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WHAT NEXT: EFFECTIVE STRATEGIES . SPECIAL FEATURE

Integrating IT is key PIXABAY Why CLIL doesn’t fit with the Welsh

Graham Stanley examines the findings report on second language learning
on using learning technology

n the world of language teaching and learning, context is king, and CLIL is not a methodology says Jason Skeet of NILE in Norwich
it was with this in mind that I looked at the Research Assessment
commissioned by the Welsh government (see pages 18-19). As a
Icommittee member of IATEFL’s Learning Technology Special s CLIL trainers, we were asked to
Interest Group, I was interested in the relevance of the findings to look at the research on CLIL
technology-supported language learning. So, what did I think? Successful integration of learning tech needs clear guidelines included in the Welsh Rapid SHUTTERSTOCK
The research teams were initially asked to treat learning technology AEvidence Assessment report on
as a discrete methodology/approach, but did not find enough research recognition) to help with pronunciation, particularly when it is second language learning (see page 18).
evidence to fit their criteria. gamified, is effective with 7 to 9-year-olds. Our first observation concerns the purpose
This is hardly surprising. The use of learning technology is neither an Finally, for me, the findings highlight the importance of timely and of the report. It is a research review of
approach nor a methodology, but a way of enhancing teaching. context-relevant CPD for teachers, and the need for teachers to second-language teaching approaches and
Chambers & Bax (2006) stated the aim is to work towards a state of support each other. They can do this by joining a teacher association methods, which raises a fundamental
‘normalisation’ when technology is, “completely integrated into all other and/or a community of practice, whether that is at the teachers’ question for us about the inclusion of CLIL.
aspects of classroom life, alongside coursebooks, teachers and notepads.” school, face-to-face or online. Someone unfamiliar with the field might
The reports found that technology can support language learning, but be forgiven for thinking that CLIL is a second
clear guidelines on how it is used are necessary, and it needs to support REFERENCES language teaching approach. But it is not just
specific learning objectives. They also state that support is necessary for n Chambers, A., & Bax, S. (2006) ‘Making CALL work: Towards about language learning – it’s also about
pupils and teachers in order for the use of technology to be successful, normalisation.’ in System 34 465-479. Available at: learning a subject. Indeed, CLIL is first and
and in particular that classroom management can be a challenge. https://www.academia.edu/560621/Making_CALL_work_Towards_norm foremost an approach to bilingual education,
This makes sense. Many language teachers have realised the alisation?auto=download and this must be kept in mind in any
importance of using technology as it has become integrated into evaluation of its effectiveness.
everyone’s daily life, but struggle with integrating it into their Graham Stanley is English for Educational Systems Lead for the In fact, a key characteristic (without
classroom practice. British Council in the Americas, and Newsletter Editor for the IATEFL getting into a discussion of ‘hard’ versus ‘soft’
What may be surprising for some is the evidence that supports the LTSIG. He is author of Language Learning and Technology (CUP, versions) is that learning is driven by the
use of technology in areas of language learning that are not obvious. 2013) and editor of Remote Teaching (British Council, 2019). subject content, while language is the vehicle
There is evidence, for example, that using ASR (automatic speech for this learning. This idea is perhaps best
captured in David Marsh’s well-known CLIL: language to learn and learning to use language
formulation: ‘using language to learn and
learning to use language’. authentic materials and increases learners’
A problem for any systematic review of motivation to learn. CLIL is first and
research – and also for meta-analyses – arises As CLIL specialists, we need more research foremost an approach
Expand your experience and when comparing research across different from a wider range of contexts – for example, to bilingual education,
in this review a great deal of
contexts, with differing
the research on CLIL
variables. For example,

is based on Spain.
develop new ideas with the intensity and reflect the existing and this must be kept
duration of different
While this does
in mind in any
interventions will
research field, it
evaluation of its
NILE’s expert trainers account for some of PUBLICATION DATE: within the listing of effectiveness.
SOCIAL RESEARCH NUMBER:
the differences in
should be noted that
31/2018
07/06/2018
results.
The authors of the research excluded from
report do Rapid Evidence Assessment: the review, there are On this point, we would also like to see
acknowledge this Effective Second Language Teaching examples of interesting more practitioner-led and inquiry-based
issue. In their Approaches and Methods and valuable research research, focusing on addressing immediate
summary of general studies conducted in and context-specific problems.
Short courses, CELTA, Delta and language competence other contexts, such as acknowledges the need to support teachers
The summary of findings in the report also
the Netherlands.
findings, they point
out the difficultly of The review reflects with training and development in CLIL. In
MA for language teachers and trainers. comparisons between how much of the NILE’s experience, working in a number of
CLIL and non-CLIL existing research has different national contexts, this is indeed
groups, since the been conducted in an crucial. As such, we would only wish to add
former receive a Mae’r ddogfen yma hefyd ar gael yn Gymraeg. applied linguistics that any planning for training and
This document is also available in Welsh.
New online courses available now! greater exposure to © Crown Copyright Digital ISBN 978-1-78937-321-9 context; we would like professional development must consider how
the target language.
to give teachers ownership over this process,
to see the research field
In fact, this greater exposure is precisely for CLIL broaden, with as well as empower teachers to try out in their
one of the benefits of CLIL which, by the more research on the impact of learning classrooms, what might be new approaches
Contact registrar@nile-elt.com for more informa琀on. way, does not involve replacing language subject content. We would also like to know and methods to teaching and learning.
lessons (one of the great misconceptions). more about subject-specific methodology:
Other summary findings can also be what particular domain or subject-specific
www.nile-elt.com related to CLIL, in our experience, although teaching approaches and methods are Dr Jason Skeet is Programme Leader on
effective in developing learners’ cognitive,
the authors do not make this connection: it
NILE’s MA in Professional Development in
can be said to provide learners with procedural and linguistic competences in that Language Education.
meaningful interaction, exposes learners to domain/subject?
20 May 2020 editorial@elgazette.com 21