CLIL and Making Sense of Concepts in a Second Language

CLIL, or Content and Language Integrated Learning, is a language teaching method that supports both language learning and the development of non-language subject content, e.g. scientific concepts, maths equations or social science issues. This often takes place in education programmes where two languages are used as the mediums of instruction of content areas such as science, maths, or social science. However, the teaching strategies are useful for all language teachers. The widely used 4Cs Model (Coyle, 2007) aims to develop cognition (and communication, content, and culture) in students learning in two languages. This workshop focusses on the cognition part, by looking at how language teachers can help students making sense of new non-language concepts while using the second language. The workshop revisits Jim Cummins’ insights around BICS (Basic Interpersonal Communication Skills) and in particular CALP – Cognitive Academic Language Proficiency – and extends this to new ideas coming from the fields of translanguaging and concept attainment. The workshop offers strategies for teachers to support their students’ self-regulated learning of new concepts in a second language, and aims to bring CLIL and metacognition into the language classroom.

Presenter – Dr Simone Smala


Comprehension-based & Communicative Approach

Session 1:

  1. A short demonstration lesson: Participants will understand how effective this approach is by participating in a short demonstration lesson (in Chinese) in which they will experience first hand what a comprehension-based and communicative class feels like for a student. They will experience the difference between a class taught with the goal of language acquisition rather than language learning.
  2. 2. How does one teach with a comprehension-based and communicative approach?: Some of the key techniques that are used will be described and discussed.
  3. Debrief on demonstration lesson: Participants will be asked to reflect on their experience as a student in an input-focused class. They will see that a primary goal is to learn language rather than learn about language which is an outcome of grammar and exercise-based approaches. Participants will come to appreciate why acquiring a new language via story (rather than trying to learn it via memorising vocabulary lists, reading textbook dialogues, studying grammar, doing exercises and pair work) works so well with students of all ages.
  4. Issues affecting the implementation of a comprehension-based and communicative program: The session will conclude with a reflection on issues/ obstacles to be aware of when considering implementing a comprehension-based and communicative program.

Session 2:

  1. Pedagogical framework: Two basic questions in the field of Second Language Acquisition (SLA) are “what is the nature of language?” and “what is the nature of communication?”. Participants will be asked to reflect on these questions which are fundamental for those who teach language. The concept of “mental representation” will be discussed and provides the platform for understanding the distinction between the concepts of language acquisition and language learning.
  2. Collaborative Character Construction: Participants will engage in a short lesson segment that shows how language classes can be conducted with a focus on communication rather than language practice. Teacher-student interaction is question-driven. Communication is defined in the sense of language which has a purpose with the goal of acquiring new information, NOT practicing language.
  3. Developing a core skill: Participants will be guided in understanding and practising the skill of “circling” which is a key technique required to achieve the goal of acquiring new information from students which in turn develops their comprehension abilities and communicative competence.

Presenters: Ian Perry & Winnie So


Exploring the potential of picture story books in the Languages classroom -and not just in the primary school

In the session we explore the different ways picture story books can be used in the Languages classroom. After showcasing some concrete teaching ideas we move beyond the obvious language acquisition benefits to look at other opportunities provided by picture story books (and other narratives) such as developing and expanding literacy skills, building  intercultural understanding and accessing content knowledge from other learning areas.

Presenter: Andrea Truckenbrodt


Connecting with Sister Schools

This workshop will explore how to coordinate a sustainable and meaningful sister school relationship that enhances the language program. We will discuss the benefits of having a sister school, ways of connecting with a sister school, strategies to develop and maintain a sister school relationship as well as potential pitfalls to avoid.

Presenter: Jonathan Petersen


Motivation, Engagement and Retention in Stage 4

It can be a challenge to engage students in Stage 4 and to get those crucial elective classes.  This session focuses on my experiences improving student retention in two different schools. I will share planning and teaching techniques and strategies, and explore how student feedback and data can be used as powerful tools for student engagement. This session is also relevant for Stage 5 teachers.  

Presenter: Katherine Brownlee


Designing a Persuasive Text

Designing a persuasive text as a collaborative process involves the development of the four foundational skills of language learning – listening, speaking, reading, and writing. This workshop will refer to the Challenge/Support Framework and Joint Construction, and will provide guidance on how to assist students to construct a persuasive text on the given topic. Discussion template for writing a draft will be provided.   The target audience – high school students.

Presenter: Dr. Marina Anokhina


A Whole School Approach to Promoting Languages

‘Accomplished languages and cultures teachers are advocates for language learning, intercultural communication and intercultural sensitivity, linguistic and cultural diversity. They are advocates for languages both with and for students, schools and communities and engage with wider community to promote languages’ (AFMLTA 2005). One of the many roles and challenges of a languages teacher is to be an advocate for the importance of languages education across the school community and retaining students past the compulsory years of language study. This presentation outlines strategies to develop a whole school approach to promoting languages involving students, teachers and parents.

Presenter: Nathan Lane


Virtual Reality Glasses in the Languages Classroom

** Bring smartphone and pre-download YouTube and Google Street View apps (free)
Digital technologies are a powerful way to engage students with their learning of languages. From YouTube to online language learning games, there is a variety of tools available for teachers to access and embed in their teaching. Virtual Reality (VR) headsets are the newest wave in digital technology. Through the use of the headset and mobile device, the user is provided with a three-dimensional simulation. The headsets and associated VR apps on mobile phones have practical applications to the languages classroom. This presentation will explore how the use of VR headsets can be used effectively in the teaching of languages to provide authentic learning experiences that introduce students to aspects of the culture of the target language as well as develop their language skills. The presentation will also focus on:
– What is VR
– How VR has been implemented to enhance the languages program
– The feedback from students and the teacher

Presenter: Nathan Lane


Assessing in CLIL and embedded language learning contexts

Our research within schools that have implemented a CLIL approach to language teaching, enabled us to gather examples of language teacher assessment which embed assessment of language, other subject content and general skills simultaneously. In this workshop we talk through the underpinnings of a CLIL approach to assessment and share examples from practice of how language and content can be assessed in tandem.

Presenters: Ruth Fielding & Lesley Harbon


Towards an Inclusive Classroom

Participants will explore how to use technology to maintain an inclusive, differentiated and challenging classroom.  They will look at the practical implications of using QR (quick response) codes, Pear Deck (classroom management app) and Virtual Reality apps Minecraft; CoSpaces and Classcraft to engage their students and encourage lateral thinking by accessing free online audio-visual resources.

Presenter: Shirley Hoogewerf


Ideas on how to implement the new Languages K-10 Syllabus in your classroom

This workshop will provide a general overview of the key features in the new Languages K-10 Syllabuses. The focus will be on designing a Scope and Sequence and how to incorporate the objectives, strands and outcomes. With reference to current research-based pedagogy how to implement authentic language use in the design of assessment tasks. Examples shown will be from a Stage 4 and 5 context.

Presenter: Teresa Naso


DAR: an effective scaffolding model to develop students’ speaking and writing skills

The aim of the workshop is to share a scaffold I have developed, called DAR (Description/ Action/Reflexion) which allows students to improve the quality of their speaking and written responses. This scaffold works effectively for senior and middle school language students and can be adapted to any language. In the workshop you will see several examples of how to put it into practice and you will be working on developing your own activity to take to your classes.

Presenter: Teresa Alonso


Incorporating traditional art into the cultural component

Beside the listening, speaking, reading, and writing, teachers often refer to culture as the “fifth skill.” This practical session will show participants, how they can engage their students in conversations and discussions using cultural and art activities and at the same time the cultural outcomes from the Syllabus will be covered. The learning activities are self-differentiating (everyone can be part of learning regardless of the ability). In this session, art activities that foster communication will be practiced using the target language.

Presenter: Zaklina Mihajlova


The keys to culture and politics = language

This workshop will look at how cultural and political keywords, combined with research skills and informed understanding of online translators arm students with the tools to approach multi-lingual news and an ocean of interesting online information.

Presenter: Zara Maxwell-Smith


Can new technologies (like speech recognition) do anything with complex classroom data?

Siri, Google Duplex, Big data… the world is changing. What can we, as teachers, do with this and can new tools cope with complex classroom data? This workshop will briefly outline of a pilot examining these issues in an Indonesian classroom and then open up the floor to discussion of some highly complex excerpts of classroom interactions from the pilot.

Presenter: Zara Maxwell-Smith


New Digital Methods for the Classroom

In this workshop, secondary teachers can expect to see demonstrated the digitally-adapted language courses and resources of foreign publishers such as Hachette, Edilingua, Difusion, Klett and Sansusha. This workshop will be of particular interest to teachers of European languages and Japanese.

Presenter: Marcus Campbell (Intext)


ImmerseMe: Virtual Reality-based Software for Innovative, Interactive Language Learning

(Secondary) Learn about virtual reality-based (VR) software as a way to introduce learners to authentic and interactive learning! Presenting preliminary research findings from learner experiences of 200 French students, Scott will discuss outcomes of ImmerseMe software on behalf of research collaborator Joan Palmiter Bajorek (PhD Candidate, University of Arizona) Kerry Blatchley (LOTE French & Italian teacher) will discuss how she is integrating ImmerseMe into their curriculum at Maitland Grossmann High School in Newcastle.

Presenters: Scott Cardwell & Kerry Blatchley


An update on developments in Languages education around the country

This presentation explores how local responses to curriculum issues since the development of the Australian Curriculum: Languages and including incorporating interculturality into language curriculum. It also reports on the linguistic and cultural profile of Australia, highlighting why language learning  matters in building appreciation of our community language resources and understanding what intercultural communication is all about in our own social contexts

Presenters: Andrew Scrimgeour & Anne-Marie Morgan


ELLA (Early Learning Languages Australia) and beyond!

ELLA is a digital, play-based language learning program for children in preschool. This presentation provides an overview of the ELLA program and how it is being implemented in preschools across Australia. It explores how primary school teachers may continue to support the language learning journeys of these children and provides an update on the recent announcement that ELLA will be made available to children in the early years of schooling from 2019.

Presenter: Kylie Farmer


Real Life Homework

Turn homework into an experience that excites and engages students! In this seminar, we will explore a variety of ways to create challenging and meaningful tasks that provide an opportunity for students to practise and develop their language skills outside of class, or “IRL”. We will examine a range of strategies, sample tasks, and tools to make homework meaningful work and not just more work.

Presenter: Penny Coutas


Digital Feedback for Digital Work

Now that students are submitting their work digitally, how do we mark and return it? In this workshop, we will explore different methods for annotating digital content (text and audio-visual submissions), creating screencasts, and managing submissions/resubmissions and returns. We will also explore the tricky question of, “What makes good (digital) feedback in Languages?” Examples are drawn from the secondary school context but primary teachers working in a 1:1 environment may also find some of the tips and tricks useful.

Presenter: Penny Coutas


HSC – Not just an exam (Making It Real for Stage 6)

During the two years with my first Year 12 class of 2017, my students and I have created an authentic learning environment while developing effective exam strategies and confidence as constructive assessors, resulting in 60% Band 6 and a First in State. I would like to share the exciting adventures and strategies that made our HSC year bearable, enjoyable and memorable. A focus on Stage 6 coursework, but beneficial for all stages.

Presenter: Soo Han


Integrating the new K-10 Languages syllabus through other KLAs in primary schools

Integrating languages with other key learning areas (KLAs) can promote authentic learning experiences and provide students with a direct link to what is happening in the mainstream classroom Sana’s workshop will focus on integrating the new K-10 Languages syllabus through other KLAs in a primary setting.

Presenter: Sana Zreika


Understanding language systems – insights from research

While our focus in language teaching and learning today is very much on developing students’ ability to use language in effective communication, we also recognise their need to understand how language works as a system. Although we cannot aspire to introduce our students to the full complexity and beauty of the systems of the languages we teach, by deepening our own understandings of those systems, we can improve the quality of our teaching and of our students’ learning. This workshop is designed to illustrate how insights from research in linguistics can help teachers
develop a more sophisticated approach to understanding language systems. It will involve a combination of  presentation by the facilitator, hands-on, group activities, and discussion.

Presenter: Dr Nerida Jarkey