Almost at the end of the process of writing these blogs I would like to refer briefly to some other topics I have not dealt with before.

Almost at the end of the process of writing these blogs I would like to refer briefly to some other topics I have not dealt with before. In this occasion I am going to refer to Team Teaching.

One of the important aspects in CLIL practice refers to interdisciplinary work and Team Teaching, which is also referred to as co-teaching and collaborative teaching. Johnson and Lobb (1961:59) defined Team Teaching as "a group of two or more persons assigned to the same students at the same time for instructional purposes in a particular subject or combination of subjects". More info can be found in the following web site: www.clil-axis.net/team_teach_intro.htm

Coonan from the University of Ca' Foscari, Venice, in her article "Some issues in implementing CLIL" points out that team teaching method is a good solution when content is taught through a foreign language because both the content teacher and the language teacher are physically present during the class and introduce the topics to the learners. (Coonan, 2003) http://www.clil-axis.net/team_teach_clil.htm

Although Team teaching in this traditional description guarantees excellent practice, we have decided to introduce a more moderate approach that can be applied in our institution as well as in other institutions in our town. We propose a team work that would involve the participation of teachers from the different curriculum areas we desire to join in a Content and Language Integrated Curriculum planning that would be applied to different classes following the pre-established L2 timetable.

This implies collaborative work among teachers from different school subjects and teachers of English in a common project. We do not think it is obligatory that all of the other teachers speak English, since each can offer their specific expertise to the CLIL project. Our experience has been very enriching including the Biology, Computer Studies and Literature teachers who have joyfully supported the project by developing specific topics with the students and advised us in our CLIL materials design.

If any of the colleague teachers reading this post would like to comment on these ideas as regards Team Teaching, or any other, you are welcome to do so!! Kind regards,
Paula

Comments

Hi Paula,

Thanks for your contribution on team teaching.  This is something that I believe is at the heart of good practice, not only in CLIL but in education generally.  Pupils at primary level usually experience an integratedcurriculum, with joined up thinking between the subject areas.  However at seondary level, teachers tend to suffer from tunnel vision and relatively narrow subject focus, meaning that students are left to put the curriculum jigsaw together for themselves. Cross-disciplinary areas such as citizenship and critical thinking become everybody's responsibility and nobody's!  I see CLIL as a kind of 'Trojan horse' which can bring about some much needed inter-disciplinary co-operation and dialogue, in the best cases resulting in a much more coherent educational experience for students.  The model you have adopted looks like a big step in that direction!

It has been great to see a returned Hornby scholar contributing to international dialogue via the blog!

 Thanks again, Paula, and best wishes

Rod 

 

Dear Rod;

Thanks for your comments. It has been a pleasure to write these blogs which have combined a little bit of theory and our own practice in our institution. I agree with you  that "Team Teaching" in its various forms and adaptations means a step forward in education in general and in the EFL field it needs to be developed more thoughghly.  We hope to continue improving this project during the academic year 2009 which will start next March.

I hope you continue doing very well and that you spend wonderful end of the year festivities in company of your beloved ones! Regards from Argentina,

Paula

Add new comment

Log in or register to post comments