Máster Universitario en Educación Bilingüe

05MEDB. Unidades de
aprendizaje integrado:
Propuestas y materiales didácticos
SESSION 4

Verónica Asensio Arjona

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Contents

● Introduction to AG2

● Chapter 3: Dealing with diversity

● Introduction to the forum activity

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Session 4

Introduction to AG2

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GUIDED ACTIVITY 2 (15%)

● AG2: lesson plan for a CLIL session.

*IMPORTANT: Once you are explained what AG2 consists of, you will be able to develop it
progressively throughout the course. Some days you will be given time to work in class so that you can
incorporate all the elements we study into your lesson plan.

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GUIDED ACTIVITY 2

● AG2: lesson plan for a CLIL session.

You are expected to develop a lesson plan and detail all the activities and materials that you would use.
In order to do so, you will progressively incorporate all the elements we see in class. For example:

- Seminar 2 is about the criteria we should follow to choose/design CLIL materials - Please use
them for these activities.
- Forum 1 is about diversity: make sure you consider it.
- Some other sessions will deal with planning procedures and techniques - they will be useful to plan
your own session.

You will be given some time at the end of most of the sessions to incorporate what you have learnt.

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GUIDED ACTIVITY 2

THE TEMPLATE

(You can find it in ‘activities’ or in ‘materials’)

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REMINDERS

● Ley orgánica para la mejora de la calidad educativa de

08/2013, señala en su artículo 13 que “las administraciones
educativas podrán establecer que una parte de las
asignaturas del currículo se impartan en lenguas extranjeras
sin que ello suponga modificación de los aspectos básicos del
currículo regulados en el presente Real Decreto” (p.10).

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REMINDERS

Relevant webpages where to obtain more specific legislation:

● ANPE: https://anpe.es/web+Normativa+educativa-id=7
● ASOCIACIÓN BILINGÜE:
○ http://www.ebspain.es/index.php/observatorio-eb-2
○ http://www.ebspain.es/index.php/legislacion

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USEFUL INFORMATION

ARTICLE (Recursos y materiales > Carpeta del profesor)

➔ Comparison of legislation across regions.

Guadamillas, M.V. & Alcaraz, G. (2017). Legislación en Enseñanza Bilingüe:

Análisis del Marco de Educación Primaria en España. Multiárea. Revista de
didáctica, 9, 82-103.

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Session 4

Chapter 3:

Dealing with diversity

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What is diversity?

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Types of diversity in CLIL

● Linguistic: Mixed-level classrooms (also L1 abilities)

● Cultural: complex whole which includes knowledge, beliefs, arts, morals, laws, customs,
and any other capabilities and habits acquired by [a human] as a member of society”,
and declares it an inalienable human right (UNESCO, 2001, Universal Declaration on
Cultural Diversity, Article 4).
● Motivational: responsible for why - how long - how hard (Dörnyei & Ushioda, 2013)

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What can teachers do to promote motivation?

● Combine different types of assessment (formative, summative, peer, teacher, and

so on) and tools (rubrics, observation, portfolios, etc.).
● Individual, pair and group work, collaborative and competitive work.
● Variety of tasks and materials.

We should consider different learning styles

and multiple intelligences.

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Howard Gardner’s Theory of
Multiple Intelligences (1983)
★ 1. Linguistic.
★ 2. Logical-mathematical.
★ 3. Musical.
★ 4. Spatial.
★ 5. Bodily-kinesthetic.
★ 6. Naturalistic.
★ 7. Interpersonal.
★ 8. Intrapersonal.
★ 9. Existential.
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Lesson plans need to give

room to different motivations, cultures and language
abilities, need to be flexible enough to cater for
a variety of preferences without losing sight of the
common objectives to be reached.

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3.2. STRATEGIES FOR DEALING WITH DIVERSITY

Constructivism/
Vygotsky’s (1978) Zone of Proximal
Development

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3.2. STRATEGIES FOR DEALING WITH DIVERSITY

Bloom’s (revised) Taxonomy:

Framework for task design

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Please check that your

choice (layer of the pyramid)
matches the instructions

you provide.

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3.2.2. Scaffolding vs differentiation

● Scaffolding: the same content

materials broken down into digestible
chunks.
● Differentiation: different materials to
different (groups) of students.

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What is multimodality?

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3.2.3. Multimodality

● To provide a message through

various channels (visual, oral,
written, spatial etc).

● Suitable for different learning

styles and intelligences.

● Lo & Lin (2015) include L1, L2,

different registers.

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What is translanguaging?

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3.2.4. Translanguaging ● Strategic rather than opportunistic (not an

easy way out).
● Why?
For many years, the L1 in the • A need to ensure understanding
language class was banned efficiently.
• Including or excluding others.
• Demonstrating knowledge.
• Ensuring participation.
Recently: a learning tool
• Clarifying and summarising.
• A student being in physical or
emotional distress.
• Using L1 knowledge to understand
similarities or differences.
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3.2.5. Cooperative methodologies

Group work
Collaborative learning
★ Advantages (Long, n.d.):
★ 1. Increased opportunities for practicing the target language. Cooperative learning

★ 2. Improved quality of conversations among students, since face-to-

face communication in a small group is a natural communicative
situation.
★ 3. A positive affective atmosphere.
★ 4. A source for student motivation.
★ Casal (2010): synergies foster self-esteem, task comprehension and
social cohesion.

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05MEDB 3.2.6. Motivational strategies

Basic motivational conditions: Maintaining motivation: varying

good teacher – student materials, tasks and channels,
rapport, a safe classroom setting specific goals, giving praise,
environment and a cohesive relating tasks to students’
student group. experience, and so on.

Positive retrospective self-

Initial motivation: strategies evaluation: motivational feedback,
to overcome negative attributing failure to effort (not to
predisposition ability)

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Focus on the language

e.g. New student coming from a non-CLIL background.

- interdisciplinary collaboration e.g. diagnostic test: BICS and CALP,

- try to offer them some extramural exposure (e.g. films, mini-youtube clips for language-catch-up e.g. make-up if that is what
interests them),
- find materials for different achievers,
- learner-centred methodologies (PBL, TBLT),
- grouping and modalities variation,
- scaffolding techniques.
- Assessment: personalised objectives depending on starting level, rubrics, vary gading criteria to cater for different abilities,
self/co assessment.
- Also ongoing assessment: provide regular feedback, provide different homework/summative:different types of exams.

Source: Pérez-Cañado, M.L. (15th April 2021). Diversity, inclusion, and elitism in CLIL: What’s the story?
Asociación de Enseñanza Bilingüe: Professional development for teachers.

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If you want to know
more...

https://www.youtube.com/watch?v=0f_Bks2-pf4

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https://adibeproject.com/

Let’s have a look at the ADIBE project

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ACTIVITY: FORUM 1

Forum on diversity

To contribute to this forum, please follow these instructions:

1. Read the section on diversity in the course manual (Chapter 3, pages 30-44).
2. Watch this 2-minute video by textbook author Katerine Bilsborough:
https://www.youtube.com/watch?v=e4_ckqbetNU.
3. Then write a 150-200 word forum post, indicating (1) whether you agree or disagree with Katherine Bilsborough and
why, (2) which type of diversity you find most challenging, (3) which teaching strategy you would use to cater to
this type of diversity and (4) giving an example from your real experience as a teacher or student or a hypothetical
situation of a problematic situation and how you solved /would solve it.
4. Reply to another student’s forum post with practical advice on how you would have dealt with the problem
described.
5. Make sure you include references to useful sources you have consulted at some point, either in your original post or
in your reply to another student's post.
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IMPORTANT!

USE ALL THE CONTENTS ON DIVERSITY IN A PRACTICAL WAY FOR YOUR

GUIDED ACTIVITIES AND FINAL PAPER. IN THE ‘ATTENTION TO
DIVERSITY’ SECTION ON YOUR TEMPLATES, YOU WILL HAVE TO SPECIFY
THE CRITERIA YOU HAVE CONSIDERED. IF POSSIBLE, INCLUDE
BIBLIOGRAPHY.

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GUIDED ACTIVITY 2

Preparation task:

● Start thinking about the content you would like to cover in your lesson plan.
● Please use the curriculum for Pre-Primary/Primary.
● Take the educational laws in force
● Choose a target group, year and topic
● Use the 4Cs and the planning tool
● Apply everything we have seen so far to the planning of a lesson

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Thank you!!!

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