My name's Rosie Tanner
and I teach at the University of Utrecht in the Netherlands.
I teach CLIL in-service training to
lots of of teachers of different subjects: physics teachers, PE teachers,
Maths teachers. My name is Liz Dale,
I work at the Amsterdam University of Applied Sciences,
my core business, the main part of my job is training language teachers, so English
teachers from Dutch secondly schools, but I also developed a module for training
content and language integrated learning.
What's next for CLIL? I think it's going to be different in different contexts.
If you look at Europe, then CLIL is differently established across different
countries
and the places where it's well-established, like in the Netherlands
for example,
I think what's next is challenges maintaining the initial enthusiasm
that people had starting off CLIL,
so maintaining that and keeping the bar high.
Then for the other countries where CLIL is less well-developed,
just starting,
then it's a question of
looking to other places where CLIL has been successfully implemented
learning the lessons from what's been done there and
making sure that they
transfer the successful elements to their context.
Yes, and I think with CLIL
that there's really a need for trainers to train the trainers and there's
also a need for
ministers of education to
invest in CLIL.
I think another way that CLIL is going to develop is that subject and
English teachers are going to collaborate more,
and I think there will probably be some online courses on CLIL.
Now co-authoring is an art and
this project came out of another book that
we worked on together,
for me it's the word compliments and its the word compliment with
an i, I think you have to work
together and compliment each other on what you're doing well
and also be able to give feedback and receive feedback really well,
and the other complement within an e, I think that we have to them complement
each other, for example
Liz would write a peace and then I would think well it's not really accessible for the
teachers so I
would make it more accessible for the teachers,
or I would
write a long chunk and then Liz would
compliment me in that she would talk about what's the rationale and why is it
really CLIL.
And I think yes there are different ways of co-writing, some people when they co-write
they choose to right a section each, to take it in turns to write a chapter,
and actually that's not really writing together it's just taking it in turns
and we really did co-write, which means that you take it in turns to
produce some work
and then edit it together,re-write it and do exactly what Rosie said
which is
make the most of each other strengths
and be patient with each others weaknesses,
Well I've actually only ever taught English in two countries in the UK and
in the Netherlands
but I was thinking about it and I've actually taught
English to people from
all the continents,
so I've
taught people from South America, I've taught people from Asia, Indonesia and Japanese
Chinese, I've taught people from Eastern Europe
and Southern Europe and from Northern Europe,
have I left any out?
I haven't taught anybody from Northern America because they speak
English already.
And I've taught all over the place, I started off at a Language school in the North
of Spain
and then I spent four years in Chile in Concepción, and I actually started off as a
bilingual teacher in a British school in Chile
and then I taught in China and Poland and I've done some consultancies in
Egypt
and in Brazil and I went back to Chile. Now my secret teaching tip is nothing
very dramatic
it's basically connect with the learners, learn something about the people that you're
working with
and learn something about their personal lives
and really connect as a teacher or as a trainer,
and the second thing is apply multiple intelligence theory, get people moving,
use visuals, use uh...
interpersonal activities, acting, use group work.
And for me it's not really about teaching English it's about teaching
the learners it's about finding out about who it is that you're teaching,
why they're learning, what it is that they want to learn
and making sure that you help them
to develop the skills that they want to develop.
So it's shifting the emphasis away from the subject to teaching the person. It's
really quite similar and I think that's why we worked well together, we have
a similar idea about what teaching English involves.