FOURTH READING

The reading of this week is called 'The Integrated Nature of CLIL: A Sociocultural Perspective', written by Josephine Moate, from the Jyväskylä University (Finland).

5 words

- Social nature of learning

- Sociocultural perspective

- Metatalk

- Exploratory talk

- Joint ownership

3 main ideas

- In CLIL talk is at the centre of the teaching - learning process, giving more chances to practice the target language as well as to work in a collaborative way and share knowledge.

- The sociocultural perspective supports the idea that knowledge that is constructed within and recognised by a community becomes part of the resources belonging to that community. Therefore, it refuses the idea that 'each learner 'discovers' knowledge as an individual'.

-Exploratory talk is promoted in CLIL lessons. It represents the collaborative nature of learning and it  highlights language as the tool for knowledge construction with reference to the subject as well as the language knowledge.

1 idea that touches me

'Through talking together, learners think together'. When children share their knowledge and ideas, they all can learn from each other and, by a mutual help, they can reach an educational aim together. CLIL supports children to talk and share, and therefore it promotes this collaborative learning.  

             

Have I seen CLIL during the Practicum?

Unfortunately, I haven't. I hadn't seen any CLIL in the first two weeks, so I talked with the teacher to know if they did it sometime, but she told me that by now the school doesn't incorporate CLIL lessons.

Have I seen some critical event this week?

In the school there are two lines of each course. The other day I went to see a lesson in which children of the last course in Preschool, from the two lines, were playing together. It was a lesson of psychomotor activity, and the children only had two rules: not to hurt anybody while playing and to try to interact with somebody from the other class. The aim was to know each other, because on the first year of Primary Education they will be mixed. The teacher let them play and observed how the interactions were going, in order to consider how the groups could be made. At the end, she asked each child, one by one, with who they had played or would like to play, because they also wanted to take into account their opinions.