Cafe CLIL - Teacher Language and CLIL

Mr Phil Ball and I will meet on Wednesday 03.12.25 for Cafe CLIL 08 - Teacher Language and CLIL. We will discuss what language teachers need to be able to teacher a subject in a foreign language. We will touch on the CEFR and its role in describing levels of teacher language competence. We will talk about accuracy and fluency, functioning in the target language in a specialist area and much more. We also have the pleasure of a contribution from colleague Andreas Baernthaler from Austria who speaks about teacher language in the vocational sector.
Put the kettle on and come and join us.

#CLIL #cafeclil #puttingclilintopractice



AI Summary


Teacher Language Proficiency Quadrants
The conversation began with plans to use a matrix from their book to explore language levels and pedagogical competence for CLIL teachers.

CLIL Teacher Quadrant Analysis
Philip discussed categorization of teachers based on their pedagogic experience and linguistic ability, highlighting the ideal quadrant of CLIL pedagogy and high language ability, though this is rare. He emphasized that having strong CLIL pedagogy is more crucial than high linguistic ability, noting that teachers in the northeastern quadrant, with CLIL pedagogy but lower language skills, are more realistic. Keith agreed and added that language levels, including subject-specific, general academic, and peripheral classroom language, are important considerations. The discussion touched on the misconception that native speakers can automatically teach CLIL.

CLIL Pedagogy and Teacher Talk
Keith and Philip discussed the importance of pedagogy in language teaching, particularly in the context of CLIL. They referenced historical research by Munby on teacher talk, which revealed discrepancies between teachers' perceptions and actual classroom practices. Philip emphasized the shift towards more dialogic teacher talk and the importance of comprehensible output, as proposed by Meryl Swain. Keith mentioned the connection between curriculum objectives and the language used by teachers in the classroom, highlighting the need for alignment between curriculum functions and language use.

Challenges in CLIL Classroom Management
The discussion focused on the challenges CLIL teachers face, particularly in classroom management and subject-specific language, compared to language teachers who operate within more constrained textbook domains. Keith shared an example of a medical professional's language assessment in the UK, highlighting how interactive communication skills are evaluated alongside medical knowledge.

Enhancing CLIL Language Skills
Andreas Baernthaler emphasized the need for teachers to be aware of their functional language abilities within their specialist areas rather than focusing on standard English. Philip agreed with this perspective, noting that teachers should use language that is appropriate and accessible for their students, rather than trying to model all varieties of English. The conversation also touched on the idea that teachers should talk less in the classroom to encourage student participation, and Keith shared an example from a course in Vienna where teachers learned to simplify their language to make it more usable for students.

Domain-Specific Language Proficiency Insights
The discussion focused on language proficiency and teaching, with Philip and Keith exploring how teachers' perception of their language skills can be influenced by their specific domain expertise. They discussed the importance of practical language use over formal exams, with Keith sharing his experience of teaching preschool and primary teachers through recorded performances and practice exercises. Philip shared his experience with Basque language skills, highlighting how different language skills can vary significantly depending on context and domain, which he suggested teachers should be more aware of when assessing their own language abilities.

Curriculum Functions in Language Teaching
Keith and Philip discussed the importance of focusing on curriculum functions for both learners and teachers, emphasizing the need for teachers to have the appropriate language skills for classroom management and responding to unexpected situations. They highlighted the value of contextualizing language in classroom dynamics and suggested that pre-service teacher training could be improved by studying subject specialisms alongside pedagogical methods for delivering curriculum functions through a foreign language. Philip mentioned specific cognitive discourse functions, such as categorize, define, describe, evaluate, explain, explore, and report, which are crucial for understanding classroom language. Keith contrasted this with the use of CEFR leveling for teachers, arguing that it should be associated with curriculum functions rather than language levels.

Enhancing Teacher Talk Efficiency
Philip and Keith discussed the importance of teacher clarity and dialogue in the classroom, referencing John Hattie's research on teacher talk efficiency. They emphasized the need to shift from monologue to dialogue, prioritize listening, and adjust talk based on the learning stage rather than the linguistic stage. Keith highlighted the natural ability of non-native speaker teachers to control language output, which can benefit learners. Philip shared his personal experience as a trainer in different languages, noting his increased preparation and confidence when teaching in Basque.

Links
CDFs study https://www.clilnetle.eu/ressourcesoutputs/cognitive-discourse-functions-an-introduction-for-teachers
John Hattie https://visible-learning.org/john-hattie/