learning course is the widely-used CLIL Training Guide (Morgado et al. 2015), available at http://recles.pt/, which includes techniques for scaffolding to build new concepts upon previously acquired competences and terminologically-inspired approaches and instruments for acquiring the much-needed specialist terminology of each subject. Also covered are the principles of how to teach effectively through English, activating and consolidating linguistic competences, considering aspects of classroom management and student learning styles. The assynchronous and F2F sessions also consisted of individual orientation and tutorial work with the teacher trainees, followed by classroom observation of the resulting CLIL module and interviews with the students and the teacher trainees. By ensuring the best possible application of the teachers’ new teaching competences, we aim to better understand just how students in higher education are receiving this new approach to learning through a foreign language. Overall, the present experience will serve for further national and international editions of this valuable opportunity to be trained in CLIL for higher education as it has allowed for reflection on the potential and the challenges for blended learning – ranging from the cohesion, distribution, and relevance of the topics covered to management of time for executing the assignments and to issues related to personal learning spaces. Learner satisfaction (for the teacher trainers and the students of these higher education CLIL modules) is high although realistic expectations about time are a consistent difficulty to be negotiated.
- The State of the ReCLes. pt CLIL training projectPublication . Arau Ribeiro, María Del Carmen; Gonçalves, Ana; Moreira Silva, Manuel; Morgado, Margarida; Coelho, MargaridaContent and Language Integrated Learning (CLIL), an area that has only recently been more thoroughly explored for appropriate use at higher levels of education, has been one of the research areas identified by the Association of Language Centers in Higher Education in Portugal (ReCLes.pt). ReCLes.pt members – administration and research professors are striving to make a difference in the paucity of scientific publications in this area with the creation of their national program for training content teachers in Portuguese higher education. To best learn from each other in a collaborative network and apply well-informed teaching and learning methodology to English-taught classrooms, the underlying concepts range from classroom management and scaffolding to learner autonomy and from Web 2.0 tools to terminology-based learning. As an update of the current state of the art as interpreted in this project, the outreach and reception will be described in full with attention to some detailed examples of the more successful aspects as well as others where we have found room for improvement. Recommendations will be made for other networks and individual schools aiming to effectively prepare their students for the market by using an integrated approach to content and language learning. This paper reports on the current state of the ongoing ReCLes.pt CLIL Training Project, financed in part by the FCT (the Portuguese Foundation for Science and Technology), with project members from a number of universities and polytechnics across Portugal.
- Desafios e barreiras à formação de formadores CLIL no Ensino Superior em blended learningPublication . Arau Ribeiro, María Del Carmen; Morgado, Margarida; Moreira Silva, Manuel; Coelho, MargaridaA Associação de Centros de Línguas no Ensino Superior em Portugal (ReCLes.pt) pretende partilhar com a comunidade de investigadores desenvolvimentos recentes na área de formação de formadores CLIL (Content and Language Integrated Learning) em modalidade mista, presencial e online (blended learning), com base numa experiência decorrida no segundo semestre o ano letivo de 2016/2017. São quatro os institutos politécnicos (IP) – de Castelo Branco, Guarda, Portalegre e Porto (ISCAP) – que participaram no design deste curso de formação de formadores CLIL em modalidade mista, com sessões de formação online assíncronas e sessões presenciais, acompanhamento individual e de tutoria, a partir das linhas orientadores propostas no manual escrito pela equipa intitulado CLIL Training Manual (Morgado et al. 2015). Nesta experiência de formação piloto, em modalidade mista, participaram docentes do ensino superior dos IP de Castelo Branco e da Guarda na qualidade de formandos e formadores das quatro instituições acima referidas, prevendo-se o seu alargamento, nacional e internacional, no próximo ano letivo. O artigo descreve os objetivos da formação que são técnicos (como ensinar eficazmente em inglês, ativando e consolidando as competências linguísticas em inglês dos alunos, utilizando a abordagem CLIL); a razão da configuração da formação de formadores em modalidade mista, dado o escasso tempo em comum de que os docentes dispõem para assistir a formações presenciais e a sua autonomia; o design das quatro unidades a partir dos especialismos dos formadores e do manual supracitado; as formas de gestão e articulação da formação a distância e decentralizada (em termos dos formadores, das avaliar a experiência em termos da coesão da formação, do trabalho solicitado aos formandos (número de horas efetivamente usado para a formação), da eficácia das aprendizagens, e do grau de satisfação dos formandos, usando para o efeito entrevistas com alguns dos formandos. Enquadra, finalmente, alguns obstáculos sentidos no decorrer da formação, procurando a sua correção, como a gestão do tempo individual de cada docente ou o não cumprimento das tarefas sugeridas, apontando metas para a sua resolução.