Proceedings for The CLIL Summer
Seminar Program at the University of
Vienna in 2023

Diverse CLIL research and practices in globalisation©
Mair

Venue Department of English, the University of Vienna, Austria
Dates September 13 th to 19 th , 2023
Copyright © 2024 J-CLIL & NPO CLIL-ite

B a r b a ra

Table of contents
Foreword

Shigeru Sasajima

1

The seminar schedule4

Photos8

Speakers’ presentation slides

13

Christiane Dalton-Puffer (The University of Vienna, Austria)
Learning language for learning in CLIL

13

Dario Banegas (The University of Edinburgh, UK)41

How could we increase language use in the CLIL classroom
while developing ourselves at the same time?
Y.L. Teresa Ting (The University of Calabria, Italy)

55

CLIL, as seen from the perspective of how the brain likes its information, or not
Kazuko Kashiwagi (Shitenoji University, Japan)

74

Assessing CLIL implemented in a multidisciplinary approach in Japan:
Focusing on teachers' 21st century skills
Helen Heaney (CLIL teacher educator, the University of Vienna, Austria)

111

An "ideal" lesson plan
Ute Smit (The University of Vienna, Austria)

129

CLIL between Englishisation and glocalisation:
the case of metalinguistic classroom talkDeborah Burger (Vienna Directorate of Education)

146

Modern language teaching in Viennese schools
María Ángeles Martín (Universidad de Valladolid, Spain)
CLIL in Spanish classrooms: some insights about discourse and textbooks

155

Tatjana Bacovsky-Novak

173

Operationalising subject literacy in a lesson planning toolii

for vocational CLIL teachers
Rei Wada

182

The potential of CDF-oriented pedagogy (COP)in the EFL secondary school contexts
Stephen McNamara

197

Cognitive Discourse Functions in Japanese Tertiary Inter-cultural Studies
Hirosada Iwasaki (Professor Emeritus, University of Tsukuba)

201

Scaffolding for CLIL/EMI Non-Language Teachers with Generative AI
Kazuko Kashiwagi (Shitennoji University)

213

CLIL Seminar at University of Vienna 2023-Cognitive Development and Linguistic
ComplexityMayumi Takizawa (NPO JEARN)
Reflections on the CLIL Summer Seminar in Vienna in 2023

221

The School Visits Report in Vienna

225

Shigeru Sasajima (CLIL-ite)

228

We have lots of things to learn from Vienna teachers
Yoshimi Kawabata (National Institute of Technology, Ishikawa College)

236

Yoko Kusumoto (Tokyo University of Technology)

239

Classroom observations in Vienna - Toward becoming a reflective CLIL teacher
Hayumi Ozeki (Tamagawa University)

247

CLIL in primary schools in Vienna:
A report about the classroom observations in Vienna bilingual schools
Kota Kawakami (The University of Edinburgh MSc TESOL)

255

Hazuki Nakata (Konan Women's University)

260

Learned a lot: The CLIL summer seminar program in 2023
at the University of Vienna

iii

Saki Suemori (University of Tsukuba)

266

Chisato Takasago (Kobe University Graduate School of Intercultural Studies Master's program)

269

Reflections on the schools visits in the CLIL summer seminar program in 2023
Yoshihiro Nigo (Yamaguchi Gakugei University)

273

Classroom observations of three CLIL (music, geography and physics) lessons
in Austria
Eleanor Kane (University of Shimane)275

CLIL classroom observation in Vienna
Editorial notes

280

Shigeru Sasajima, Saki Suemori, & Hayumi Ozeki
Appendix 1

282

Appendix 2

305

iv

Foreword

I do love Vienna

I do love Vienna. First of all, I’d like to say I’m very happy to have held the
4th J-CLIL Summer Seminar at the University of Vienna. I really appreciate
kind support from Professor Christiane Dalton-Puffer and her colleagues,
Dr Julia Hüttner, Dr Helen Heaney, and Dr Ute Smit in Vienna, as well as
Dr Dario Banegas and Dr Teresa Ting invited as the plenary speakers. Also,
I especially want to say many thanks to Ms Deborah Burger and other
Vienna teachers who talked about their CLIL teaching practices in Vienna
and kindly accepted our school visits. Classroom observations are great
opportunities for us to understand how teachers and students are actuallyworking in the classrooms. All these activities in Vienna are greatly
precious to us all who came to Vienna last summer. I as coordinator of this
CLIL Summer Seminar am very much satisfied with the results. あ り が とう ご ざ い ま す . Many thanks indeed to all concerned. I believe the seminarproceedings therefore should include the programs, presentation slides,
related resources and school visit reports that can simply show what westudied. I hope they will be useful for CLIL practitioners to see how CLIL
or EMI has been taught and could be developed in the future.
One day before theseminar started, I visited
Sigmund Freud Museum
near the university on theway to the meeting with
Christiane at the
University of Vienna since
I am slightly interested in
psychoanalysis. Freud isfamous for developing
psychoanalysis and thetheory of humanpersonality, such as the id, the ego, and the superego. He had lived in theaddress and studied for 47 years before the Nazi invaded Vienna in 1938.
The museum was the main workplace for him but didn’t show any

1noticeable signs along the street. I first couldn’t find it and passed throughthe door. I asked a local person, “Excuse me, where is Sigmund Freud
Museum?” She just showed me the door with the name written on. It is acafé on the ground floor. The inside of the museum is interesting. See thewebsite: https://www.freud-museum.at/en/. Freud said, “Vienna is a place
where art and history come alive.” I agree with him. In addition to academic
studies, music, dance, opera, and art are all attractive to me, so whenever I
visit Vienna, I always do research and appreciate its culture.
In 2005, I became interested in CLIL while doing research on CEFR in
Stirling, Scotland. My PhD supervisor Professor Richard Johnstone talked
about the background of CLIL or bilingual education in Europe andintroduced me to Professor Do Coyle and Dr David Marsh. I thought it was
like LSP (language(s) for specific purposes) and Languages Work, which
was proposed by CILT (the National Centre for Languages in the UK) thosedays, because I was then an ESP teacher researcher focusing on medical
science and wanted to change English education into more practical
approaches in Japan. It seemed to me many teachers tended to stuck toteaching prescriptive vocabulary, grammar, and pronunciation even inhighlighting CLT (communicative language teaching). The main purpose ofEnglish learning for students was to take good scores to pass the entrance
exam. Then I did research on the cognition and emotion of Japaneseteachers of English and was interested in teachers’ mindset. I realized that
all teachers as well as learners have complex mindsets on English learningand teaching in Japan. For me, Vienna is thus one of the cities where I canfeel about art and history as well as academic research. Psychoanalysis like
Freud and C.G. Jung studied is one of my concerns when discussing CLIL
pedagogy.
This seminar theme I set is Diverse CLIL research and practices in
globalization. I wished the seminar could have helped the participants thinka lot more about diversity of CLIL teaching and research in Japan in Vienna
where art and history can come alive in its history of globalization. Though
there were still some economic difficulties of traveling from Japan toAustria due to COVID-19 and the Ukraine and Russia war, we gathered at
the University of Vienna in 13 to 19 September in 2023. The fact is, a2number of teachers and researchers gave up taking part in the seminar
unfortunately. As for these CLIL Summer Seminars, we have so far had the
1st seminar in Stirling, Scotland in 2018, the 2nd in Nijmegen, theNetherlands in 2019, the 3rd in Seinäjoki, Finland in 2022, and the 4th in
Vienna, Austria in 2023. In this seminar, I am sure the participants enjoyed
traveling anywhere freely, listening to nice talks, communicating withteachers and students while visiting schools and observing classrooms
without wearing masks. Also, thanks to Christiane’s great support for JCLIL activities, the CLIL Summer Seminar was successful with high quality
academic research and meaningful classroom practices in CLIL pedagogy,
as well as nice people, cultures, and foods.
During these six years, I hope CLIL in Japan has been drastically developedin different educational, linguistic, socioeconomic, and interculturalcontexts from Europe. More diverse CLIL research and practices will be
developed in flexible and inclusive globalization and transformation.
笹島茂

Shigeru Sasajima

3

The seminar schedule
Day 1

Wednesday, September 13

11:30 Registration and preparation [tea or coffee, light lunch, refreshment, fruit]
12:30 Opening & introduction

Kazuko Kashiwagi (Vice-president, J-CLIL)

13:00 Plenary talk 1 Christiane Dalton-Puffer
Learning language for learning with CLIL
14:30 Interactive panel discussion
Learning language for learning with CLIL and Current CLIL issues inJapan
Hirosada Iwasaki
Kazuko Kashiwagi
Shigeru Sasajima
15:30 Seminar info
16:00 City cultural guided tour
Day 2

Thursday, September 14

9:30 Symposium

Diverse CLIL research and practices in globalization

Shigeru Sasajima (chair)
Ute Smit
CLIL between

Englishisation

andglocalisation:

the

case

of

metalinguistic classroom talkJulia Hüttner
From objectives to materials: integrating language and content in
CLIL
Kazuko Kashiwagi
Assessing CLIL implemented in a multidisciplinay approach in Japan:
Focusing on teachers' 21st century skills
11:00 Plenary talk 2
Dario Banegas
How could we increase language use in the CLIL classroom whiledeveloping ourselves at the same time?
15:00 Special talkMaría Ángeles Martín (Universidad de Valladolid, Spain)
CLIL in Spanish classrooms: some insights about discourse and4textbooks
15:30 Talks of PhD researchers (20 minutes for each presentation)
Tatjana Bacovsky-Novak
Operationalising subject literacy in a lesson planning tool for
vocational CLIL teachers
Rei Wada
The potential of CDF-oriented pedagogy (COP) in the EFL secondary
school contexts
Stephen McNamara
Cognitive Discourse Functions in Japanese Tertiary Inter-cultural
Studies Lessons
Day 3

Friday, September 15

9:30 Plenary workshop 1
Y.L. Teresa Ting
CLIL, as seen from the perspective of how the brain likes its
information, or not.
11:00 Plenary workshop 2
Helen Heaney
An ideal lesson plan
14:00 Talk
Makoto Ikeda (President, J-CLIL)
Developing conceptual knowledge and cognitive skills for sustainable
Soft CLIL learning
15:00 CLIL teacher talks including school visit info
[tea or coffee, sandwiches or cake for teachers]
Deborah Burger (Vienna Board of Education)
Sarah Devlin (CLIL teacher in Vienna)
Bernhard Prunner (CLIL teacher in Vienna)
Susana Vega (CLIL teacher in Vienna)
Sandra Prokop (CLIL teacher in Vienna)
Day 4

Saturday, September 16

Day 5

Cultural activities

5

Sunday, September 17

Day 6

Monday, September 18

School visit (primary or secondary)1

Monday, September 18

No.

1

Primary2

Primary3

Primary

GTVS 17 Wichtelgasse 67 (4-6)

2 (+1)

4

Secondary

MS In der Krim 6 1190 (4)2 (+1)

5

Secondary

BRG/BWRG 8 Feldgasse 6-8 (4) (2 per class)

2 (+1)

6

Secondary

Bg brg 11 Geringergasse 2 1110 (4)2 (+1)

7

SecondaryFreudgymnasium 1020 (4)2 (+1)

8

Secondary

Kenyongasse 1070 (4)2 (+1)Day 7

OVS Kaisermühlen / OVS22 Schüttaustr 42 1220
Wien (4)2 (+1)

Tuesday, September 19

School visit (primary or secondary)2Tuesday, September 19
1

Primary2

Primary

GTVS 6 Astrid Lindgren 1060, Sonnenuhrgasse 3-5(4)
OVS Kaisermühlen / OVS22 Schüttaustr 42 1220
Wien (4)6No.
2 (+1)
2 (+1)

3

Primary

4

Secondary

MS In der Krim 6 1190 (4)2 (+1)

5

Secondary

BRG/BWRG 8 Feldgasse 6-8 (4) (2 per class)

2 (+1)

6

Secondary

Bg brg 11 Geringergasse 2 1110 (4)2 (+1)

7

SecondaryFreudgymnasium 1020 (4)2 (+1)

8

Secondary

Kenyongasse 1070 (4)2 (+1)

1 Primary

GTVS 6 Astrid Lindgren 1060, Sonnenuhrgasse 3-5
https://vs-astrid-lindgren.schule.wien.at

2 PrimaryOVS Kaisermühlen / OVS22 Schüttaustr 42 1220 Wien
https://volksschule-kaisermuehlen.schule.wien.at/

3 Primary

GTVS 17 Wichtelgasse 67

www.wichtelgasse.at

4 Secondary

MS In der Krim 6 1190

5 Secondary

BRG/BWRG 8 Feldgasse 6-8

6 Secondary

Bg brg 11 Geringergasse 2 1110

7 Secondary

Freudgymnasium 1020

https://freudgymnasium.at/site/

8 Secondary

Kenyongasse 1070

https://www.kenyon.athttps://in-der-krim.schule.wien.at7

http://www.feldgasse.athttps://www.g11.ac.at

8

9

10

11

12

Learning Language for Learningin CLIL
Christiane Dalton-Puffer
University of Vienna
J-CLIL Summer Seminar 2023

1

EFL & CLIL
Language for Learning in CLIL
Focus:
Cognitive Discourse Functions
Open questions and outlook
2

13

EFL

CLIL

3

EFL -> Communicative competence
Linguistic

Discourse

Communicative
Competence

Strategic

414Sociopragmatic(Hymes 1976, Canale & Swain 1983)

Communicative EFL

Interest!
Interest!

•

Use language for a range of different
purposes and functions.

Activeengagement•

Vary use of language according to thesetting and the participants

Activeengagement•

Understand and produce different types oftexts
General English
everyday life, socialising, general interest

CLIL !

5

CLIL has many faces
FL proficiency of
population

Educational levels &school types

Teacherqualifications

Language Ideologies

Mono/multilingual
community

Voluntary vs.
obligatory
Hard vs. Soft CLIL

615

CLIL “opens doors on languages for a broader range of learners, nurturing self
confidence in [...] those who have not responded well to formal language
instruction in general education”
European Commission White Paper, 2003, p.19

‘Educational innovation’-parent & teacher grassroots movements in many places-

desire for educational advantage in a rapidly changing world-

a catalyst for introducing innovative pedagogies

7

CLIL: Prototypical features• positioned as catalyst for change- in contexts with lower general proficiency in the CLIL target language=> main emphasis on language teaching (“soft CLIL”)- in contexts with higher general proficiency in the CLIL target language=> main emphasis on general preparation for internationalised work/study >CLIL in content subjects (“hard CLIL”)• integrated content and language approach• target language is a foreign language, outside the Anglosphere typically English
816

CLIL & Subjects

9

CLIL & Subjects
HARD CLIL

SOFT CLIL

History

Biology…

ChemistryArt…

Geography

Physics

SportsPhilosophy

Economics…

I’m not a language teacher !

…

I am a language teacher !

1017

CLT & CLIL

Interest!

•

Use language for a range of different
purposes and functions.

•

Vary our use of language according to thesetting and the participants•

Understand and produce different types of
texts

Activeengagement

Learning language
via learning,
for learning
11

Language for Learning
LfL

12

18

CLIL Language Triptych(Coyle 2007)

Languagethrough
Learning

ENGLISH
LanguageforLearning

Languageof
Learning

13Lin‘s Integrated Model(Lin 2016, Wu & Lin 2022)

Translingual/trans-semiotic resources

Translingual/trans-semiotic resources
Curriculum Context

Genres & Registers
Cognitive Discourse
Functions
Thematic
Patterns

Vocabulary

14

19

LfL layers
Vocabulary (Nation 2016, Coxhead 2013)
technical

semi-technicalgeneral academic

allele, proteinbalance, productpredict, hypothesis, analyse, collaborate, control…

Thematic patterns (Lemke 1990, Lin 2016)”the patterns of connections among the meanings of words in a particular field” (Lemke 1990, 12).
these patterns of semantic relations define the field-specific concepts

15

1

S1 brain

2

T Asda, did you listen to my questions.
I want organs that work together

3

S1 but the brain has connections withthe organs

4

T yeah so what does it do?

5

S1 they work together

6

T no it controls what the organs do

7

S1 oh

Biology, grade 6 (Dalton-Puffer 2007, 89)

16

20

1

S1 brain

2

T Asda, did you listen to my questions.
I want organs that work together

3

S1 but the brain has connections withthe organs

4

T yeah so what does it do?

these organs [produce] joint outcome

5

S1 they work together

the brain [is an] organ

6

T no it controls what the organs do

the brain [controls] organ systems

7

S1 oh

the body [consists of] organ systems
an organ system [consists of] organs

Thematic Patterns

Biology, grade 6 (Dalton-Puffer 2007, 89)

17

LfL layers
School Genres (Rose 2012)
Stories – recount, anecdote, narrative, news story
Informing texts – (auto)biographical recount, historical recount, explanations (sequential,factorial),
reports (descriptive, classifying)
Procedural texts – procedure, protocol, research article, technical note
Argumentative & Evaluating texts – exposition, discussion, review, response

Typical of EFL: interpersonal genres (personal letter/note, invitation, complaint, order, blog post response)
PLUS Stories and oral genres

18

21

Why
Cognitive Discourse Functions?
A rationale

19

Searching for …
something that science / history / geography educators will
accept as “their concern”- something that is accessible & meaningful to content experts(and language experts too)
- a conceptualization of medium granularity:
larger than words, smaller/simpler than texts types or genres-

This
This is Sc
Curriculumis Learning
ie Goals
His ncetory(Dalton-Puffer 2013, 2016; Morton 2020)

20

22

Hong Kong curricula science, history, economics(Students can) describe the change of position of objects in terms of distance anddisplacement and… present information on displacement-time graphs for moving
objects (physics, p.25)

Click
Click
toalsoedit
toMasterMaster
title
title
style
style
Students
haveedittoexplainthechoiceof foodin their diet menu based on theinformation collected. (biology, p.133)

Students) classify elements as metals or non-metals on the basis of theirproperties… define and distinguish the terms: formula mass and relative
molecular mass. (chemistry, p.20-21)
Will explain the cause-and-effect relationship between the two world wars.
(history, p.12)…and assess its (economic integration) significance for Europe and the world atlarge. (history, p.13)

21

European curricula physics, philosophy, geography, history
Students …are able to explain and predict physical and technological processes.
(Germany)
Students justify their decisions and actions giving plausible reasons andarguments grounded in philosophical positions and models of thought. (Germany)

ClickClickto editto edit
MasterMastertitle title
stylestyleStudents compare and evaluate the appropriacy of ecosystems for touristic
development. (Austria)
Students can identify goal-conflicts in economic policy and are able to formulatedifferent positions. (Austria)
Emplear con propiedad la terminología y el vocabulario históricos y aplicar lastécnicas elementales de comentario de textos y de interpretación de mapas,
gráficos y otras fuentes históricas.
Buscar, seleccionar, interpretar y relacionar información procedente de fuentes
diversas. (Comunidad de Madrid)22

23

performative verbs
Analyzing, Appreciating, Arguing, Classifying, Comparing,
Commenting, Contrasting, Deducing, Describing, Defining,
Drawing conclusions, Evaluating, Explaining, Exploring,
Exemplifying, Expressing opinions, Expressing time relations ,Generalizing, Hypothesizing, Informing, Interpreting, Judging,
Justifying, Labelling, Matching, Narrating , Naming,
Negotiating, Persuading, Pointing, Positioning, Predicting,Reflecting, Relating, Requesting/giving information,
Summarizing, Simulating, Specifying, Structuring, Taking otherperspectives, […]23

Analyzing, Appreciating, Arguing, Classifying, Comparing,
Commenting, Contrasting, Deducing, Describing, Defining,
Drawing conclusions, Evaluating, Explaining, Exploring,
Exemplifying, Expressing opinions, Expressing time relations ,Generalizing, Hypothesizing, Informing, Interpreting, Judging,
Justifying, Labelling, Matching, Narrating , Naming,
Negotiating, Persuading, Pointing, Positioning, Predicting,Reflecting, Relating, Requesting/giving information,
Summarizing, Simulating, Specifying, Structuring, Taking otherperspectives, […]24

24

CDF construct
Communicative Intention
Telling you how we can cut up the world according tocertain ideas
Telling you about the extension of this object ofspecialist knowledge
Telling you details of what I can see(also metaphorically)
Telling you what my position is vis a vis X
Telling you about the causes or motives of X
Telling you something that is potential(i.e. non-factual)
Telling you sth external to our immediate context on
which I have a legitimate knowledge claim

25

CDF construct
Communicative Intention

Examples of CDF verbs

Telling you how we can cut up the world according tocertain ideas

Classify, compare, contrast, match, structure, categorize,
subsume

Telling you about the extension of this object ofspecialist knowledge

Define, identify, characterize

Telling you details of what I can see(also metaphorically)

Describe, label, identify, name, specify

Telling you what my position is vis a vis X

Evaluate, judge, argue, justify, take a stance, critique,comment, reflect

Telling you about the causes or motives of X

Explain, reason, express cause/effect, draw conclusions,deduceTelling you something that is potential(i.e. non-factual)

Explore, hypothesize, speculate, predict, guess, estimate,simulate

Telling you sth. external to our immediate context on
which I have a legitimate knowledge claim

Report, inform, recount, narrate , present, summarize,
relate26

25

CDF construct
Type

Communicative Intention
Telling you how we can cut up the world according tocertain ideas

CATEGORIZE

Examples of CDF verbs
categorize, classify, compare, contrast, exemplify, match,structure, subsume

Telling you about the extension of this object ofspecialist knowledge

DEFINE

Define, identify, characterize

Telling you details of what I can see(also metaphorically)

DESCRIBE

Describe, label, identify, name, specify

Telling you what my position is vis a vis X

EVALUATE

Evaluate, judge, argue, justify, take a stance, critique,comment, reflect

Telling you about the causes or motives of X

EXPLAIN

Explain, reason, express cause/effect, draw conclusions,deduceTelling you something that is potential(i.e. non-factual)

EXPLORE

Explore, hypothesize, speculate, predict, guess, estimate,simulate

Telling you sth. external to our immediate context on
which I have a legitimate knowledge claim

REPORT

Report, inform, recount, narrate , present, summarize,
relate27

Principles of the CDF construct• reflects cognitive and performative goals encapsulated in curricula•

focuses on cognitive processes linked to verbalization• verbalisation = observable analog of a thought process• CDF reflects the communicative intention of discourse participantsin the teaching/learning event (cf. speech acts)• Goal: heuristic, operationalisability,
empirical evidence in classroom interaction, materials, exams• theoretical foundation in functional pragmatics & SFL(e.g. Ehlich & Rehbein 1986; Halliday1994)

28

26

CDFs as research tools
Observation – Intervention- Pedagogical design29

Use of CDFs in classroom talk

Study Subject

lessons Total CDFs

CDFs/lesson

1physics

6

504

84

2

biology

8

619

77

3

business &economics

6

480

80

4

history8

265 (only Ss) 33 (only Ss)

5

EFL

8

481

60

1.5/min

1.2/min
Dalton-Puffer et al. 201830

27

Who performs CDFs in class ?

teacher
dialogic
students

CLIL
35-60%
35-60%
5%EFL
32-45%
37-46%
17-40%

textbook-------

up to 23%

Dalton-Puffer et al. 2018, Dalton-Puffer & Bauer-Marschallinger 2019;
Lersundi 2022

31

CDFs oral across subjects

Physics

Biology

Economics

History

EFL

Describe

Describe

DefineDescribe

Describe

ExplainDefineReportExplainDefineDefineExploreExplainDefineExplain

ReportExplain

Describe

Evaluate

Evaluate

ExploreCategorize

ExploreCategorize

Categorize

Categorize

ReportEvaluate

ReportReportEvaluate

Evaluate

Categorize

ExploreExplore32

28

Top 3 CDFs overall in classroom interaction

DESCRIBE
physical – structural – functional – process

DEFINE

formal – semi-formal

EXPLAIN

cause – effectmotive – action – consequence

33

CDFs in classroom talk Interaction of CDFs with task types & question types
 Some teacher modelling (90 % implicit)
 Little meta-talk Co-Construction > is Speech Act sufficient as theoretical anchor?
 2 levels of analysis: Moves & Episodes

Dalton-Puffer et al. 2018, Dalton-Puffer & Bauer-Marschallinger 2019,
Lasagabaster & Doiz 2021, Lersundi 2022

34

29

34

CDFs in teaching materials
CDF

Maths

Economics English

History BasqueCategorise

4

3

2

0

1

Define

0

5

2

0

0

Describe

3

0

0

2

4

Evaluate

12

8

2

2

0

• CDFs in materials & classroom talk

Explain

6

3

0

0

0

Explore

5

0

0

1

0

• degrees of T lang awareness differ

Report

7

5

4

5

1

Total

37

24

10

10

6

§ 5 Ts – one cross-curricular project
Maths-Economics-EFL-History-Basque§ correlation with- amount of T scaffolding- amount of T metatalkin classroom interaction

Lersundi 2022

35

LongAD-CLIL

Project lead: Ana Llinares (U Autónoma de Madrid)

history, science, arts – grades 6-8-10 (longitudinal)

suburban Madrid; 2 CLIL strands (sección, programa)

spoken & written data, L1 & L2prompts designed in collaboration with subject teachers

36

36

30

Eliciting CDFs: the task

Blog entry (written) & Radio programme (oral)
You are a teenage adviser for Greenpeace. Today you are writing an Internet blog about ecosystems. Please makesure you write about ALL these topics:A) Define for your readers what an ecosystem is. B) Tell the readers of the blog something that you did in Hervás
related to the environment. C) Biologists think it is important to introduce a new species into Spain. Choose an
animal (mammal, bird, fish, insect), or invent a new one: Describe your animal. D) Compare the ecosystems of
Boadilla and Hervás and decide if you would introduce your new species into Boadilla or Hervás. E) Explain thereasons why this is the best ecosystem for your (invented) animal. F) What will be the effects to the ecosystemafter the animal has been introduced? G) Do you think it is important to protect the environment? Why? Why
not? How would you do it, for example in Boadilla?

37

sample prompt
Grade 6. History. Modern & Contemporary Age
Prompt: Imagine you are a time-traveller, and you can travel back in time. You can choose tostop either at the Discovery of America (1492-1600), the French Revolution (1789) or the
Industrial Revolution (1800-1900). Today you are going to write an Internet blog about yourtime trip. Please, make sure you write about ALL these topics:A) Define the Age you have chosen to travel to.
B) Write about what you did in the first hour after you got there.
C) Describe where people lived, the type of clothes they wore and what they ate.
D) Compare that age with our life today.
E) Name one very important person, event or invention of the period you have chosen.
F) Explain why it was important.
G) What would life be like today if this had not happened or the person had not existed?
H) Now that you are back in 2015, in your opinion, which time period changed our lives
more (Discovery of America, French Revolution or Industrial Revolution). Why?
38

38

31

LongAD-CLIL

corpus-based description of language features that characterizedefinitions, evaluations, categorizations, descriptions etc.



SFL as a system with a functional view of lexico-grammar

conceptual maps of individual CDFs – prompted and unprompted

papers on three different CDFs (Define, Categorize and Evaluate)

39

39

CDFs in LonAD-CLIL

Academic evaluations
immature writing uses affect,
increasing use of justifications as sign of maturation

Categorize (Classify, Compare):comparing = dominant figure of thought in history;
classifications common in science – also unprompted ones

DefineL1 & L2 remarkably similar in structural realizations
More abstractions expressed (or expressable?) in L1

Nashaat-Sobhy, N. & Llinares, A. (2023) on Define
Whittaker & McCabe (2023) on Evaluate
Evnitskaya & Dalton-Puffer (2023) on Categorize

40

40

32

CDFs in written exam responses

 secondary & higher education: business studies – education – history
 DESCRIBE CATEGORIZE EXPLAIN EXPLORE Direct correlation between evaluation of response by content lecturer& CDF realization

 Thinking interms of CDFs: shed light on the linguistic demands inspecific content area

 Intervention and explicit pedagogy improve student performance

Breeze & Dafouz 2017; Nashaat-Sobhy 2018; Bauer-Marschallinger 2019, 2022

41

41

Key InsightsFace validity with teachers – seen as practicable and purposefulFace validity with learners because of closeness to examination prompts(otherwise critical of language focus in content subjects)



CDFs help to make task requirements more tangible >more target-like and precise student performances

Field of study impacts the type and composition of CDFs:
realizations vary according to subject areas and sub-areas within them >consequences for teacher professional development (cf. Kristen 2019)



Reframing academic tasks as part of students’ everyday activities (“authenticity”)
is a re-contextualization with an effect on register
42

42

33

CDFs for intervention &pedagogical design

43

CDFs & pedagogical design
Nashaat-Sobhy 2018
explicit work on DEFINE integrated in course - education faculty – students 18+
positive effect on exam performance; student affirm usefulness for conceptual learning
Breeze & Gerns 20196 hr writing intervention in history; pre-test/post-test under exam conditions;student age 14-15 - DESCRIBE EXPLAIN
Morton 2022
Ts of English, science, art, history, Spanish language arts
assessed samples of students’ work expressing DEFINE, EVALUATE, and EXPLORE
Comparative Judgement > concept of CDFs enabled Ts to express new understandingsof the content-language relationship in assessment

44

34

• Design-Based Research (DBR)
design & usability evaluation of innovative pedagogy(materials, activities, digital tools, assessment instruments)

DesignBased
Research

collaboration of teachers & researchers

Bauer-Marschallinger, 2022, p.94

45

DesignBased
Research

Bi-disciplinary researchers: language + content subject
Collaboration with content teacher-practitioner
history: Bauer-Marschallinger 2019, 2022, in press
design of 3 didactic units, upper secondary history
science: Hasenberger, in progressdesign of 2-semester syllabus “Science in English” – implementation – evaluation
Technology: Bacovsky-Novak, in progressdesign of lesson planning tool for technology teachers

46

35

Topic/Content

Language focus/function

Scientists’ Biographies & the Nobel Prize

Writing & nature of biographies

Space Exploration & Extra-terrestrial Life

Describing, speculating

The World of Energy

Analysing, evaluating

The Human Body

Engaging the audience

Health & Nutrition

Advising, justifying & persuading

Environments & Habitats

Comparing & contrasting

Mobility & Motion

Describing motion

The History & Nature of our Universe

Summarising

Atomic & Nuclear Physics

Agreeing & disagreeing

The Forces of Nature

Sequencing

DesignBased
Research

DEBATE47

EXPLORE

contextualization & (retro-)perspectivity
What were the motives for tomb paintings in Ancient Egypt?

I think he or she [= the artist of these tomb
paintings] produced this illustration to show the old
Egypt to the people nowadays, because Egypt played
an important role for our history.
EVALUATE

EXPLAIN
To be able to show it in the future or to visualize the effects of industrialisation. The picture could havealso been taken because the photographer has a passion for photography. In addition to that do i thinkthat it might have been taken for a newspaper. It also might have been taken to get the government todo something about it.
EVALUATE

EXPLOREEXPLAIN(Bauer-Marschallinger 2022)

48

36

Summary: CDFs in design-based studies

 Didactic units & materials designed collaboratively

by language and content educators

 Refined over several development cycles

 Students accept language focus

only if convincingly serving content goals

 Student test performance improves significantly

after explicit (but integrated) CDF and language instruction

 Greatest gains for weaker and medium students
49

49

Open questions and outlook

50

37

Methodologicalconceptual

Operationalization – open questions
Links with adjacent literacy concepts

CDFs need subject-specific specifications

Specificity

Spell out connection with thinking skills(esp. Bloom’s Taxonomy)

Transdisciplinarity

51

Operationalization – open questions

Unit of analysis – Individual turn? Exchange? (co-construction is frequent!)
Is Speech Act the ideal underlying pragma-linguistic concept?
Layers of analysis – nesting of individual CDFs into functional sequences(CDF as move in a longer CDF episode)

52

38

Links with adjacent levels
Translingual/trans-semiotic resources

Translingual/trans-semiotic resources
Curriculum Context

Genres & Registers
Cognitive Discourse
Functions
Thematic
Patterns

Vocabulary(Lin 2016, Wu & Lin 2022)

53

Subject-specificity of CDFs
Concrete specifications suggested for History, e.g.
DESCRIBE

Telling you details ofwhat I can see (alsometaphorically)

Telling you details of what I canperceive on the basis of historicalsources and materials

EVALUATE

Telling you what myposition is vis a vis X… X = (e.g., the validity or historicalsignificance of a source, anargument, an opinion, etc.) and I
provide you with historically valid
justifications for this viewreferring to parts of sources anddescribing historical entities using
adequate vocabulary
differentiating between fact andopinion, using different hedging
devices; justifying views by, e.g.,comparing past and present, contents
and style of a source and its historicalcontext, or different sources(corroboration)….
Bauer-Marschallinger in press, Doiz & Lasagabaster 2021

54

39

Spell out connection with educational taxonomies
Knowledge
Dimensions

Cognitive Processes
Remember

Understand

Apply

Analyze

Evaluate

CreateFactualList

Summarize

Classify

Order

Rank

CompileConceptual

Describe

Predict

Experiment

Explain

AssessPlan

Procedural

Tabulate

Interpret

CalculateDifferentiate

ConcludeCompose

Metacognitive

Appropriate
use

ExecuteConstruct

Achieve

ActionActualize(Anderson/Krathwohl 2002)

55

Thank youChristiane Dalton-Puffer
September 2023

56

40

How could we increase language use in
the CLIL classroom while developing
ourselves at the same time?

1

INDEX

2
41

01

3

4
42

W
At eor tica frame or
Ap

g gi

A ng g5

6
43

ing m h

7

8
44

9

10
45

02

11

12
46

13

14
47

15

16
48

17

I started paying myself attention to
key words, repeated words,
connectors, etc., and itʼs amazing
how one can take these things for
granted even in Spanish. History
does have its own language, itsparticular way of communicatingknowledge.
(Camilo, teacher)18
49

I think we noted it individually in ourown lessons, and then we discussed
it during the breaks, but it seems likethey [the students] want to reflect on
their own learning in English too.
(Antonia, teacher)

19

20
50

21

The Language Quadriptych(Banegas & Mearns,
forthcoming)

22
51

23

03

24
52

CPD

25

Weteachers are so used to doing CPD[continuing
professional development] courses that are about
implementing this or that, following the expertʼsadvice sometimes with little space to manoeuvre anddo our own thing. But with this experience, we had
the chance to extend the Language Triptych and go
beyond that by asking the students to use English toreflect on their own learning processes. Isnʼt thatamazing?
(Selena, teacher)26
53

Thanks!

27

28
54

2

CLIL, as seen from the perspectiveof how the brain likes its
information, or not.
Y.L. Teresa Ting
Department of Chemistryteresa.ting@unical.it

355

A note of caution
against“Neuromythology”
Learning is a very
complex process...

…take all “brain-talk” witha grain of salt.

CLIL, as seen from the perspective of how the brain likes its
information, or not.
4

Problem 1.
What’s CLIL?
2000: “Come teach Biology in English… and use CLIL”
There were 3 problems!
Problem 2.
Why are thestudent sooooo
bored?

556

Problem 3.
Unable to use English (or Italian) to
communicate complex ideas
in age-appropriate ways …

Problem 1.
What’s CLIL?

There were 3 problems!
Problem 2.
Why are thestudent sooooo
bored?

6

MOTIVATION already exists in the brain...
The medial forebrain bundle… Can CLIL harness this existentsystem for teaching content andalso build students’age-appropriate “literacy/ies”???

2003
7
57

MOTIVATION already exists in the brain...

2022

2013

8

NOTE: The last “L” of CLIL is necessary – learning – this is what happens in the brain.
The suggestion is to re-consider the first “L”, which, until now, is “language”; maybe we should shift
away from “language” towards “literacy”.

Suggestion: think LITERACY rather than LANGUAGE
LITERACY
è communicatingcomplex information

LANGUAGE
è grammar, vocabulary,focus-on-form

958

Suggestion: think LITERACY rather than LANGUAGE
LITERACY
è communicating complex
information

Can students “learn complex English” if,
instead of “teaching English”, we focus
on “building chemistry literacy”?
(and would this be worth our time as
EFL experts?)

10

2011 CLIL-Science Project è 12 year olds
After school (20h over 7 weeks)
Rural Calabria

What does age-approprioate productive literacy
look like in CLIL?
1159

Before we start
let’s look at the starting point
and then learning outcomes12

Number of Words
450

400

350

300

250

200

150

100

Minimum words to answer pre-CLIL questions = 62 words
50

0
S12

S7

S11

S9

S8

S16

S5

S6

PRE-CLIL-Science

13
60

S10

S2

S15

S3

S4

S13

S14

S1

Learning Objectives• Age-appropriate
understanding of chemistry
notions• Age-appropriate English
language competence

14

Can you EXPLAIN your observations in the second
M&M experiment?
In the normal water, the M&M dissolve fast
because he molecules of water are free. In
the sugar water the M&M dissolve solowly
because some molecules of water areoccupation of the moecules of sugar.
NOTE: What the same student wrote on the pre-CLIL test and the post-CLIL test: this post-CLIL question
regards an experiment we had not done in Vienna.

15
61

3,50

Ratio Number of Words [(A)/(Q)]
3,00

2,50

2,00

1,50

1,00

0,50

0,00
S12

S7

S11

S9

S8

S16

S5

S6

S10

PRE-CLIL-Science

S2

S15

S3

S4

S13

POST CLIL-Science

16

NOTE: This is an example of the American
Chemical Society’s worksheet for students.

17
62

S14

S1

CLIL

NOTE: Shift away from “language”
towards “literacy in the FL”.

CONTENTLITERACYin the FL

Age-appropriateAgia
Productivee
Yy
FL-Literac
Academic /Discipline-Specific18

Let’s analyze these do-able TASKSµ-CLIL-TASKSNOTE: Here, rather than telling sts what they should do they work through this solvable “language-task” and”discover” the ”materials and procedures” for the experiment ahead.

19
63

NOTE: Here, we deploy “the haptics of writing”; copying by hand is actually a cogntively very elaborate
process. So, not just writing A, B, C or 1, 2, 3 but writing out whole sentneces.

20

NOTE: students are now ready to “tell the teacher what to do”: this gives students agency and ownership overtheir own learning.

21
64

NOTE: Explicit focus is given to simple and familiar “grammar problems”. The focus is on the language, not thechemistry concepts. However, the chemistry concepts are being “assimilated” implicitly.

22

NOTE: Now the cognitive effort shifts and explicitly focuses on concepts, not the language.

23
65

NOTE: At this point, learners are familiar with the chemistry concepts. However, they now need to learn how
to develop an eloquent “discourse” called EXPERIMENTAL REPORT.

24

NOTE: So, rather than simply giving students the correct sequence to 5A, this task obliges sts to reason about
how the language in the sentences in 5A allows them to “organize their thoughts” regarding the M&M
experiments. Basically, we are teaching students about “anaphoric referencing” without saying so.
• Note the last question is simply a matter of (1) removing the definite article (2) adding plurals where
objects are countable and (3) changing the simple past to present simple so that the sentence can now be
used to “communicate general facts” and thus be an INTRODUCTION sentence rather than a CONCLUSION
sentence: M&Ms in sugar-water dissolve much slower than M&Ms in normal water.
• For Italians, “sugar-water” has been added as an “implicit” learning moment because Italian does not have
hyphenated adjectives: so, Italian students will eventually note that “sugar-water” counts as one word.

25
66

CLIL, as seen from the perspective of how the brain likes its information, or not
Y.L. Teresa Ting
Department of Chemistry & Chemical Technologies
University of Calabria
Italy
ABSTRACT
When we teach, we teach to brains. Our brains are the product of evolution, shaped for detecting andescaping from predators and identifying edible plants, and not so much for learning about schoolsubjects such as “photosynthesis”, “The Periodic Table of Elements”, and “foreign languages”.
Imagine, therefore if we must learn about photosynthesis in a foreign language? Basically, “CLIL” issomething our brain had probably not evolved to easily do. That said, done well, CLIL not only
provides FL-educators an ideal context for establishing meaningful FL-learning, CLIL obliges
Content-educators to redesign their instruction so that complex concepts become comprehensible,
despite (and thanks to) the FL. More importantly, CLIL which naturally prompts FL-teachers to focus
on “academic language proficiency” and content-experts recognize the importance of “disciplinespecific language”. This workshop was designed to illustrate these points. First of all, participants“personally experience” a set of EN-CLIL-materials designed to teach 12-year-old Italian learners thechemistry notions of “dissolution” and “saturation”. We then analyzed how the CLIL-tasks were
designed and sequenced so that participants not only understood chemistry-specific notions but also,
and more importantly, easily assimilated the appropriate discipline-specific discourse needed forspeaking about these chemistry notions, properly.

Since this contribution to the Symposium was very participant-centred and interactive, to optimize
readersʼ engagement, this short report is organized into the concepts covered and CLIL-learning
experienced, alongside the CLIL-materials used, plus learning outcomes, and where possible, uses
annotated slides. (Please cite accordingly. Certain notions summarized here are presented in moredetail in Ting, 2022, 2023, forthcoming 1, forthcoming 2).

PREMISE
Consume with caution any information which attempts to link neuroscience and education (Figure 1).
Figure 1.
The materials used in this workshop were
designed using understandings of how ourbrain learns, or not, derived from cognitive
neuroscience research. In particular, ourunderstanding of motivation and flow of
consciousness. However any and all
discussions linking “neuroscience andlearning” must be read with caution(Skolnick et al., 2008; see Ting, 2022)

CONCEPT 1. Challenge of post-primary education
Post-primary education, regardless of whether L1 or in a FL, faces some basic challenges:

67

1. discipline-specific concepts are complex, and students often do not understand and are
therefore demotivated;
2. the discipline-specific discourse within which those complex concepts are embedded is also
very complex, often very “alienating” (Halliday & Martin, 1993), further worsening the “notunderstand” situation and thus demotivation.
3. students must, at the end of the day, not only learn discipline-specific concepts so to at least be
informed citizens if not pursue future professions, but school-leavers must also be able toproduce age-appropriate academic language and discipline-specific discourses (Martin, 1993).

CONCEPT 2. Harnessing “motivation” towards “literacy”“Motivation” is already in the brain (Olds & Milner 1954). Instruction would do well toharness this brain reward system. Recent fMRI research confirmed that “problem-resolution”
activates this reward system (Tik et al., 2018), which is not surprising as “solving problems”
elicits autonomic physiological responses (Kahneman, 1973), prompting “problem-solvers” toenter a state of flow (Csikszentmihalyi, 2011). However, we in language-education are also
aware that it is not enough for students to “understand concepts”, they must also be able to“language about” (Swain, 2006; Cummins 1984; Wellington & Osborne, 2001; Shanahan &Shanahan, 2008; Dalton-Puffer, 2013) notions in age-appropriate academic and disciplinerequired ways. Instructional-tasks must therefore also cultivate age-appropriate anddiscipline-pertinent discourse.

CLIL-LEARNING EXPERIENCED: CLIL-Materials
To experience a learning process which, thanks to a FL, not only renders discipline-specificnotions comprehensible but also enables learners to assimilate the age-appropriate disciplinepertinent discourse needed to “language about” such concepts, participants assumed the roleof “learners” and worked through CLIL-instructional materials. The EN-CLIL materials
were designed to teach the chemistry notions of “dissolution” and “saturation” to 12-year-old
Italian students.

These materials were based on those developed by the American Chemical Society (ACS),
probably intended to teach these notions to learners in monolingual English-speaking
contexts (Figure 2A). However, since CLIL-students do not easily understand their CLILteachers speaking and explaining in a foreign language, the ACS task has been CLIL-adapted(Figures 2B and 2C).
A

B

C

68

Figure 2.
The original ACS
worksheet (A) was
restructured into five
CLIL tasks which aresequenced as shownin images B-E. Notethat (C) has beentruncated for lack ofspace but would allow
for 5 question-answer
exchanges.

DE

As shown in Figure 2, CLIL prompts content-teachers to transform a single-page ACS task into fivetasks which build into a learning-sequence that supports both content comprehension as well as theassimilation of content-pertinent discourse. Briefly, rather than telling sts what they should do, Task
1A (Figure 2B) engages learners in a “language-task” through which they ”discover” the ”materials andprocedures” they need to undertake the experiment ahead. In Task 2 (Figure 2C), we deploy “thehaptics of writing”; copying by hand is a cogntively very elaborate process which helps learners
consolidate the information they should be learning. By Task-3 (not shown), the students know
enough about how the experiment should be done and are instructed to “Tell your teacher how to do
the experiment and observe what happens”. By putting students in the position of “knower”,
instructing their teachers on how to carry out the experiment, we not only reverse traditional classroom
power-dynamics, we give students agency and ownership of their own learning. Task-4 (Figure 2D)
harnesses our brainʼs ability to learn implicitly: although the explicit focus is on “correcting (verysimple and familiar) grammar problems”, learners are being exposed to chemistry notions and are
therefore assimilating these implicitly, “sub-consciously”. By contrast, Task-4B (Figure 2E) now shifts
our conscious attention onto content-concepts, which, thanks to the previous task, has now become
more familiar, thus allowing us to easily complete this concept-based task. Here, students startacquiring the language they need to understand the experiments they observed. However, thesesentences are single units of understanding and do not represent “disciplinary discourse” (Zwiers, etal., 2014).
This is achieved through Tasks 5A and 5B (Figure 3). In Task 5A, learners who are now familiar withthe chemistry concepts, are asked to order the sentences into a well-developed and eloquent“Experimental Report”. The process of working through Task-5A consolidates their understanding ofcontent-concepts and seeds learnersʼ ability to discourse about these concepts in discipline-appropriate
ways. Rather than simply providing students the correct sequence for Task-5A, Task-5B becomes a69

process which explicitly teaches students “the power of language”, asking learners to identify whichelements within sentences of Task-5A provided cognitive links between sequential sentences, allowing
them to “organize their thoughts” regarding the M&M experiments. Task-5B thus provides rather
explicit instruction regarding one of the simplest yet most effective tools for developing textual
coherence, i.e., “anaphoric referencing”, without any techer-fronted “language-explanations”. Note
too that the last question is simply a matter of (1) removing the definite article (2) adding plurals
where objects are countable and (3) changing the simple past to present simple so that the sentence
can now be used to “communicate general facts” and thus be an INTRODUCTION-sentence rather
than a CONCLUSION-sentence: M&Ms in sugar-water dissolve much slower than M&Ms in normal
water.
A

B

Figure 3. Building age-appropriate and discipline-relevant discourse and academic language skills in
a foreign language.

LEARNING OUTCOMES

This set of CLIL-Chemistry materials had been developed through an afterschool CLIL-Science
Project for 12-year-old Italian students. A Pre-Project Entry-Test was designed to evaluate studentsʼ
familiarity with some words which would be used in the Project, covering science concepts in addition
to those illustrated in the CLIL-materials above. Figure 4 shows the Entry-Test. Asked to answer the
18 questions using the least number of words possible, a native English speaker produced a total word
count of 62 words (See Figure 5A). Figure 4 illustrates the language skills of this group of 12-year-oldsprior to their participation in the CLIL-Science Project. What is evident is that, despite the need to
produce very simple language about rather familiar objects, students were far from “fluent” withwhatever English they had: One of the weakest Entry-Tests showed a student attempting to answer thequestion “What do you usually pour, water or pizza?” with 3 English words, “I usually water”.
Although his shows conceptual understanding of “our”, this studentsʼ English skill is very weak.
Although the strongest student did better, answering more than 10 of the 18 questions and generating
64 words in total, many answers contained very basic errors, e.g., mismanagement of the third-personʻsʼ (Hugo weigh 78kg; Gina have 3 bags).

70

Figure 4. Entry-test performance of 12-year-old learners prior to the CLIL-Science-Project: A
weaker student (left) produced only 3 words while the strongest student of the group produced 64
words, even more than the minimum necessary (as produced by a native English speaker: see text).
Figure 5 illustrates significant improvement in “language production” following participation in the
CLIL-Science Project.
A

B

Figure 5. Language production of 12-year-old learners prior to (A) and following the CLIL-Science
Project. Graph A shows the total number of words produced by each student on the Entry-test; thehotizontal line indicates the minimum number of words (n=62) needed by a native English-speaker
to answer all the questions in the entry-test. Bars are ordered from the student producing the least
number of words (Student-12: S12) to the student producing the most words (Student-1: S1). In B,
the dark bars show the ratio between the number of words produced by each student with respect tothe total number of words used to formulate the questions in the entry-test (n=172); the light-greybars show the ratio between the number of words produced by each student with respect to the total
number of words used to formulate the questions in the exit-test (n=132).
Figure 6 illustrates the pre- and post-CLIL writings of the least loquacious student, S12. Although thisstudent produced only 3 words at the entry-test and was also the one generating the fewest words atthe exit-test (104 words; range at the exit test was from 104 to 353 words), the complexity and qualityof this studentsʼ language production following CLIL-instruction is nonetheless noteworthy.

71

Figure 6. A student who wrote only 3 words at the entry-test wrote much more at the exit-test.

IN CONCLUSION
Despite the fact that the entry-test addressed much simpler issues than the chemistry-related questions
asked on the exit-test, 12-year-old students produced much more text when asked to write aboutcomplex chemistry-notions which had been learnt through the CLIL-tasks illustrated above. One
could argue that the entry-test was too simple-minded and unchallenging and required fewer words toanswer while the chemistry-related questions regarded more complex notions which necessitated more
words to answer. Or one could suggest that, when students successfully comprehend complex notions
through a FL, they become more conﬁdence FL-users and thus show more ﬂuency in their written
expositions. Either way, the quality of text produced post-CLIL is characterized by a higher level ofproductive literacy, both academic and discipline-speciﬁc. Therefore, in addition to designing CLILtasks which render complex-notions comprehensible, a necessary ﬁrst step towards informed
citizenship (UNESCO, 2021), CLIL-tasks must also be designed to explicitly build studentsʼ ability touse complex academic language and discipline-speciﬁc discourse, enabling learners to conﬁdently“language about” complex notions in age-appropriate and academic ways.

REFERENCES
Csikszentmihalyi, M. (2011). Flow: The Psychology of Optimal Experience. Harper Collins.
Cummins, J. (1984). Bilingual Education and Special Education: Issues in Assessment and Pedagogy. Clevedon:
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Dalton-Puffer, C. (2013). A construct of cognitive discourse functions for conceptualising content- language
integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2): 216-253.
https://doi.org/10.1515/eujal-2013-0011
Halliday, M.A.K. & Martin, J.R. (1993). Writing Science. Falmer Press.
Kahneman, D. (1973). Attention and Effort. New Jersey: Prentice-Hall.
Martin, J.R. (1993). Life as a noun: Arresting the universe in science and humanities. In Halliday, M.A.K. &Martin, J.R. (Eds), Writing Science (pp. 221-267). London: Falmer Press.
Olds J, Milner P (1954). "Positive reinforcement produced by electrical stimulation of septal area and otherregions of rat brain". Journal of Comparative and Physiological Psychology. 47 (6): 419‒
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Shanahan, T., & Shanahan, C. (2008).Teaching disciplinary literacy to adolescents: rethinking content-area
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Skolnick Weisberg, D., F.C: Keil, J. Goodstein, E. Rawson, & J.R. Gray. (2008). The seductive allure of neuroscience
explanation. Journal of Cognitive Neuroscience, 20(3): 470-477. https://doi.org/10.1162/jocn.2008.20040
Swain, M. (2006). Languaging, Agency and Collaboration in Advanced Second Language Proficiency. In H.
Byrnes (Ed.) Advanced Language Learning: The Contribution of Halliday and Vygotsky (pp. 95-108). London:
Continuum.
Ting, Y.L.T. (2022). Tertiary-level STEM and EMI: Where EFL and content meet to potentiate each other.
English Language Teaching Journal, 76: 194-207. https://doi.org/10.1093/elt/ccab093
Ting, Y.L.T. (2023). CLIL: Towards a Transdisciplinary and Literacy-Focused Approach to Language-Learning.
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Chichón, Francisco Zayas Martínez (Eds), pp 259-291. Hershey, PA: IGI Global. ISBN: 9781668461792
Ting, Y.L.T. forthcoming 1. Designing materials for building subjec-spectific literacies: secondary-level chemsitry.
In J. Huettner and C. Dalton-Puffer (Eds) Building Disciplinary Literacies in Content and Language Integrated
Learning, Routledge.
Ting, Y.L.T. forthcoming 2. Preparing teachers for CLIL. In P. Romanowski & M.L. Perez-Canado (Eds), The
Cambridge Handbook of Multilingual Education, Cambridge University Press.
Tik, M., Sladky, R., Di Bernardi Luft, C., Willinger, D., Hoffmann, A., Banissy, M.J., Bhattacharya, J., &Windischberger, C. (2018). Ultra-high-field fMRI insights on insight: Neural correlates of the Aha!-moment.
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UNESCO (2021). UNESCO Science Report Essay: Scientific literacy: an imperative for a complex world.
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Wellington, J., & Osborne, J. (2001). Language and Literacy in Science Education. Buckingham: Open University
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Zwiers, J., OʼHara, S., & Pritchard, R. (2014). Common Core Standards in Diverse Classrooms. Portland:
Stenhouse Publisher.

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14th Sep, 2023

Assessing CLIL implemented in a multidisciplinaｒy approach in Japan:
Focusing on teachers' 21st century skills

SHITENNOJI UNIVERSITY
Kazuko Kashiwagi, Ph.D.
1Todayʼs outline
Haiku in CLIL project
I introduce examples of CLIL practices based on the topics ofpluriliteracies with a multicultural perspective in university preservice teacher training.
Teacher Agency and Edu 21 st Skills for team formations in schools
I also hope to have discussions with participants about introducing
the CLIL and Teacher Agency projects that I am working on withcolleagues in Osaka, Japan.

274Profile: Daniel Roy PEARCE“All we have to decide is what to do with the timethat is given to us”
Japanese

FrenchEnglishField of study：
multi-lingual education,
language policy Researchteacher training, andtranslation(Japanese-English)
Research focus:
the development of teaching materials for bilingual education, including"language awakening activities," and project-based learning.

3

Profile: Kazuko KASHIWAGI
Job: Professor, Faculty of Teacher Education
Field of study：
second language acquisition
usage-based model(UBM)
CLIL
School leadershipResearch focus:
promoting teacher studentsʼ21 st century skills
how CLIL exerts student-centered learning
the maximum use of UBM approach for adolescent learners (a g e11- 14)
Publications(CLIL):
Science in CLIL

CLIL and Formulaic sequences

475

CLIL and teacher agency

10 years of Overseas Teaching Project2013 Visit S-Korea

CLIL& Key Competencies

2014 Visit Finland
Paper Plane in Finland
At the same time, we learned PISA seven transversal skills.

2014 Visit Italy
2014 Visit Sweden

Creative Teaching
Teacher Training

2016 Visit Austria
Dram Plot in CLIL

How CLIL affects teachers’ creativity and teaching skills

5

2019 Visit Finland

CLIL＆School Leadership2019 Finland CLIL /STEAM
SDGs in CLIL

Volleyball in CLIL

2020 COVID-19:
2022 Visit Canada
CLIL＆Teacher Agency

2023 Visit Vietnam
Global Issues for Peace in CLIL

CLIL＆Pluriliteracy Development

2023 Future Prospect
676

1.Research Background

Education inJapan

Nurturing Teachersʼ
Linguistic Competence

Faculty of
Education
GlobalStudies

Edu-Port

Awarenessof Language
Reflective
Practice

Co-Teaching
SLA・CLIL
Plurilingualism

Teachersʼ
MotherLanguage
Skills72.”Haiku to the world” in CLIL
To explaining“metaphor”
about the rain to U.S
students.

scenery/
emotionin your mind

Syllablesvary
in countries

To collaborate withoverseas students
making Haiku inJapanese or
EnglishWhat comeｓ to your mind？

877

3.Research Purpose
Haiku to the WorldOur goal:
We actively engage in broader
academic communities and research.
・
to improve teacher talk・
to develop multi-modal resources・
to provide ｓcaffoldings
Keywords:
CLIL ＆ Pulriliteracies / PASTELa multicultural perspective

9

4.Aims of Research
Haiku in CLIL and “Awakening to Language” activities are designed
to help aspiring teachers become aware of multiple cultures andlanguages, develop meta-language knowledge, and nurture their
linguistic skills in both English (L2) and Japanese (L1)
5. Procedures

1) Reflective practice: One Page Portfolio(OPP)
2) Questionnaires
3) Discourse analysis (Coding based on 7CDFs)
6. ParticipantsStudent teachers
N=5
L2:English

Students(age 10)
N=20
L2：English

1078

Students(age13) N=45
L1:English

WorkshopParticipants(Adults)
N=30
L2: JapaneseStudents(University
students )N=45
L2:Japanese

７.Practice

Haiku to the WorldLetʼs find the features of Haiku

The lessons were created by students collaboratively.
11

IntroductionLetʼs learn about how to make “HAIKU”
Haiku created by a
Canadian student(age 1 4 )1279

Whatʼs this?

fireworks

summer13

Whatʼs this?

Wind bellsummer1480Whatʼs this?

insects

autumn15

Whatʼs this?

Temple bell

winter16

81Eat a persimmon
The bell rings throughAt Horyu-ji temple（Re-translated by Kashiwagi ）Haiku:The shortest poem

Donald Keene trans.

A moment of realm

17

Four seasons in Japansummerfall

winter18

82

springInput-InteractionLetʼs play KARUTA quizzes

19Letʼs appreciate HAIKU and its seasonal words.
How to play KARUTA:
1. Make groups and make a circle.
2. Spread the cards out on the desks.
3. The teacher reads Haiku poem.

You think what comes to your mind.
4. Take the card that matches with Haiku.

New Yearʼs Day
20

83Intake (to appreciate Haiku)
Now, Letʼs read Haiku together！

21

Spring in JapanThe doll festival
Let ｍe s i t ｄownWith you all

7 years old, Japan
Trans. By S-Teaches

2284Summer in Japan
A cast of skin
Voice of the silent cicada
A gift from summer
９years old, Japan
贈
り
物

声
な
き
蝉
の

抜
け
殻
や

23

In Austria

A gift from summer
Grape Juice on Polkaʼs harmony
Walking around shiny farmersʼ village○○, Vienna 2023

A gift from summer
Kazu @Vienna

24

85

A famous Haiku, 400 years ago
So many things in the past
Are brought to my mind
These cherry blossoms

MATSUO Basyo

さ
く
ら
か
な

事
思
ひ
出
す

さ
ま
ざ
ま
の

25

松尾芭蕉
MATSUO Basho

Was born /17th century(1644-1694)
Traveled around
Japan and spoke tothe village people.

Fun things and humor
were brought into therealm of literature(Haiku).
The sprit of sabi

Intake（Dictgloss）ーOuｔput（Emergent Language
）

26

86

quietness
simplicity
fragile presencePluriliteracies with a Multicultural Perspective

Sakura all bloom
shining pink in springwith joypetals in my hair
13 years old, Australia

27

５・７・５
syllable

Sakura all blooｍ

Shining pink in spring with joy
Petals in my hair

28

87

Student-teachers created Karuta to make children beable to intake how Haiku is.
Englishtranslation of
Haiku wasdifficult !
But rewarding!
・ｂackgroundunderstanding・
ｒepresentation・
choice ofexpressions
29

A way to make Haiku
1. Select your favorite seasonal things
2. Imagine feelings from it
3. Write based on that feelings
Express What you Feel and Describe What you See in Your Mind

Intake-Output(Emergent Language)
30

88

31

Letʼs create Haiku and read it to each other.

https://www.youtube.com/watch?v=Qd-g-3qqeMM&t=94s 四季

32

89

Haiku piece created by a Finnish student
L1 Finnish: L2 English

Year 2022, Nov.

Loving winter is the magic
You can do
EVERYTHING （Age 11/ L2）

EFL
L1
Finnish33

L1 English

S - Teachersʼ instruction
L1
English34

90

Haiku created by students in Canada(age 13)
In the process of being refined(cognitive process)Canada Victoria, February 2023

35

8.Reflective Practice

Incorporate
superficially first↓
To the surface↓
Go deep

Learners' thinking andcognitive processes

経験に基づく変容・成長Internalization

OPPA(One-Page-Portfolio
Assessment)

Expressthoughts orally↓
Write theirthoughts↓
Expression
abroadExternalization
堀・中島(2022）

36

91

Overseas Teaching Project 2023 （Lecture ＆Fieldwork ９０min 15）
OPP
Questionof Inquiry
Vermer: Art appreciation
CLILTheory and Practice

ZOOM Lesson Haiku with
Finnish Students(Age10 )Working in a
team
/Resilience

Visit Lesson
in CANADA

CLIL Micro Teaching
SLA CLIL Padagogy

Reflection

Tennoji Fieldwork
Linguistic Landscape

Discourse
AnalysisAnalysis of Video Clips
Data Science

37

Haiku to the World & Awaken to Language(Video clip）

38

92

IBU WA
Competition

8.Reflective Practice１) OPP Sheet（One Page Portfolio）:Description2) Awakening to language （fieldwork)
3) Creating a CLIL teaching plan４) Discourse analysis (video clips)５) Quetionnaireｓ： Canadian Students

391 ) OPP Sheet （Teacher Students: O）
Question of Inquiry
How can I help my students
learn to speak English? How do
I get my students to stop
hating English?

S-Teachers O

S - Teacher answers at the
final goal
I realized that in order to achieve
speaking English, it is important tofocus on the previous stages,
which will lead to real learning forthe children.Not being afraid of
failure and not worrying too muchabout time are important increating a class.
English as a means ofcommunicating ideas and culture
to people from different cultures

40

932)Awakening to Language (Evil aux languages)
When there are class activities that include languages that the school does not intend toteach, whether or not there are students who are native speakers of those languages,
there is a language awakening activity [...] This does not mean that the mere exposure to
those languages is enough for a language awakening activity to take place. The language
awakening activities usually involve a whole learning agenda that includes these languages,
the school language, and in some cases, a foreign language that the student has alreadylearned. The most common of these tasks involve comparisons."（Candelier, 2003; Oyama、２０１４）
Activities that deal withmultiple languages
simultaneously. Activities
that "learn about language" byobserving and comparing
languages, and formulating andtesting hypotheses about
language functions. The main
goal is to develop so-called
meta-linguistic knowledge

The Evlang program (sponsored by the European
Commission) was implemented in 127 classrooms
in five countries between 1997 and 2001. Preand post-test results showed statisticallysignificant differences in measures of interest indiversity, openness to the unfamiliar, motivation
for language learning, and phoneme identificationand memorization skills（Candelier, 2003）。

41

Awakening toLanguage・Have the children makepairs/groups and hand out
the worksheet.
・Without giving any hints,
instruct the children inpairs to fill in the blanks.
・Do not tell the children
what the languages are.

Adapted from Kervran, 2006.

42

94

What foreign languages
are written? How dothey change by region(or time period)?
How do the descriptions
change depending on
the language?

Non smoking
EnglishChineseKorean43

生 ビール
Draft Beer

44

95

English (????) for
whom? Notation?

And unusual English
translations.

Did you know that vending machines
have Braille? But they don't have
Braille down to the contents of thedrink...

While using the "five senses, They " begin to become aware of avariety of language use through observation.
45

Linguistic Landscapes in Vienna

Can you find ｐlurilingual
signboardｓ?

46

96

What the linguistic landscape tells us:
Languages origin:their region, history, and language policy:
Languages influence on :history/ geography / social sciences/ intercultural studies
digital literacies/ storytelling / critical thinking / art

47

俳句 to the World ( ビデオ ０−０：３９ 1：49ー）48

97

Reflection noted by Teacher Students(N=5)
During the fieldwork, we found various types of signs, posters, wayfinding
signs, and so on. I realized that signboards are an indispensable part of ourlives, and that if we did not have them, our daily lives would be disrupted.
What surprised me the most was that I realized that I had read the names ofplaces written in Chinese characters incorrectly after trying to read the
Korean notation. I wondered why only Japanese readings (readings that
represent sounds) are used for markings and not readings that include
meaning. When I looked at the English notation, I found that the "meaning"of the word "mound" was added, as in "Burial Mound".
There are many strange English words hidden in the city. The "No uncaged
animals in the lawn" sign we found translates to "No caged animals in the
lawn? Dr. Marius also felt uncomfortable. How do they decide which English
words to write on signs and billboards?
493)Process of creating a CLIL lesson plan
Focus of thetarget:Enjoying Haiku: Seasonal
words and rhythm
Play with English soundsyllables
Difference of seasons betwee
Japan and Finland
Taste with the five senses
Enjoy appreciation of the hai
by playing with the Karuta.

Essential Questions:
Questions that evoke feelings
and scenes that come to thechildren's minds

50

98

51

Scaffoldings to elicit studentsʼ HOTS
〇 Listen and Repeat （transcription 聴写）〇 Fill out a blank a part of expression （表現の一部を補う）〇 Replace some of the Haiku by thinking the sense of
meaning (一部入れ替え）〇 Pay attention to the 3rd Line, which concludes the poem
（3行目の結句を味わう）
Referred to Takahama Kyoshi ”How Haiku can be made”
To create is to appreciate masterpieces in the past (Kashiwagi trans.)
参照： 高浜虚子『俳句の作りよう』ー創造とは過去の名句の吟味である

52

99

４) Discourse analysis watching video clips
Perspectives analyzed by students
1) Whether or not the teacher can see activities that encourage thinking byplacing a ladder from input to processing.
2) Are students expressing the most complex concepts in their native
language?
3) How does the teacher give feedback to this in English?
4) What are the students' mumblings and utterances (Emergent Language)?

53

Discourse Analyses: Coding Rules
Transcription Conventions

Nikula,2012:153

Tteacher

C

child

(.)

a short pause that is not timed, less than a second

text=
=text

latching utterances

cut off wo-

cut off word or truncated speech‘text’

spoken more silently than surrounding utterances↑

rising intonation((text))transcriber’s comments(text)

transcriber’s interpretation of unclear word(s)(x)

unclear speech, probably a word(xx)

unclear speech, probably a phrase(xxx)

longer stretch of unclear speech

C→S（Student）

＞

＜

Pause

//

Ambiguous part

54

100

Underline - Imitate what the teacher said

Dalton-Puffer,2016:33

55

56

101

https://youtu.be/rI7viNnfPr4

Video Clips

T

I am going to introduce childrenʼs Haiku and also show you my own
Transmit
T
Haiku I created.
T Whatʼs this? ↑ (doing the gestures with her right hand)( . ) Do you eat this? ↑ This is a skewered sausage.
S１ Ah, I do. （XX） Fall. A small groan.
(Sausage over a Finnish bonfire: many children have experienced this. )T “I enjoyed skewered sausage
With my friend” This is Haiku that
I created. Do you think so, too？(.) Yes, I think so, too.
S１

Emphasize

Label

T
Whatʼs this? Do you like chopping woods? For sauna?
T
ReasonS1
Say some longer sentences.（XXX）.
T
Do you chop woods in the early morning? ↑ (. )S2 S1Ya. I am ( ) good.
You, too. Pointing his friend
T Stimulate
T&S Read Haiku following the teacher. (Gesture)
Appreciate“Get up early A boy An expert of chopping wood” I created Haiku!
A scene where the S-teacher entered the culture of the other57

S - Teachers felt the extent which Finnish students are excited
beyond ZOOM.

https://youtu.be/mJjj8sb5TcY
Video Clip : Last 3 min. A moment Finnish students improvised Haiku

58

102

S - teachersʼ comments
What I generally felt after teaching the class, watching the video, andthrough data analysis.
CompareCategorize

How were A-B - C similar? How were they different? It became clear.
CompareBy analyzing the class in a scientific way, we can deepen our classreflections and make predictions for the next class.
DiscoverPredict

Expect

The process of discovery from practice and data(discourse analysis),rather than what is heard and taught, leads to transfer skills.
DefineApplyConclusion

59

S - Teachersʼ reflection on what they learned
I felt the importance of scaffolding after this class.
In teaching practice, there is always an objective for the class, and in order to achieve that
objective, it is necessary to spend a lot of time on that activity.
It was important for children to have "room" to think freely and to be able to create. I
realized that I had a feeling that I had to use up everything I had prepared, that I had to do
Rewardingeverything.
I was worried about whether my English would be understood by Finnish children, but I
learned that it is easier to communicate by speaking slowly and clearly, repeating things
twice, and so on.
Connection
Since the class is basically student-centered, the class should be activity-based rather than
explanation-based, and should be connected to other subjects and cultures.
It was a great experience for me to learn how difficult and fun it is to communicate ourculture to people from different cultures.
CompareIn the haiku class, it was better to introduce Japanese sounds and characters rather than tosuddenly explain the rules of haiku, so that the students could learn haiku more smoothly.
I thought it would be difficult to create haiku, but I think they were able to create haiku
smoothly by proceeding in the following order: sounds of Japan, letters, and examples andexplanations of haiku.
Definition
Take a stance

60

103

Using text mining to look at frequently occurring words

https://textmining.userlocal.jp/
61

S - Teachersʼ summary on haiku classes
This was my first attempt at teaching a class to children overseas, and to be honest, creating
the class was really difficult in every way.
There were times when it was difficult to make progress because there were so many questions.
I could not ask my peers to look at my PPT and comment on it to see if it was good or not.
However, I managed to talk to them between classes and find a little time to meet with them,and while getting their ideas.
Solve

I had any concerns or questions, I would consult with Dr. Kashiwagi or Dr. Pierce, and theywould get back to me immediately. I called group members and asked them directly about
things that were bothering them, and practiced individually. Through this, I was finally able tograsp what other students were thinking and trying to do. (Resilience among peers)
Ask

ExplainCause&Effect

The difficult part was how to convey the cultural differences between Japan and Finland, andhow to find the differences not only by conveying them, but also by having the students
interact with each other. I thought it would be very effective to compare (metaphor) them withsomething familiar to children. Allocating time and responding to situations (speaking in
English)Convery

Resilient situation where Japanese S-teachers struggled with !
62104

Using text mining to look at frequently occurring words

https://textmining.userlocal.jp/

63

Results of questionnaire: Canadian students（S-Teachers：N=4 Students (age 13):N=55）
4 scales: (4 Great 3 Yes 2 Not so much 1 No)

Q1 Was the haiku class impressive?

4.0

Q2 Were you able to keep listening to
the teacher's instruction in English?
(Input)3.5
3.0

Q3 Were you able to share yourthoughts with your friends andteachers? (Interaction)

2.5
2.0

Q4 Did you discover new ideas toappreciate haiku?

1.5

Q6 Did you find commonalities among
haiku from Canada, Japan and aroundthe world?

1.0
Q1

Mean
SD

Q2

Q1
3.4
0.5

Q3

Q2
3.4
0.6

Q4

Q3
2.8
1.0

Q6

Q4
3.2
0.6

Q6
3.3
0.6

64

105

Q7 Description New ideas you gained
from this classCanadian studentsʼ comments on Haiku class（S-Teachers：N=4 Students (age 13):N=55）

Q5

Canadian students: What you discovered in Haiku class
I realized my amazing poetry skills.

By Lucy

Self Appreciation

I learned the main idea of Haiku and how the processes is done I also
By Diwelearned how to use a blush pen.
Process
The seasonal elements were completely alien to me before this lesson,
I have a grounding point. By Dan..
Evaluate

Q7

I learned that your write more about how you feel, rather than describing
By TesAnalyzesomething.
ComapreCanadian students: Comments on Haiku class
It was very fun and I engaged learning new things. By Ebryn.
Nice chill atmosphere great use of hearing as well as traditional
By Brynmethods. It was amazing.
Praise / Value

65

Analyses of comments on Haiku lesson

N=32

Q4 Did you discover new ideas toappreciate haiku? N=31

Comment of five senses are found

Theme

Code

Descritption

Theme

Code

Description

Learn
(18)

Seasonal
Words（11)The seasonal elements…
completely alien to me

Fivesenses(8)Tactile(5)

I really liked using the wash,
paper, and the blush pens.

Syllables(4)

I discovered that syllables
are important

Hear(2)The lesson was entertaining
and fun to listen to.

Process(3)I learned the main idea, andhow the process is done…

S e e (1 )I love the game we playedwith pictures

Awareness（４）

I learned that you can
describe a lot in Haiku.

Theme

Code

Description

Hypothesis（２）(there are) more summer in
HaikusComment(50+)

Fun(25)It was really fun.

Analyze(6)

The whole theme N=63

I realized my amazing poetry s k i l l s .
66

106(Braun & Clarke, 2006)(8)

Conclusion
The project of Haiku in CLIL and Awakening to Language evoked the s teachers to acquire meta-linguistic knowledge.

CLIL and plurilingualism have something in common in their process ofteaching, however, they are complimentary to proceed the blanks(e.g.,
nurturing multicultural perspective and teachersʼ linguistic competence) .
Attaching labels of 7 CDFs, in the haiku CLIL, there were appreciation
for, comparison of, and return to one's own and enter the other'sculture.
Studentsʼ “Emergent Language” were found in the class where they arealso aware of the process of learning (input & intake).
67

Haiku to the World
CanadaFebruary 2022

VietnamMarch 2023

scenery/
emotionin your mind

Taiwan Workshop
June 2023

What comeｓ to your mind？

68

107

Japan
Age 12

Thank you very much for your attention

69

Scales: Edu 21 st＆ Teacher Agency

1) Edu 21st skills (47 items) for teachers to develop CLIL thatevoke the integrity of language and cognition. (Kashiwagi, et.all, 2021)
https://drive.google.com/drive/folders/18BbpKcBKO89w1gaf9sicArzgaNISspuW?usp=sharing

T o R e a liz e CLIL L an gu age T ea ch in g
CLIL授業を実現したい教師へ
Edu-21st

English-Japanese

2) Teacher Agency ( 1 7 items) to formulate team formations in schools .
(Kashiwagi, Yada & Ikeda, 2023, on going)

To Change School Climate
For Innovative Learning
イノベーティブな学びに向けて、学校風土を変えたい学校リーダーへ

Teacher Agency-日本語

70

108

Teacher Agency-English日本とフィンランドの国際共同研究 「アンケート」お願い
研修・勉強会へご参加の皆様、いつもお世話になっています。J- CLIL（柏木賀津子：四天王寺大学）です。CLILのような、少し新しい指導法について、知ることをはとても楽しいことだと思っています。そして、次に「周りの人や、職場にどのように伝え、またこんが指導を一緒にやってみないか？」という雰囲気はどのように創ればよいのかは、悩み深いところでもあります。本アンケートは、ご参加の皆さまが以下のTeacher Agencyに興味を持っていただけましたらと思い作成したものです。現在、日本の全国でのワークショップの機会などに、ご回答への協力をお願いしており共同研究に活かしたいと思います。
（柏木賀津子:四天王寺大学 池田真：上智大学 矢田匠： ユヴァスキュラ大学 ほか）
回答は自由意志で、コンセントフォームも添付してい９ます。QRからご回答いただければ幸いです（10分〜15分）日
本ーフィンランドーベトナムでアンケート実施中です（2023年夏〜秋）

Teacher Agency （運営行為への価値）
スクールリーダーは、多様化する社会について複合的視野を持ち、自らの職（校長や教育のリーダー 職場の一員）としてのキャリアと持続可能な地球社会への貢献をするという考え（Teacher Agency） のもと、リーダ
ー相互協働と、企業・多機関連携プログラムを深めるような価値感のこと
Japannin,2017
Hallinger and Heck, 201071

CLILと職場のチーム形成 アンケート参画依頼（コンセントフォーム含む）
CLILと職場のティーム形成

CLIL ＆Workplace Team Formation

日本語 10min

English 10minhttps://forms.gle/TtqMfG4D56wds2MTA

https://forms.gle/5MgaerT7qrTLiFjQ8

国際共同科研B 「グローバルスクールリーダーの資質ー向社会性形成への日本とフィンランドの共同研究」2023 （柏木賀津子, 矢田匠, 池田真, Nikula,T他）
72

109

A Quiz: Fill in blanks using a scientific thinking

A carpet of mustered flowers
The moon rose in the east
The sun set in the west
Yosa Buson
Refferring to PPT made by a science professional(Y.S)

73

110

日
は
西
に

月
は
東
に

菜
の
花
や

CLIL summer
seminarprogram 2023

An “ideal” lesson plan
Helen Heaney

1

2

111

ALL in one boat!

(Michael Storch, adapted by Beate Kralicek)

1. Remember, you’re all in the same boat.
2. Don’t miss the boat.
3. Plan ahead. It wasn’t raining when Noahbuilt the Ark.
4. For safety’s sake, travel in pairs.
5. Don’t leave anyone out. Give them all afriendly call.
6. Speed isn’t always an advantage. The
snails made it on board with thecheetahs.
7. When you’re stressed, float for a while.
8. Remember, the Ark was built byamateurs; the Titanic by professionals.

3

Now let us beam ourselves to…

© Bwag/CC-BY-SA-4.0

4112

bridgepurfling
peg

tail gutfrog

5

https://mantra4changeblog.wordpress.com/2017/12/11/think-pair-share/

6113

bridgepurfling
peg

tail gutfrog

7

bridgepurfling
peg

tail gut

frog

8

114

Pre-reading activity: Musicians
retiring early on medical grounds• Disorders affecting the hands, the nervous
system, the respiratory system, […], vision andeven the ability to sit for long periods• Memory loss due to normal aging• High noise levels in an orchestra• Pulmonary function• Physical, emotional and artistic strains
https://www.local802afm.org/allegro/articles/aging-and-the-musician/9

The pellegrina

http://www.rivinus-instruments.com/DesignConcepts.htm

10

115

While-reading activity 1)
Read your part of the text relatively fast. Whichheading fits best?
• Design concepts• Shape changes on stringed instruments• String angles• Weight … and conscience

11

While-reading activity 2)
What differences are mentioned between a regularstring instrument and the Pellegrina?
Regular string instrument(violin/viola)

12

Pellegrina

116

The jigsaw
cooperative
learning
strategy
http://www.mhaensel.de/unterrichtsmethoden/gruppenpuzzle.html

13While-reading activity 3)• Move into groups which consist of four different
coloured handouts.
• Share with each other what you found out about
the differences between regular string
instruments and the Pellegrina.

14

117

Post-reading activity•

Explain why this
instrument is goodfor musiciansaround the age of
60 who are not yet
ready to retire.

Hoffnung, Gerard. 1955. The Hoffnung symphony orchestra. London: Souvenir Press.

15

Oh no!!!! I have just committed amajor CLIL crime!!!!

16

118

“Learning to use language –using language to learn”

17

Pre/during/afterreading &
listening

Scrivener, Jim. 2005. Learning teaching. (2nd ed.). Oxford: Macmillan, 174.

18

119

Reading (listening/viewing) strategies• What are the language & content aims for thetext?
• How will you “tune in” to the topic?
• Provide a general task for the first silent reading& discuss the answers.
– Don’t ask students to read it out (bad pronunciation
practice!)– Encourage them to ignore words they don’t know.

19

Reading (listening/viewing) strategies• Provide a specific task for the second reading &discuss the answers.
– Encourage students to create their own questions
around input.
– Encourage them to guess the meaning of some
unknown words.

• Use the contents and language as a stimulus forfurther activities– Spoken and/or written tasks– Understanding & recycling contents & language
20120Input è Intake

è Output•

21“Ideal” lesson plan
1. Warm-up discussion/game/input connecting withthe topic
2. Discussing language, content and learning skills
outcomes
3. Finding out what students already know, helping
them organize that information, working out
what else they want to learn
4. Input (reading/listening) looking for general-tospecific information

22

121

“Ideal” lesson plan
5. Do peer cooperative work to compare results
and use information to create something else
6. Ask class questions that encourage them tothink critically/constructively about how they
could improve their group work (language &contents)
7. Presenting one group’s outcome & producing aclass outcome with the help of the other groups
8. Reviewing the outcomes, deciding on next steps
23“Ideal” lesson plan
1. Warm-up discussion/game/input connecting withthe topic (grabbing attention)

24

122

“Ideal” lesson plan
2. Discussing language, content and learning skills
outcomes–––––

Even if you don’t want to discuss it, you still have tothink about it…
What are your content aims?
What are your language aims (mostly vocabulary
related)?
What methods can you use to achieve those content
and language aims?
What learning skills are needed/have to be taught?

25“Ideal” lesson plan
3. Finding out what students already know…
Helping them organize that information…
Working out what else they want to learn…

26

123

The more powerful thethinking, the greater thelearning!

27“Ideal” lesson plan
4. Input (reading/listening) looking for general-tospecific information– Reading/listening/watching cycle

28

124

“Ideal” lesson plan
5. Do peer cooperative work to compare results
and use information to create something else
– Speaking– Writing29“Ideal” lesson plan
6. Ask class questions that encourage them tothink critically/constructively about how they
could improve their group work (language &contents)–

30

Even if you don’t want to include this stage, you still
have to think about how these improvements could
come about

125

“Ideal” lesson plan
7. Presenting one group’s outcome & producing aclass outcome with the help of the other groups

31“Ideal” lesson plan
8. Reviewing the outcomes, deciding on next steps

32

126

Questions? Comments?

33

Resources
•
•
•
•
•
•
•
•
•
•
•
•
•

34

Erwin Gierlinger, PH OÖ: http://clilingmesoftly.wordpress.com/
Macmillan: http://www.onestopenglish.com/clil/what-is-clil/
British Council resources: https://www.teachingenglish.org.uk/teaching-resources/teachingsecondary
Teaching and learning with the New York Times: https://www.nytimes.com/section/learning/lessonplans
Salzburger Nachrichten: Test your English: https://www.sn.at/kolumne/test-your-english/
RSA animates: https://www.youtube.com/playlist?list=PL39BF9545D740ECFF
Word clouds generators, tag cloud generators, wordles: https://www.wordclouds.com/,
https://www.jasondavies.com/wordcloud/, etc. etc.
Word games, i.e. http://www.crosswordpuzzlegames.com/create.html, https://www.proprofs.com,
https://worksheets.theteacherscorner.net/make-your-own/crossword/, etc. etc.
Oxford-Duden Bildwörterbuch Englisch-Deutsch
Was ist CLIL (CEBS): https://www.cebs.at/service-angebote/clil/Free online courses, especially MINT but also economics & humanities:
https://www.khanacademy.org/
TED talks: https://www.ted.com/talks
TED-Ed videos: https://ed.ted.com/

127

Resources (vocabulary)
•
•
•
•
•
•
•
•
•

https://worksheets.theteacherscorner.net/make-your-own/crossword/
https://www.schule.at/portale/deutsch-als-zweitsprache-undikl/news/detail/trimino-generator-1.html
https://www.education.vic.gov.au/languagesonline/games/memory/index.htm
https://www.vocabulary.com/
https://www.ldoceonline.com/dictionary/energy
Online dictionaries: https://www.linguee.com/, http://www.dict.cc/,
https://www.leo.org/german-english
Online translation: https://www.deepl.com/translator
English-German glossaries, e.g. https://www.proz.com/glossarytranslations/german-to-english-glossaries
Also google glossary + English + German + your specialist field to see what
you can find35

References
Arnold, Jane; Dörnyei, Zoltan; Pugliese, Chaz. 2015. The principled communicative approach. Seven criteria for success.
Innsbruck: Helbling Languages.
Bentley, Kay. 2010. The TKT (teaching knowledge test) course: CLIL module. Cambridge: Cambridge University Press.
Brown, Steven. 2011. Listening myths: applying second language research to classroom teaching. Ann Arbor, MI:
University of Michigan Press.
Dale, Liz; van der Es, Wibo; Tanner, Rosie. 2010. CLIL skills. Leiden: European platform.
Folse, Keith S. 2004. Vocabulary myths: applying second language research to classroom teaching. Ann Arbor, MI:
University of Michigan Press.
Harding, Keith. 2007. English for specific purposes. Oxford: Oxford University Press.
Hollett, Vicki; Sydes, John. 2009. Tech talk: intermediate student’s book. Oxford: Oxford University Press.
Lindstromberg, Seth; Boers, Frank. 2008. Teaching chunks of language: from noticing to remembering. Innsbruck:
Helbling Languages.
Martin, Daniel. From whiteboards to web 2.0. Activating language skills with new technologies. Innsbruck: Helbling
Languages.
Mehisto, Peeter; Marsch, David; Frigos, María Jesús. 2008. Uncovering CLIL. Content and language integrated learningin bilingual and multilingual education. Oxford: Macmillan.
Murphey, Tim. 2006. Language hungry! An introduction to language learning fun and self-esteem. Innsbruck: Helbling
Languages.
Pons Fachwörterbuch Umwelt: englisch-deutsch, deutsch-englisch. 1991. Stuttgart: Klett.
Scrivener, Jim. 2005. Learning teaching. (2nd ed.). Oxford: Macmillan.
Strasser, Thomas. 2012. Mind the app! Inspiring internet tools and activities to engage your students. Innsbruck: Helbling
Languages.

36

128

CLIL Summer Seminar
Diverse CLIL research and practices in globalisation
Vienna, Austria
14 September 2023

CLIL between Englishisation and glocalisation:
the case of metalinguistic classroom talkUte Smit

1

OutlineA. CLIL; Englishisation &glocalisation
B. Metalinguistic classroom
talk: ‘expanded LREs’
C. Conclusions & implications

macro:
policies

Ute Smit

2
129

micro:
practices

A. CLIL - a macro perspective
Content-and-Language-Integrated Learning
English as dominant international language
as a form of
CLIL targeting English
bi/multilingual
education in Europe,
introduced in the 1990s(e.g. Hemmi & Banegas 2022)= global lingua franca(for general & specificpurposes) + main foreign implemented worldwide à a form of
language; only ‘hypercentral language’ in the ‘English-medium
World Language System instruction’ (EMI)(de Swaan 2001)(e.g. Macaro 2018)

Ute Smit

3

A. CLIL - a macro perspective
Englishization

Glocalization(globalization + localization)= the increasingpresence, importanceand status of English ineducational settings;
often leading to replacing
historically usededucational languages

CLIL
as EMI(Lanvers & Hultgren 2018)= process of pursuing
global educational aims
(e.g. transnational
exchange) in combination
with local drivers (e.g.
pedagogical models)(Dafouz & Smit 2020)

Ute Smit

4130

A. CLIL - a macro perspective
Englishization

Glocalization(globalization + localization)= the increasingpresence, importanceand status of English ineducational settings;
often leading to replacing
historically usededucational languages

CLIL
as EMI(Lanvers & Hultgren 2018)= process of pursuing
global educational aims
(e.g. transnational
exchange) in combination
with local drivers (e.g.
pedagogical models)(Dafouz & Smit 2020)

tensions & conflicts
Ute Smit

5

A. How define EMI? (Smit 2023)
3 core (= essential) elements
1) English-medium education of

6 flexible criteria

2) academic subjects other than the
English language to3) L2 users of Englishb) language policiesa) educational levelc) relation to English language
educationd) locatione) degree of coveragef) optionality
Ute Smit

6
131

A. CLIL as a type of EMI (Smit 2023)
3 core (= essential) elements
1) English-medium education of

6 flexible criteriaa) educational level2) academic subjects other than the
English language to3) L2 users of Englishb) language policiesc) relation to English language
educationd) locatione) degree of coveragef) optionality
Ute Smit

7

A. CLIL as a type of EMI (Smit 2023)
3 core (= essential) elements
1) English-medium education of2) academic subjects other than the
English language to3) L2 users of English

à broad rangeof realisations

6 flexible criteriaa) educational level: primary & secondaryb) language policies: pedagogical integration of
language & contentc) relation to English language education:
explicit language learning aimsd) location: variable, but rather outside
Anglophone countriese) degree of coverage: variablef) optionality: variable
Ute Smit

8132

A. CLIL as a type of EMI (Smit 2023)
3 core (= essential) elements
1) English-medium education of2) academic subjects other than the
English language to3) L2 users of English

CLIL

6 flexible criteriaa) educational level: primary & secondaryb) language policies: pedagogical integration of
language & contentc) relation to English language education:
explicit language learning aimsd) location: variable, but rather outside
Anglophone countries

as EMIe) degree of coverage: variablef) optionality: variable
Ute Smit

9

A. In sum
Englishization
macro:
policies

CLIL

as EMI

Glocalization

Ute Smit

10
133

micro:
practicesB. Metalinguistic talk in CLIL classrooms
recent & ongoing research into classroom
discourse (e.g.):• cognitive discourse functions• cumulative knowledge construction(‘semantic waves’)• learner genres• vocabulary(e.g. Dalton-Puffer et al 2018; Llinares et al 2012; Lo et al2023; Morton 2015, Rieder-Bünemann et al 2021)

macro:
policies

micro:
practicesØ little attention paid to: metalinguistic
talk, i.e. exchanges that deal explicitlywith & topicalise languageØSmit & Finker (2022).

Topicalizing language in CLIL teaching at technicalcolleges: a micro-level analysis of languagerelated episodes (LREs). English for SpecificPurposes 68: 102-115.
Ute Smit

11

12

B. Topicalising language in CLIL
lexis, discourse,
grammar,pronunciation,etc.

language use
as such &somebody’s
language

language
relatedepisodeUte Smit

12
134(Smit & Finker, 2022)

13

Topicalising language in CLIL
languageuse

linguistic

LRE(Smit & Finker, 2022)

Ute Smit

13

Exemplifying LREs
• Linguistic LRE (Extract 1):
1 S4
2 T
3 S4
4 T
5 S4

yeah then they have a map but <1>if you</1> pressuh<1>exactly</1><GERMAN> speicherplatz </GERMAN> yeah
which requires yes <2>uh</2> memory use<2>uh</2> memory use <3>yeah</3>• Language-use LRE (Extract 2):
T: try to talk in English to each other, ok? and doing this work rightnow (.) whenever you finished (.) this part is done ok? (3)Ute Smit

14
135

14

LRE research so far
in ELT: impact of topicalisinglinguistic features for learningthem (Swain & Lapkin 1998)
in EMI:(Basturkmen & Shackleford, 2015;
Costa 2012; Hong & Basturkmen 2020)• frequent, but often
incidental• mainly on vocab• explicit focus on technical
vocab
15

Ute Smit

15

LRE research so far

BUT:• CLIL settings havebilingual groups (≠ ELF)
• CLIL teachers’ language
learning aims
(Dalton-Puffer et al 2021)••

Ute Smit

16
136

students use English
confidently
see English as a lingua
franca16à ‘expanded LRE’

BUT:
• CLIL settings havebilingual groups (≠ ELF)
• CLIL teachers’ language
learning aims
(Dalton-Puffer et al 2021)••

Ute Smit

students use English
confidently
see English as a lingua
franca17

17

18

Research questions
1. To what extent islanguage topicalized inupper secondary CLIL
classes?
2. What language-related
aspects are topicalized
and how?

Ute Smit

18
137

Context & Study – the school type
• upper secondary schools of technology• 5 years, grades 9-13
full university entrance qualification• mechanical engineering, construction, mining, textile product engineering, IT...

•••

72 compulsory CLIL-lessons for years 11-12 and 40 lessons for year 13
autonomous implementation at each school (w.r.t. subjects, timing over school year…)
ideally in coordination with the subject English
19

Ute Smit

19

Data set (in focus)
Lessons

Subjects

Lessons recorded

33

Total no. of students

120

Case A

4

Databases & Information
Systems

Case B

4

Network Engineering

Case C

4

Specialist Software Engineering

Case D

12

Introduction to Digital Signaling

Case E

9

Economics, Law &Entrepreneurship
Ute Smit

20
138

20

21

Data analysis – LRE categories
Language-related episodes (LREs)
linguistic LREs
language-use LREs
discourse

language choicegrammarlanguage support

lexis

other

mechanicalown

pronunciation

writing

Ute Smit

21

22

Main findings (quan)
RQ1: To what extent is language topicalized?
LREs:
Ø occur frequently (on average once every 3 minutes)
Ø BUT cases/teachers reveal different LRE frequencies:
from once a lesson to once a minutelinguistic LREs: occur on average once every 4 minutes

language-use LREs: occur on average once every 7 minutes,
but so far overlooked!

Ute Smit

22
139

23

Main findings (quan & qual)
RQ2: What language-related aspects are topicalized
and how?
linguistic LREs:
Ø 85% focus on lexis (& 9% on discourse),
mainly technical words or expressions

language-use LREs
Ø 1/3 commenting on language choice, 1/3 on other, 1/5 on own

Ute Smit

23

Linguistic LRE – lexis
Extract 1 (Case B: Network Engineering)
1 S4
2 T
3 S4
4 T
5 S4

yeah then they have a map but <1>if you</1> press uh<1>exactly</1><GERMAN> speicherplatz </GERMAN> yeah
which requires yes <2>uh</2> memory use<2>uh</2> memory use <3>yeah</3>à typically involves translanguaging
à often focuses on technical vocabularyà L1 as fall-back option, but also part of intended biliteracy
à language expertise: sometimes offered by students (cp. ELFA)Ute Smit

24
140

24

Language-use LRE – language choice
Extract 2 (Case A: Databases & Information Systems)T

try to talk in English to each other, ok? and doing this work rightnow (.) whenever you finished (.) this part is done ok? (3)à often suggested / determined by the teacher(= previous research)à usually successful, esp. in experienced CLIL groups
à fits to teachers‘ teaching aims
Ute Smit

25

25

Language-use LRE – other & own
Extract 3 (Case C: Specialist Software Engineering)T

the thing here about doing this in english is u::m don’t be afraid of
mistakes that you make because i’m also no english teacher i justcan talk a little English (.) it doesn’t matter when you makemistakes i just want to get you talk English (1) ok (1) and i WILL get
you talk English because (.) now this will be a dialogue now

à increase students’ confidence to use English
à usually teacher-initiated & linked to their teaching aims
Ute Smit

26
141

26

B. In sum
LREs: in-class indicators oflanguage-focused CLIL teaching
aims
§

§

linguistic LREs: focus on(technical) lexis & discourse(reflecting content teachers’
language awareness?)language-use LREs enact
teacher aims to support
students in using English
confidently

macro:
policies

micro:
practices

Ute Smit

27

B. In sum
LREs: in-class indicators oflanguage-focused CLIL teaching
aims
§

§

English• for technical purposes

linguistic LREs: focus on(technical) lexis & discourse(reflecting content teachers’
language awareness?)language-use LREs enact
teacher aims to support
students in using English
confidently

macro:• as a linguamicro:
francapolicies• world of practices
work• together with German

Ute Smit

28
142

C. Combining micro & macro
CLIL@HTL:• and EMI
• and macro-level policies

macro:
policies(Englishization & glocalization)

micro:
practices

Ute Smit

29

C. CLIL@HTL and EMI (Smit 2023)
6 flexible criteria

3 core (= essential) elementsa) educational level: upper secondary, English at
B1/21) English-medium educationof2) academic subjects otherthan the English languageto3) L2 users of Englishb) language policies: ministerial regulations(English as target language, content subjects,
esp. technical ones)c) relation to English language education:complementary; call for collaboration

CLIL
@HTL

d) location: Austriae) degree of coverage: 184 lessons (in 3 years),
subjects flexiblef) optionality: not given (CLIL for all)Ute Smit

30
143

C. CLIL@HTL and the macro level
Glocalization

Englishization:• access to technical knowhow in English(linguistic LREs!)• preparation for working
internationally

BUT• German equally relevant(school and work)• bilingual educational
practices & objectives

CLIL
@HTL
glocalisedbilingual policy(cp. ‘globalised bilingualism’ inAustria, Smit &2020)
UteSchwarz
Smit• educating for engineering
as global field• awareness of (productive)
English as relevant for
glocal personal future(language-use LREs!)• some pedagogical‘translanguaging’ (in‘stance’ and ‘shifts’, less in‘design’; cf. García et al. 2016)• strongly local pedagogicalapproach (subject & region)

31

Thank youute.smit@univie.ac.at

Ute Smit

32
144

32

References
Basturkmen, H., & Shackleford, N. (2015). How content lecturers help students with language: An observational study oflanguage-related episodes in interaction in first year accounting classrooms. English for Specific Purposes, 37, 87-97.
Costa, F. (2012). Focus on form in ICLHE lectures in Italy. Evidence from English-medium science lectures by native speakers
of Italian. AILA Review, 25, 30-47.
Dafouz, E. and Smit, U. (2020). ROAD-MAPPING English Medium Education in the Internationalised University. London:
Palgrave Macmillan.
Dalton-Puffer, C., Bauer-Marschallinger, S., Brückl-Mackey, K., Hofmann, V., Hopf, J., Kröss, L., & Lechner, L. (2018). Cognitive
discourse functions in Austrian CLIL lessons: Towards an empirical validation of the CDF Construct. European Journal ofApplied Linguistics, 6(1), 5-29.
Dalton-Puffer, C., Hüttner, J., & Smit, U. (2021). From voluntary to obligatory CLIL in upper secondary technical colleges:
Teacher and student voices from a diverse landscape. In K. Talbot, S. Mercer, M.-T. Gruber, & R. Nishida (Eds.), The
psychological experience of integrating language and content: Teacher and learner perspectives. (pp. 93-111). Multilingual
Matters.
García, O., & Kleyn, T. (2016). Translanguaging theory in education. In O. García & T. Kleyn (Eds.), Translanguaging withmultilingual students: Learning from classroom moments (pp. 9–33). Routledge.
Hemmi, C. & Banegas, D.L. (2022). CLIL: An overview. In C. Hemmi & D.L. Banegas (Eds.), International Perspectives on CLIL.
(pp. 1-20). Palgrave MacMillan.
Hong, J., & Basturkmen, H. (2020). Incidental attention to academic language during content teaching in two EMI classes inSouth Korean high schools. Journal of English for Academic Purposes, 48, 100921.
Ute Smit

33

References
Lanvers, U. and Hultgren, A.K. (2018). ‘The Englishization of European Education: Foreword’, European Journal of Language Policy,
10: 1–11.
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge Univ. Press.
Lo, Y. Y., Lin, A. M. Y. & Liu, Y. (2023). Exploring content and language co-construction in CLIL with semantic waves. International
Journal of Bilingual Education and Bilingualism 26(3), 289-310.
Macaro, E. (2018) English Medium Instruction. Oxford University Press.
Morton, T. (2015). Vocabulary explanations in CLIL classrooms: A conversation analysis perspective. Language Learning Journal,
43(3), 256-270.
Rieder-Bünemann, A., Hüttner, J., & Smit, U. (2022). ‘Who would have thought that I’d ever know that!’: Subject-specificvocabulary in CLIL student interactions. International Journal of Bilingual Education and Bilingualism.
Smit, U., & Schwarz, M. (2020). English in Austria: Policies and practices. In R. Hickey (Ed.), English in the German-speaking world(pp. 294–314). Cambridge: Cambridge University Press.
Smit, U. & Finker, T. (2022). “Topicalizing language in CLIL teaching at technical colleges: a micro-level analysis of language-related
episodes (LREs). English for Specific Purposes 68: 102-115.
Smit, U. (2023). English-medium instruction (EMI), ELT Journal 2023; ccad018.
Swaan, A. de (2010). Language systems. In N. Coupland (Ed.), The Handbook of Language and Globalization (pp. 56–76). WileyBlackwell
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working
together. The Modern Language Journal, 82(iii), 320-337.
Ute Smit

34
145

1

2

146

3

4

147

5

6

148

7

8

149

9

10

150

11

12

151

13

14

152

15

16

153

17

154

CLIL IN SPANISH CLASSROOMS:SOME INSIGHTS ON DISCOURSE AND TEXTBOOKS
Dra. María Ángeles Martín del Pozo
Departamento de Didáctica de la Lengua y la Literatura
Universidad de Valladolid
mariaangeles.martin@uva.es

1DIDÁCTICA DE LA LENGUA Y LA LITERATURAEl estudio científico de la organización de las situaciones deenseñanza /aprendizaje de la Lengua y la Literatura no comoconocimiento en sí mismo sino para ponerlo al servicio de la acción
llevada a cabo para mejorar la enseñanza y el aprendizaje por laconsideración de los constituyentes de la acción pedagógica
(Ballester- Roca e Ibarra Rius, 2021 p. 16)2155DIDÁCTICA DE LA LENGUA Y LA LITERATURA AS A SCIENTIFIC FIELD
The scientific study of the organization of the teaching/learning
situations of Language and Literature not as knowledge in itself
but to put it at the service of the action carried out to improveteaching and learning by considering the constituents ofpedagogical action(Ballester- Roca e Ibarra Rius, 2021 p. 16)

3

CLIL IN SPANISH CLASSROOMS:SOME INSIGHTS ON DISCOURSE AND TEXTBOOKS

4156

CLIL IN SPANISH CLASSROOMS:SOME INSIGHTS ON DISCOURSE AND TEXTBOOKSThe classroom as a research context:• Teacher discourse• Textbooks

5

PERSPECTIVES FOR CLIL RESEARCH(Dalton-Puffer and Smit, 2008)

6

157

CONTENTS
5 papers will be summarized in the following slides following these 4 points

1. Research Question
2. Corpus
3. Results/conclusions
4. Implications

7

Paper 1

Martín del Pozo, M. A., Gómez García, S. (2019).
Using the language triptych to analyze the language
on a CLIL session in primary education

at
ble
a
l
i
Ava Análisis cualitativo a través de la herramienta del tríptico del lenguaje en un aula bilingüe (uva.es)
int

o
in p
Ma

Language in CLIL classroom

8

158

9

Interesting amount of LANGUAGE FORLEARNING produced by the students but ….
in Spanish!

LT for• Planning• Analysis• Enhancing language

10

159

Paper 2
Martín del Pozo, M. A. (2017). Training teachers for English
Medium Instruction: lessons from research on second
language listening comprehension. Revista de Lingüística yLenguas Aplicadas, 12, 55-63.
le
ilab
a
v
A

at
DOI: https://doi.org/10.4995/rlyla.2017.6986

int

o
in p
Ma

Improving teaching discourse

11

Lecture structure and signalling

EMI lecturers (computer Science)

12

160

resources (expertisein lecturing in L1)
repetitive andstylistically weak13

• Lecturers require linguistic tools to signal lecture phases.
• Convenience of raising lecturers' awareness about DM

How?
what?

With

Materials for teaching listening comprehension in academic contexts could be used tolearn lecture conventions

CLIL teacher /EMI lecturers are new ESP/EAP
14learners
161

Paper 3
Martín del Pozo, M. A., Rascón Estébanez, D. (2015).
Textbooks for Content and Language Integrated Learning:
policy, market and appropriate didactics?. Foro de
Educación, 13(18), pp. 123-141.
le
ilab
a
v
A

at

doi: http://dx.doi.org/10.14516/fde.2015.013.018.007

int

o
in p
Ma

Content and language integration

15

content books : content and language objectives integrated?

16

162

Omission of the overt reference to linguistic
objectives,
All the books emphasize vocabulary.
«New words», «key vocabulary», «my words», «picture dictionary»,«glossary»

s!
r
e

ish
l
b
u
lp

l
Te

CLIL is more than learning(science /arts) vocabulary
17

Paper 4
Martín del Pozo M.A and Rascón Estébanez, D. (2019)
The Middle Ages through English, The Middle Ages
through Spanish: spot the differencetttrac
A b s able a
l
i
ava
int

o
in p
Ma

(16) María Ángeles Martín del Pozo (researchgate.net)

Content comparison

18

163

IS

difference in content coverage?
Social Science (History) 5th year (10 year
old)

19

20

164

21

Unidad 5: La edad media Spanish

Unit 7: The Middle Ages English

Al Andalus, el invento del papel

Opener: 3 cultures

Recuerda: el estudio de la historia
Fuentes históricas

Analyse and organise- periods of Spanish history

Medida del tiempo histórico

- Visigoths

Edades históricas.
La Hispania Visigoda
El Reino visigodo de Toledo

La organización del reino
La vida en el reino
Al Andalus
La conquista y desarrollo

Al Andalus
The Muslims invasion¿Cómo era la vida en Al Andalus?

Economy and society
The legacy of Al Andalus

Reinos cristianos del norte
Los primeros reinos cristianos y su
expansión

Christian kingdoms
Stages of the reconquista
Repopulation

El dominio de los reinos cristianos

Feudalism

22

165

SpanishEnglish¿Cómo era la vida en los reinos cristianos?
La sociedad medieval

Medieval cities

Las aldeas medievales
Las ciudades medievales.

El arte y la cultura en los reinos cristianos
El arte Románico

Art
Islamic,

El arte Gótico

Romanesque
GothicMudejarPongo en práctica:
Línea del tiempo

Science project: The city of three cultures
Fragile World: Muslims, Jews and Christians

Visita cultural

23

Unidad 6: La edad moderna
Pirata Barbanegra
Comienzo de la Edad moderna
Reyes Católicos
Descubrimiento.
América precolombina
y su.
conquista(simply mentioned above)

Unit 8: 15th and 16th centuries
Opener : Columbus
The Catholic Monarchs
Unification of Spain
Reforms (inquisition)
The year 1492
Conquest of Granada
Discovery of America
Intolerance
Explained (aztecas, mayas, incas)
Products exchanged
The discovery of America
Columbus
Spain after colonizing America

24

166

SpanishEnglishEl siglo XVIEl reinado de Carlos I
El reinado de Felipe II
Las consecuencias deconflictos .
Reforma protestante

The Spanish Empire
Carlos I
Felipe II
losScience project: Spanish
Renaissance
Fragile World: A cultural rebirth
Revise: Hernán Cortés

25

SpanishEnglishSlightly more text information

More image

More detailed verbal recountHistorical recount in maps

Different vocabulary, connotational?
Causes and consequences

Mainly recount

Coffin, C. (2006). Historical Discourse: the language of time, cause and evaluation, Continuum:London, UK.

26

167

DIFFERENT CONVERAGE?
BE AWARE OF-Different relevance-Different historical discourse-Different perspective? Connotations?

Two “Histories”?

27

Paper 5
Martín Del Pozo M.A and Rascón Estébanez, D. (2023)
Definitions in Geography CLIL textbookstt
trac
A b s able a
l
i
ava
int

o
in p
Ma

(16) MARÍA ÁNGELES MARTÍN DEL POZO (RESEARCHGATE.NET)

Presence of definitions (recepction and production) in Geography textbooks

28

168

DEFINITIONS IN GEOGRAPHY
2 Publishers
4 years

29

DEFINITIONS IN GEOGRAPHY••

Definitions in text or in key words sections
Predominance of formal definitions•Exposure•Models•Language bath

Production? Generation? Creation?

Passive
No explicit teaching
30

169

DEFINITIONS IN GEOGRAPHY
Teaching to definecognitive processes

Cognitive Discourse functions
linguistic patterns

31

FINAL CONCLUSION

Metáfora de la mampara: Escobar Urmeneta (2009: 45)

32

170

FINAL CONCLUSION(Translation of previous slide)

Metaphor of the invisible screen
Language has always been an invisible screen in the class
CLIL has turned it visible
Escobar Urmeneta (2009: 45)

33

L1 classroom
Teacher explains without awarenessthat academic discourse may often
functions as an invisible but
inpenetrable screen

CLIL CLASSROOM
Foreign language used as a vehicle makes thechallenge of academic discourse visible forthe teacher.
Teacher scaffolding will allow to voercome
linguistic and cognitive barriers

34

171

REFERENCES
Ballester-Roca, J., y Ibarra-Rius, N, (coords.) (2021). Entre la lectura, la escritura yla educación: Paradigmas de investigación en Didáctica de la Literatura y la Lengua.
Narcea.
Dalton-Puffer, C. & Smit, U (2008). Introduction in C. Dalton-Puffer & U. Smit (Eds.),
Empirical Perspectives on CLIL Classroom Discourse. (pp. 7-23). Frankfurt: Peter
Lang.
Escobar Urmeneta, C. (2009). Cuando la lengua de la escuela es diferente de lalengua familiar, Monográfico Aprender en inglés. Cuadernos de Pedagogía, 395,
46-51.

35

CLIL IN SPANISH CLASSROOMS:SOME INSIGHTS ON DISCOURSE AND TEXTBOOKS
María Ángeles Martín del Pozo
Departamento de Didáctica de la Lengua y la Literatura
Universidad de Valladolid (Spain)

Thank you for your attention

36

172

Operationalising subject literacy
in a lesson planning tool for
vocational CLIL teachers
Tatjana Bacovsky-Novak
University of Vienna
2023

tatjana.bacovsky@univie.ac.at

1

1Overview• Concepts and contextualisation• Methodology• Design: CLIL lesson planning tool

2023

2

2

173

Integration in CLIL – The research-practice divide• CLIL: “teaching and learning subjects in a second language (L2)”(Ball, Clegg & Kelly 2015, p. 1)• Integration of subject and foreign language teaching methodology essential(Mehisto, Marsh & Frigols, 2008)• Integration as a primary concern in current CLIL research: genre, CDFs, language forschooling, subject / disciplinary / pluriliteracies(Nikula et al., 2016; Coyle & Meyer, 2021)• Very little evidence of actual integration in practice: language aspect often neglected(Dalton-Puffer, 2007; van Kampen, Admiraal & Berry, 2018)

2023

3

3

CLIL at Austrian technical colleges (HTLs)• Vocational upper secondary education with academic and specialised technical subjects(OeAD, 2022)• Qualification title ‘Ingenieurin/Ingenieur’ (‘engineer’) equated to bachelor’s degree(Federal Chancellery of the Republic of Austria, 2017)• Little foreign language teaching → 72/40 mandatory CLIL lessons per school year in
grades 11, 12, and 13(Smit & Finker, 2016)• Focus on technical content subjects for CLIL
(BMB, 2011)

2023

4

4

174

Problem of practice & research gap• Technical expertise but little teacher or foreign language teaching methodology training(Hüttner, Dalton-Puffer & Smit, 2013)• Lack of teacher language awareness(Wolf, 2016)• Self-identification as content teachers(compare Hüttner, Dalton-Puffer & Smit, 2013)• Focus on academic school types in CLIL research(Kontio & Sylvén, 2015)• Lack of CLIL materials and support measures for technical content subjects
2023

5

5

A design-based solution to a problem of practice• Designing a lesson planning tool that:- demonstrates the integration of content and language goals- makes connections between content and language explicit- targets the subject-specific language demands of technical content subjects
2023

7

6

175

Design-related research questions and methodology
What are the design principles
behind a CLIL lesson planning toolthat novice CLIL teachers at
technical colleges find accessible
and easy to use?

• Design-based research (DBR )How can a CLIL lesson planning tool(a) make the connections between
content and language explicit toteachers and (b) how can this aid theactual integration of language andcontent goals in CLIL teaching?

• Co-design teams of local practitioners and researchers• Creating a design that addresses a problem of practicewhile also advancing the theory behind the design(Barab & Squire, 2004)(Anderson & Shattuk, 2012)• Design is refined over the course of several research cycles(McKenney & Reeves, 2018)

2023

7

7

Design• Currently docx.-format but plans for a digital tool
• Originally four different resources: CDF input, unit design template, lesson design template& scaffold for writing language objectives• Based on Tedick & Lyster’s (2020) instructional design for immersion and dual language
classrooms & on Meyer’s (2010) CLIL-pyramid unit template

2023

8

8

176

Design• Currently docx.-format but plans for a digital tool
• Originally four different resources: CDF input, unit design template, lesson design template& scaffold for writing language objectives• Based on Tedick & Lyster’s (2020) instructional design for immersion and dual language
classrooms & on Meyer’s (2010) CLIL-pyramid unit template• Cycle 1: Cognitive discourse functions (CDFs)(Dalton-Puffer 2013)• Cycle 2: Bloom’s taxonomy(Bloom et al. 1956)

2023

11

9

Cycle 1 (winter semester 2021)

2022

10

10

177

Cycle 1 (winter semester 2021)

2022

0

11

Cycle 1 (winter semester 2021)

2022

10

12

178

Cycle 1 (winter semester 2021)

2022

10

13

Cycle 2 (summer semester 2022)

createevaluateanalyseapply
understandrememberBloom et al. (1956)

2023

13

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179

Post-intervention (now)createevaluateanalyseapply

understandrememberBloom et al. (1956)+
Subject
literacies

Disciplinary
literacies

Coyle & Meyer (2021)

Pluriliteracies

2023

12

15

Outlook and open questions• Currently working on data analysis & final iteration of the lesson planning tool
• Solving the design conundrum: CDFs, Bloom’s taxonomy, subject literacies?
• What insights from other educational contexts could help shed light on this?

2023

tatjana.bacovsky@univie.ac.at

13

16

180

Bibliography•

Anderson, Terry; Shattuck, Julie. 2012. “Design-based research: a decade of progress in education research?”. Educational Researcher 41(1), 16-25.

•

Ball, Phil; Kelly, Keith; Clegg, John. 2015. Putting CLIL into practice. Oxford: Oxford UP.

•

Barab, Sasha; Squire, Kurt. 2004. “Design-based research: putting a stake in the ground”. The Journal of the Learning Sciences 13(1), 1-14.

•

Bloom, Benjamin, Englehart, M. Furst, E., Hill, W., & Krathwohl, David. 1956. Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.

•

BMB (Federal Ministry of Education). 2016. Allgemeines Bildungsziel, schulautonome Lehrplanbestimmungen, didaktische Grundsätze und Bildungs- und Lehraufgabe sowie Lehrstoff der gemeinsamen Unterrichtsgegenstände an den technischen,gewerblichen und kunstgewerblichen Fachschulen. BGBl II Nr 300 2011: Anlage 1. https://www.ris.bka.gv.at/eli/bgbl/II/2016/240 (1 March 2021).

•

Coyle, Do; Meyer, Oliver. 2021. Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge: Cambridge University Press.

•

Dalton-Puffer, Christiane. 2013. “A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education”. European Journal of Applied Linguistics 1(2), 216-253.

•

Federal Chancellery of the Republic of Austria. 2017. “Bundesgesetz über die Qualifikationsbezeichnungen ‚Ingenieurin‘ und ‚Ingenieur‘ (Ingenieurgesetz 2017 – IngG 2017)“.
https://www.ris.bka.gv.at/Dokumente/BgblAuth/BGBLA_2017_I_23/BGBLA_2017_I_23.pdfsig (31 January 2022).

•

Hüttner, Julia; Dalton-Puffer, Christiane; Smit, Ute. 2013. “The power of beliefs: lay theories and their influence on the implementation of CLIL programmes”. International Journal of Bilingual Education and Bilingualism 16(3), 267–284.

•

Kontio, Janne; Sylvén, Liss Kerstin. 2015. “Language alternation and language norm in vocational content and language integrated learning”. The Language Learning Journal 43(3), 271–285.

•

McKenney, Susan; Reeves, Thomas C. 2018. Conducting educational design research (2 nd ed.). Milton: Routledge.

•

Mehisto, Peeter; Marsh, David; Frigols, Maria Jesús. 2008. Uncovering CLIL. Content and language integrated learning in bilingual and multilingual education. Oxford: Macmillan.

•

Meyer, Oliver. 2010. „Towards quality CLIL: Successful planning and teaching strategies”. Puls 33, 11-29.

•

Nikula, Tarja; Dafouz, Emma; Moore, Pat; Smit, Ute (eds.). 2016. Conceptualising integration in CLIL and multilingual education. Bristol: Multilingual Matters.

•

OeAD – Österreichischer Austauschdienst. 2022. “Das österreichische Bildungssystem”. https://www.bildungssystem.at/ (27 June 2022).

•

Smit, Ute; Finker, Thomas. 2016. Zur Implementierung von CLIL in den Regelunterricht an HTL: Fragenentwicklung für die Evaluation und Fallstudien zur Unterrichtspraxis: Endbericht des Forschungsprojekts. Wien: Bundesministerium für Unterricht, Kunst
und Kultur (bmukk).

•

Tedick, Diane J.; Lyster, Roy. 2020. Scaffolding language development in immersion and dual language classrooms. Abingdon: Routledge.

•

van Kampen, Evelyn; Admiraal, Wilfried; Berry, Amanda. 2018. “Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices”. International Journal of Bilingual Education and Bilingualism 21(2), 222-236.

•

Wolf, Sophie. 2016. CLIL in Austrian technical colleges (HTL) – A case study of teachers’ beliefs (Diploma Thesis). University of Vienna, Vienna.

14

17

Thank youfor your attention!

2023

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181

【CLIL workshop Day 2】

The Potential of CDF-Oriented Pedagogy (COP)in the EFL Secondary school context---- To improve EFL learners’ discourse competence
Doktoratsschule für Anglistik undAmerikanistik (Pädagogische Linguistik),
Universität Wien

REI WADA
14.09.2023

1

Welcome to Vienna!!

2

182

【Overview】 Today’s Agenda《 The tentative title 》
Developing Cognitive Discourse Function-Oriented Pedagogy(COP) & investigating its effect on EFL learners’ L2 discourse
competence➊ Introduction (Rationale)➋ Literature Review❸ Research Methods

3

Section １

Introduction

4

183

【Petit workshop】 Let’s enjoy a speaking activity!!
“I want to buy a gift for my host brother. He is only 4
years old. Which one should I buy for him, a picture book,animal cookies, or a T-shirt? And why do you think so?”The answer time is 20 seconds.

5

National Academic Achievement Survey for Grade 9 Ss
(MEXT, 30 July 2023)

Types of answer

Rate【Criteria】① Which? Opinion② Why? Reason1- respond to (1) & (2).
- no linguistic errors.

2.9

◎

2

- respond to (1) & (2).
- a few errors, but intelligible

13.1

○

(daily talk)3- respond to (1) & (2).
- some errors that make themeaning unintelligible

3.0

4- respond only to (1)- Or the reason is not appropriate.

49.5

5

- response with errors different
from those listed above (1 to 4)

8.3

99 - Off-topic response

5.3- No response

17.8

0

percentage of correct answers
6

184

16.0

Some people may say plastic bags are becoming more
eco-friendly, but I recommend stores in Japan shouldstop selling plastic bags. What do you think & why?
Types of answer【Criteria】① Which? Opinion② Why? Reason(Social issues)

Rate

1

- respond to (1) & (2)- no linguistic errors.

0.4

◎

2

- respond to (1) & (2)- a few errors, but intelligible

3.7

○

3

- respond to (1) & (2).
- some errors that make themeaning unintelligible

1.3

4- response only to (1)

13.1

5

- not direct answer to (1)7.5

6- not respond to (1) and (2)50.0

99 - Off topic
0

5.1- No response

18.8

percentage of correct answers

4.2

7

Intro: A Problem in JPN
Q1:

Do you like learning English?

.

English Language Proficiency Survey (MEXT, 2018)

85.1%
CEFR A1

58.3％
Negative

an urgent need to develop learners’communicative competences
8185

Intro: Educational Reform in JPN
The revised secondary school curriculum
implemented from 2022 (MEXT)*Ministry of Education, Culture, Sports, Science & Technology

Ensure thatnecessaryknowledge
is acquired

Develop Ss’ abilities to Cultivate thethink, judge, & express motivation
to learnthemselves

How???
9

Intro: Validity of CLIL

10

186

Intro: Contextual problems
NOT easy to shift to content-rich lessons!!
l Teaching:l Teachers:l Textbooks:
l Curriculum:

linguistic knowledge > skill (Ikeda, 2016)
lack of HOW TO do CLIL (Berd, 2015)
LOTS > HOTS (Odate, 2023; Ikeda, 2016)
Grammar-oriented syllabus
University exams (accuracy-oriented)
Com activity: Basic talk practice‘the continuing turmoil in JPN’s EL education’(deBoer, 2022: 157)

11

Intro: Direction of my project• Can I develop
a lesson-design frameworkthat can be applied in EFL in
Japanese secondary schools&that can be expected tohave similar effects to
CLIL lessons?

12

187

Section ２

Literature Review

13

Review 1-1: CLIL
• Definition: What is CLIL?
'Content and language integrated learning (CLIL) refers to an
educational approach in which a foreign language is used as
the medium of instruction to teach content subjects formainstream students' (Nikula, Dalton-Puffer, Llinares, 2013).
'CLIL is a dual-focused educational approach in which an
additional language is used for the learning and teaching ofboth content and language' (Coyle, Hood & Marsh, 2010).

14

188

Review 1-2: CLIL (Framework)
Knowledge
construction

Language toverbalize
understanding

Interaction fordeeper learning(Coyle, Hood & Marsh, 2010).

15

Review 1-3: CLIL (Benefits)
CLIL
EFL
Content subjects
IRF discourse→ minimum Ss response→ Ss lexical abilities→ rarely stretch their lang.
→ lexical gap→ attempt at filling the gap → not go beyond safety→ repair is initiated by Ss
territory→ the low incidence of GR
errors in classroom talk(Hüttner & Rieder 2007)
l Thinking skills / Social skills (Marsh 2012; Ikeda 2016)l Motivation + / Confidence + / Anxiety - etc. (Lasagabaster, 2011)l Positive Beliefs (Hüttner, Dalton-Puffer & Smit, 2013; 2022)
16

189

Review 2: Integration
In recent years, research has increasingly focused on
the concept of integration in CLIL. (Dalton-Puffer & Smit, 2013)

Every teacher is a language teacher.
Curriculum = objectives= academic competence(ex) 【Modern Society competence】
l Define the term ‘subprime mortgage’.
l Describe the causes that led to thefinancial crisis of 2008.
l Explain its effects on the global economyl Evaluate different approaches to mitigate
these effects.

How can we visualise
the integration?

(Coyle & Meyer, 2021: 80)

17

Review 3: Cognitive Discourse Functions (CDFs)‘CDFs are a tangible analog of thought processes and …
are visible, traceable and documentable in theobservation of classroom discourse.’ (Dalton-Puffer 2013: 231-232)

18

190

Review 3: 5 MA Projects to see CDFs

(Dalton-Puffer et al. 2018)

Researcher (MA)

Subject

Lessons

Total
CDFs

CDFs
per lesson

Focus

1

Kröss (2014)

physics

6

504

84

Content2

Hofmann & Hopf
(2015)

biology

8

619

77

Content

3

Brückl (2016)

economics

6

480

80

Content

4

Bauer-Marschallinger(2016)

history

8265(Ss only)33(Ss only)

Content

5

Lechner (2016)

English
(EFL)

8

481

60

Language

In EFL: a lower incidence of CDFs
less academic topics being covered(Dalton-Puffer, 2018)

19

Review 3: Cognitive Discourse Functions (CDFs)
CDFs serve as a
research heuristic⚫Empirical research- Breeze & Dafouz (2017)- Nashaat-Sobhy (2018)- Morton (2020)- Llinares & Pozo (2020)(Dalton-Puffer, 2013)

20

191

Review 3: Gap in CDF studies
Few studies on the pedagogicaloperation of CDFs
(e.g. Bauer-Marschallinger, 2022; Hasenbarger, in progress)‘The CDF model may facilitate the link between
thinking … and the language needed to verbalise
the thinking.’ (del Pozo & Llinares, 2021: 48)
If we can design lessons thatfacilitate CDF realisation, they
may bring the same effects as
CLIL EVEN in EFL classes …
21

Research Questions:【RQ1】 What design principles are needed toencourage Ss to elaborate their varbalisation ofthought process (CDF use)? [Design from Ts’ view]【RQ2】 What elements of CDF-oriented pedagogy(COP) do Ss feel useful to improve their discourse
competence?
[Design from Ss’ view]【RQ3】 Does COP have positive effects on thedevelopment of Ss' discourse competence?
[Local level effect]22

192

Section 3

Research
Methodology
23

3. Methodology: IntervenQon Study
Research Questions

Method【RQ1】 What design principles
are needed to encourage Ss toelaborate their varbalisation ofthought process (CDF use)?

・Design-Based Research (DBR)【RQ2】 What elements of CDForiented pedagogy do Ss feel
useful to improve their discourse
competence?

・Interview with focused Ss
・Questionnaires to classes【RQ3】 Does CDF-oriented
pedagogy have positive effects on
the development of Ss' discourse ＜in the middle of considering＞
competence?
24

193

RQ1: What design principles are needed to encourage Ss toelaborate their varbalisation of thought process (CDF use)?
【object】 Exploring the elements that are beneficial for CDF-oriented
lesson design and scaffolding requiredl DBR examines learning in context through the systematic design &study of instructional strategies and tools. (The Design-Based Research Collective, 2003: 5)l collaborative study: a researcher & practitioners
l Iterative: cyclical research process (McKenney & Reeves, 2012)

Teachers’
viewpoints(Bauer-Marschallinger, 2018)25

Design Sessions (DS) with teachers
Session

T1

T2

PurposesFindings

Observa 19
tion
June

22
To see the current
June state of Ts lessons

・ Few/0 CDFs realisation
・ Lang focus: drills, controlled practice, text, DQ・ Ss are engaged; attitudes were good

Initial
mtg

30
April

22
July

Needs Analysis(problem; Wants)

・Ss’ talk is short; can’t produce discourse
・Ts want to make pdg dialogic
・Ts want to enhance Ss thinking/self-expression

DS 1

08
July

29
Aug

Setting main goals 🙆 Increase self-expression ac[vi[esfor the next term ・ At least 2 RQs per lesson to share Ss thoughts
・ Awareness raising of target expressions via Ts
talk or Modeling・ PresenSng what to say & how to say it tofacilitate CDF realizaSon (Scaﬀolding)

DS 2

26

194

Tentative image of CDF-Oriented Pedagogy●Stage 1 (Goal design phase)• Goal setting: Use CDF verbs explicitly• Outcomes: Identify learning outcomes●Stage 2 (Class implementation phase)• Classroom interaction: Intro new topics, Use of RQs• Task design: Focus on task prompts that elicit CDFs
●Stage 3 (Result verification phase)• Test design: Focus on test prompts that elicit CDFs
• Assessment: Assessing student performancewith CDF-based rubrics
27

RQ2: What elements of CDF-based lesson do Ss
feel useful to improve their speaking skill?
【object】 Exploring the elements that are beneficial
for CDF-oriented lesson design and scaffolding
required
Ss Interview & QuesIonnaire
focusing on:l Growth in discourse competencel Useful elements for Ss toelaborate their statementl Diﬀerence from normal EFL classes
Learners’l DiﬃculXes in CDF lessons
Viewpointsl Help Ss want
28

195

RQ3: Does CDF-oriented pedagogy have positive effects
on the development of Ss' discourse competence?
l Idea 1:Pre-, Middle, and Post-Test (Speaking)l Idea 2:

Experimental study of speaking testl Idea 3:

Seeing a change in the CDF realization inclassroom (Rate /Content)

29

Danke!!

30

196

Cognitive Discourse Functions inJapanese Tertiary Inter-cultural studies
Lessons
STEVE MCNAMARA

1

Note: for the pilot description of this study, please refer to:
McNamara (2023), Pilot: cognitive discourse functions in intercultural studies lessons.
Kwansei Gakuin University Humanities Review. (28) Nishinomiya, Japan

2

197

Design Summaryu

RQ1 = Study 1.

X x 60 min interviews(Context)u

RQ2 = Study 2.

25x90 minute observations(Text)“The resources of language code are used to engage with the context.. ..that
constitute the user’s social and individual reality”(Text = semantic, pragmatic intent; function of text= governed by context)-H.G. Widdowson, Text, Context, Pretext, 1978

3

RQ2,

RQ2. How is the Cognitive Discourse
Function construct (CDF) manifesting inlanguage lessons that have intercultural
studies as a descriptor?

4

198

Methods:
Collection & Datau

5 x 5 90 minute lessonsu

Corpus= 2250 minsu

Total= ten split channelsuZoom H4n pro, H2n Handy; Sony ICuTranscription: mostly orthographic,
Vienna-Oxford Int. Corpus of English(VOICE)

5

Methods: Instruments (1)(Stage 1,2)

Lit. review(past/present)
Review withsupervisor

Inter-rater

Interpretation
Data

CDF
Categorisation

6

199

Exerpt from: McNamara (2023), Pilot: cognitive discourse functions in intercultural studies lessons.
Kwansei Gakuin University Humanities Review. 28) Nishinomiya, Japan
This study aims at illustrating the functional intentions of speakers through their discourse, as ameans of eventually describing a profile of cognitive discourse functions that constitute thesubject discipline of “intercultural studies” in language-focused CLIL lessons. The study analyses
naturally occurring speech in one lesson and categorises this speech into types using the
Cognitive Discourse Function construct (CDF) heuristic. This study is a pilot using a small
section of a full corpus, and as such has an emphasis on describing methodological choices andtheir appropriateness. The study focuses on the discourse semantic stratum of language using
the systemic functional view of language stratification. The study acknowledges the lesson as
using a soft-CLIL pedagogy, as the syllabus assesses content and language goals, even though thesyllabus does not explicitly mention CLIL. The study found that DEFINE is the most frequently
occurring CDF type, followed by DESCRIBE and EXPLAIN. The study found that the teacher
was responsible for initiating functional moves in most cases, although realisation of the moves
was equally shared between the teacher, teacher and students, and student to student. The study
also notes some cognitive discourse functions operating in short, complex episodes, specifically
DEFINE/EXPLAIN and DEFINE/ DESCRIBE. The results suggest that the activity types of thelesson, which were focused on vocabulary development, may be more responsible for influencing
CDF output than the subject discipline itself, and therefore soft-CLIL may have a yet
undiscovered CDF profile of its own that transcends its thematic foci.

7

Cognitive Discourse Functions inJapanese Tertiary Inter-cultural studies
Lessons
STEVE MCNAMARA

8200

Scaffolding for CLIL/EMI Non-Language Teachers with
Generative AI
Hirosada Iwasaki (Professor Emeritus, University of Tsukuba)
Abstract
The purpose of this study is to share the potential of using AI for “nonlanguage” or novice CLIL teachers.

While most EFL researchers havelittle difficulty publishing academic papers or making academicpresentations in English, they face great difficulties when they teach
EFL students with lower English proficiency in their specific academic
fields. Therefore, this study makes the following arguments:(1) Background for the necessity of boosting CLIL classes in research
universities, such as decreasing budget, the need to recruit more
overseas students, and global competition in academia and business,(2) Specific difficulties which non-language CLIL teachers face when
they teach EFL students, with reference to learners’ failure tounderstand, low-frequency words, opaque idiomatic expressions andacademic terms, their failure to observe and use basic collocations, andalso to teachers’ failure to paraphrase those difficult expressions andlead discussions or enhance collaborative learning in English,(3) Use of AI for extracting keywords with English definitions andJapanese equivalents, showing definitions and example sentences fortechnical terms, summarizing specific chapters or passages in plain
English (by setting up CEFR levels), and correcting English,(4) Limitations of AI support, such as recognizing collocations andcorrecting English.
Part of this study is based on FD activities for non-language teachers
who are teaching or who are going to teach CLIL courses for overseas
students or mixed classes.

Specific prompts for AI such as ChatGPT or

Bing Chat (later renamed Copilot) are to be shown with thecorresponding AI responses, so that it can show what kind of prompts
better work for CLIL courses.

201

Keywords: ChatGPT, Bing Chat, collocations, collaborative, summary
1. Introduction: CLIL in Japan
Content and Language Integrated Learning (CLIL) has been gaining
popularity in Japan's English language education for several reasons.
First, with the focus on 4 Cs (content, cognition, communication andculture), CLIL integrates language learning with academic subjects. This
enables students to engage deeply with academic content while
enhancing their language skills. This holistic approach fosters criticalthinking, problem-solving, and creativity.
Second, CLIL classes focus on real-world authentic topics and practicalskills. This relevance is expected to motivate students, making language
learning more meaningful, realistic and enjoyable.
Third, educators, including both language and non-language teachers,
benefit from effective CLIL teaching. They find it rewarding and see
positive outcomes in improving their own teaching skills and students’learning.
Fourth and lastly, CLIL enriches the curriculum by infusing language
learning into various subjects such as science, history, or mathematics.
This aspect aligns with Japan’s such initiatives as Global 30 and Top
Global University Project. Global 30 is an initiative in Japan's higher
education, aimed at fostering internationalization within universities
with the aims to promote the internationalization of universities bycreating an academic environment conducive to global engagement. It
focuses on enhancing both the quality of education and the acceptance ofoutstanding international students studying in Japan (MEXT, 2017).
Similarly, the Top Global University Project is a funding initiative
launched by the government in 2014. Its primary goal is to enhance theglobalization of both public and private universities in Japan (MEXT,
2020). Both projects aim to create an educational environment where
graduates can assume leadership positions on the global stage and202

recruiting outstanding overseas students.
In summary, CLIL offers a comprehensive approach to language learning,bridging the gap between content and communication. Its popularity inJapan reflects each university’s desire to prepare students for a
globalized world. However, the significant challenge still remains withrelatively low language proficiency among students.
2. Challenges non-language CLIL teachers face
While the CLIL has been largely accepted as observed above, still there
has been a big barrier for non-language teachers to overcome even in
research universities. While those researchers usually make presentations
and write academic papers in English, they are not used to teaching
relatively low-proficiency students in their universities.
In fact, the author ’s teacher training courses for CLIL conducted in
2018-2023 in one research university in Japan’s Kanto area shows thatthose current or expected non-language CLIL teachers have such worries
as below:・ They are not confident in teaching students who are not used tobeing taught in English.
・ They are concerned about teaching language problems, such as
structural, lexical or grammatical problems students may face.
・ They are worried that they can teach less and their students canlearn less in academic courses when English is a classroom
language.
・ It is very difficult for them to teach high-proficiency overseas
students together with those Japanese students in the same courses.
These are very common worries CLIL teachers have in common, and withgood reason. Take EF English Proficiency Index (EF EPI, 2023), forexample. This is an annual ranking that measures the English language
proficiency of non-native English speakers in different countries around203the world. The index is produced by EF Education First, an international
education company that specializes in language training.
EF EPI uses a standardized online test called the EF Standard English
Test (EF SET) to assess participants' English language skills. The test
evaluates reading and listening comprehension, as well as grammar andvocabulary. The results are compiled to generate a proficiency score foreach country. Their 2023 ranking of 113 countries shows the top 10
countries as follows:
1. Netherlands
2. Singapore
3. Austria
4. Denmark
5. Norway
6. Sweden
7. Belgium
8. Portugal
9. South Africa
10. Germany
As shown here, they are European countries or once colonized countries
whose languages are closer to English. As for Asian countries, while
Korea and China are ranked 49th and 82nd, respectively, Japan is ranked
87th. It should be noted that the participants voluntarily take the test, so
the sample may not be fully representative of the entire population in agiven country. Therefore, the ranking must be interpreted with caution,
but still it shows the relative low proficiency of English among Japanesepeople.
The problems of Japanese students’ low proficiency of English,
especially their lower productive skills, can be observed in many studies.
For example, Parsons and Caldwell (2016) claim that low-proficiency
students in Japan have difficulty coping with the degree of complexity
and specialization of university-level courses taught in English. To
204address this issue, two multi-week EFL projects, including the adoptionof problem-based learning activities, were undertaken. The study foundthat content and language integrated approaches could influence theattitudes of low-proficiency students to the study and learning in English
language education in university.
While this study shows the struggle of CLIL teachers and their relative
success in CLIL lessons in Japan, how and what kind of language support
were given to each learner is not fully mentioned.
3. AI Support 1: Making a glossary
The observation above and many others indicates that in Japan’s CLIL
courses for lower-proficiency students need to take the form of soft
CLIL, at least initially. However, non-language teachers are not preparedfor providing language scaffolding. What follows, hence, shows thatthose teachers can use generative AI such as ChatGPT or Bing Chat
(later renamed Copilot), so that the language support can be done in an
effective way.
We use one of the TED Talks as a sample material here, because TED
Talks can help students improve their listening skills, vocabulary,pronunciation, grammar, and presentation with their authenticity. They
can also be used to bring questions, discussions and even diverse
conflict into class, achieving CLIL’s 4 Cs.
However, Iwasaki (2022) shows that TED Talks and TED Ed videos often
include a substantial number of low-proficiency words, making it
challenging for learners to view and understand them, not to mention
reproduce or summarize them. So what follows shows such language
support as making a collocation-based glossary, paraphrasing difficult
words or idioms, and summarizing the content.
The sample material used here is “A test for Parkinson's with a phonecall” (about 6 min., 1108 words in the transcript). In this talk, Max
Little, an applied mathematician, addresses the challenge of detecting
205

Parkinson's disease early and objectively. So this talk can be used as an
introductory material to gain medical and social insight into this disease.
The first step is to prepare a glossary, or preferably a collocation-based
glossary so that students can use the vocabulary for their discussion orpresentation. The prompt for ChatGPT (3.5) may be “Make a list of lowproficiency words with their meanings in Japanese and English” with thetranscript cited. What follows is part of the glossary generated andsimplified by the author for ease of reference.
1. Peculiar 特 異 な Unusual or strange
2. Virtuoso 名 手 A person highly skilled in a particular art oractivity
3. Neurological 神 経 学 的 な Relating to the branch of medicine
dealing with the nervous system
4. Incurable

不 治 の Unable to be cured

5. Tremor 震 え Involuntary shaking or trembling
6. Rigidity 堅 牢 性 Stiffness or inflexibility
7. Logistical 物 流 の Related to the organization and implementationof a complex operation
8. Biomarkers バ イ オ マ ー カ ー Indicators of a biological state orcondition
9. Invasive 侵 襲 的 な Involving the introduction of instruments into
the body
10. Non-expert 非 専 門 家 Someone who is not a specialist in aparticular field
11. Scalable 拡 張 可 能 な Capable of being easily expanded or
upgraded
12. Confounding 混 同 す る Confusing or complicating
13. Massive 大 規 模 な Extremely large or substantial
14. Logistical 物 流 の Relating to the organization andimplementation of a complex operation
15. Conclusive 決 定 的 な Serving to prove a case; decisive
16. Initiative 主 導 権 An introductory act or step; leading action
17. Progression 進 行 The process of developing or moving
206

gradually towards a more advanced state
Most of them are retrieved with correct meanings. The exception is“initiative” which is used in the phrase “Parkinson's Voice Initiative” inthe speech, referring to the speaker ’s project. Therefore, its meaning
should be “an important new plan or process to achieve a particular aim
or to solve a particular problem” (Longman dictionary of contemporary
English). Thus, while a brief manual check may be necessary, the AI
gives a practical glossary.
It should be noted, however, that the above partial list does not include
any collocations, or habitual combinations of words, which are vital for
productive skills in language class (Iwasaki, 2022). For example, even if
students know the Japanese equivalent to “hypothesis,” they cannot use
it in context unless they are aware of such collocations as “formulate ahypothesis,” “accept the hypothesis” or “reject the hypothesis.”
Therefore, one may use the prompt focusing on collocations: “Extract"verb + noun" collocations and "adjective + noun" collocations frombelow and show their meanings in English.” The following is a partial
list of extracted collocations and their meanings in English (withJapanese omitted for ease of reference).
Verb + Noun Collocations:
1. do applied math: Engage in the field of applied mathematics.
2. give (you) some attempt: Make an effort to explain.
3. save on (a difficult trip): Reduce the need for a challenging
journey.
4. achieve (this): Accomplish this.
5. launch (the Parkinson's Voice Initiative): Introduce or start theParkinson's Voice Initiative.
Adjective + Noun Collocations:
1. peculiar problem: Unusual or unique issue.
2. extraordinary level: Exceptionally high degree.
3. high level: Advanced degree.
207

4. initial suitability: Suitability at the beginning.
5. genetic component: Genetic part or factor.
6. neurological disorders: Disorders related to the nervous system.
7. extraordinary ability: Exceptional skill or capability.
8. incurable weakness: Permanent weakness that cannot be cured.
9. objective tools: Tools with a clear and unbiased purpose.
10. clinical trials: Medical trials involving patients.
11. digital microphone: Electronic microphone.
12. precision voice analysis: Accurate analysis of voice.
13. machine learning: Advanced computer learning.
14. ultra-low cost: Extremely low cost.
15. massively scalable: Able to be expanded on a large scale.
16. routine checkup: Regular medical examination.
17. high-frequency monitoring: Regular and frequent observation.
18. clinical trials: Medical experiments involving patients.
19. population-scale screening: Large-scale examination of a
population.
20. confounding factors: Factors that may affect the results.
While some are not collocations (for example, “achieve this”), most ofthem are quite useful and informative. The definitions of eachcollocation not only helps understand the text but also explain these
expressions (Note that Japanese equivalents are omitted for ease ofreference). Therefore, it is advised to prepare a collocation-based
glossary for using vocabulary later in discussions or presentations.
4. AI Support 2: Paraphrasing difficult words or idioms
The second language support includes paraphrasing. This overlaps withcollocations and their meanings, but paraphrasing aims at rephrasing
difficult words or idiomatic expressions for non-native speakers ofEnglish, rather than understanding them.
Therefore, the teacher may quote some of the difficult expressions orrequest students do so, and then use the AI to paraphrase them. The
208

prompt may be “Paraphrase the following sentences for kids” to makethem easier to understand. Instead of “for kids,” one may specify “CEFR
A1 level,” for example. (The output is edited for ease of reference.)
Original expressions to paraphrased expressions
1. Ballet requires an extraordinary level of expertise.
à Ballet requires a very high level of skill.

2. Ballet probably requires a level of initial suitability that may wellhave a genetic component to it.
à Ballet probably needs you to be good at it from the start, andthat might be because of something in your genes.
3. They have to live with incurable weakness, tremor, rigidity and theother symptoms that go along with the disease,à People with the disease have to live with things like weakness,

shaking, stiffness, and other problems that come with the sickness.
4. The neurologist's test is non-invasive.
à The test from the doctor for the brain is safe and doesn't involve

putting anything inside your body.
5. When something becomes ultra-low cost, it becomes massively
scalable.
à When something becomes super cheap, it can be used by a lot of

people.
6. We can reduce logistical difficulties with patients.
à We can make it easier for people to get help by using lesscomplicated plans.
7. There is no need to go to the clinic for a routine checkup.
à You don't have to go to the doctor's office for a regular checkup.

8. We can do high-frequency monitoring to get objective data.
à We can keep track of things often to get the real facts.

9. We can perform low-cost mass recruitment for clinical trials.
à We can get a lot of people to join studies about sicknesses

without spending a lot of money.
10. We can make population-scale screening feasible for the firsttime.
à We can check a large number of people to see if they might have209

a sickness for the first time.
Example 2 may be a bit unclear, but most of them appropriately
paraphrase or rephrase the original sentences.
5. AI Support 3: Summarization
Probably the most powerful function of generative AI is summarization.
This function may be used by the teachers when they want to outline
specific speeches, lectures, or even book chapters to students. As for thepresent material, the prompt can be “Summarize the following text in
200 words.” With this prompt without any indication of text levels, the1108 word text has been condensed into a less than 200 word summary as
shown below.
In this talk, Max Little, an applied mathematician, addresses thechallenge of detecting Parkinson's disease early and objectively.
He draws an analogy between the precision required in ballet
dancing and the intricate coordination of vocal organs during
speech. Noting the lack of biomarkers for Parkinson's, he proposesa novel solution using voice analysis as a diagnostic tool.
Traditional clinical tests for Parkinson's are expensive, timeconsuming, and not easily accessible. Max suggests leveraging
digital microphones and machine learning to analyze voice signals,
offering a non-expert, high-speed, and low-cost alternative. He
introduces the Parkinson's Voice Initiative, a project incollaboration with Aculab and PatientsLikeMe, aiming to collect avast number of voice recordings worldwide. Individuals, whether
healthy or with Parkinson's, can call in, leaving recordings that
contribute to data analysis.
Max highlights the potential of voice-based tests to revolutionize
disease detection, reducing logistical challenges for patients andenabling high-frequency monitoring. The initiative also facilitates210low-cost mass recruitment for clinical trials and makes populationscale screening feasible. Max claims a remarkable 99 percent
accuracy in their voice-based tests, envisioning a future whereindividuals can call in from their mobile phones for selfadministered tests, providing doctors with valuable information
about disease progression.
When this text goes through CEFR-based Vocabulary Level Analyzer(CVLA; ver. 2), the result shows that the estimated text level for thissummary is Level C2, which is a native speaker ’s level and is too highfor Japanese students.
The following is the paraphrased version of the third paragraph above as
an example, with the prompt “Paraphrase the following for CEFR A1
level.”Max talks about how using voice-based tests can change how wefind diseases, making it easier for patients and allowing us tocheck more often. This idea helps recruit people for medical
studies without spending a lot of money and can be used to checkmany people in a population. Max says their voice tests are very
accurate, at 99 percent, and he imagines a future where people cancall in from their phones to do tests themselves. This way, doctors
can learn important things about how the disease is getting worse.
The CVLA indicates that this is still a B2.1 level text, but it HAS
become easier, rephrasing “revolutionize disease detection” as “change
how we find diseases,” “reducing logistical challenges for patients andenabling high-frequency monitoring” as “making it easier for patientsand allowing us to check more often,” etc.
6. Conclusion
This paper has shown that while CLIL has substantial significance inJapan’ higher education, teachers, especially non-language teachers, still211

have great difficulties implementing CLIL for students with lowproficiency in English. In order to address this issue, the use ofgenerative AI has been proposed so that both teachers and students findthe material easier and more accessible with AI-generated glossaries,
paraphrasing, and summarization.
Although this is yet to be experimented in a quantitative method, thepotential of generative AI in CLIL courses are quite promising for bothteachers and learners.
References
EF EPI (2023) EF English proficiency index 2023. EF EPI.
https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcomepi-site/reports/2023/ef-epi-2023-english.pdf
Ikeda, M. (2012). CLIL no genre to shidouhou [Principles andmethodologies of CLIL]. In S.Izumi, M. Ikeda & Y. Watanabe (Eds.),
CLIL (content and language integrated learning) new challenges inforeign language education at Sophia University, 2: Practices andapplications (pp. 1–15). Sophia University Press.
Iwasaki, H. (2022) Analysis of TED Ed videos for CLIL class. The 5th JCLIL Annual Bilingual Conference.
MEXT (2017) Project for establishing university network forinternationalization -Global 30-. MEXT.
https://www.mext.go.jp/component/a_menu/education/detail/__icsFil
es/afieldfile/2017/03/30/1383779_06.pdf
MEXT (2020) Top global university project (2014-2023). MEXT.
https://www.mext.go.jp/en/policy/education/highered/title02/detail02/sdetail02/20200305_1395420-2.pdf
Parson, M. & Caldwell, M. (2016) Student attitudes to CLIL lessons
utilising a problem-based approach to English language education atuniversity in Japan. Bulletin of Hannan University, 51 (2), 31-47.

212

CLIL Seminar at University of Vienna 2023
-Cognitive Development and Linguistic ComplexityKazuko Kashiwagi (Shitennoji University)

Ⅰ

Promenade～ Let’s go on a Journey~Ⅱ

Seminar～ Seminar scenes in University of Vienna~

Ⅰ

Promenade~Let’s go on a Journey~

For the first time in six years, I was able to join the Vienna training
program planned by CLIL-ITE. Due to the university's ever-increasing
responsibilities, I was only able to participate in the seminar for twodays. I was very much looking forward to seeing the city, reading
doctoral dissertations at the Textbook Center at the University of Vienna,and investigating firsthand the consistency of textbooks from age 6 to
15. As for English education in Vienna, the native language of many
people is German, and while English is close in etymology, it issomewhat different from the highly developed academic English of the
Scandinavian population. Yet, English education is somewhat successful,students are free and open-minded and often express their opinions, bothin innovative schools such as the International Baccalaureate and ingeneral public schools. However, there are few occasions when "English"
is necessary in the capital of music, as exemplified by the Vienna Opera
House. I took some photos of the city and noticed that the language
landscape in the old city is 98% German. I attended middle school andhigh school classes during a visit to a school in Vienna in 2016. Content
teachers in physics, music, and other subjects also used English
moderately, as if the rich scientific and cultural content of the Austrian
nation could not help but be utilized in English classes. When we arrived
in the city of Vienna, as expected, we could still see the summer
vacation atmosphere here and there, and people were dressed in pink,
yellow, and white, which looked great against their tanned skin. Mr. andMrs. Wada, who are staying as doctoral students at the University of213

Vienna, took us to enjoy a long afternoon time at the Heuriger in thesuburbs. The grapes are just being prepared for wine, and at this time ofyear, the first such juice is available in a wine called Schulze (pictured
below). However, the Schulze is not yet available. It was the final roundof summer. While eating Viennese cutlets with Austrian wine selected by
the sommelier at an open café in a restaurant, I heard the sound ofhorses' hoofs and the bells of the majestic Stephanskirche (Stephans
Church).
Final Round of Summer

SeminarHeuriger

Ms Takasago, Me, Dr Christiane, Mr Wada

CLIL Materials

Discussion

214

This was my first time in Vienna in September. There, I was scheduled to
speak about haiku at a seminar workshop, so I took a lot of pictures in
Vienna at the end of summer, finding a typical September atmosphere.
The last remaining bunch of the grape trellis, the outdoor accordion
player, and the pears on the side street stand are all seasonal. In Japan,
people change their clothes in September, even if it is still hot, and start
wearing autumnal clothes, but in Vienna, people seemed to want to enjoy
wearing short sleeves until the very last minute.

Seasonal words in September:
A bunch of grapes

remains/Strum

An outdoor accordion player/
A musical at Volksoper“Fiddler on the Roof”

Walking tour in the old town

Ⅱ

Seminar

Linguistic landscape in Vienna～ Seminar scenes in University of Vienna~

Many researchers and teachers at the seminar were from Tokyo, Chubu,
Kansai, and Kyushu. He himself has a wealth of experience in CLIL
practice. Discussions and questions continued with as much vigor as
those of the Austrian researchers, and laughter abounded. The experienceof actually hearing it from its author in a lecture, although they had readit in an article in an international journal, would change the participants'
215

way of studying in the future. It was also clear that any prominent paper
is a work of practice, careful analysis, conceptualization, andillustration, each of which is conveyed in an easy-to-understand mannerto those who will inherit it. It is better, in my opinion, to take even one
piece of data and stare it. Based on Dr. Sasajima's advice, I would like toreconsider the importance of CLIL and qualitative research. Since myparticipation in the seminar was only one and a half days, here is a shortsummary of what I learned from Prof. Dalton-Puffer's 7CDFs and CLIL
research and Prof. Julia Huttner's workshop.
Note 1:Development and issues on CLIL in Austria

While the academic leadership at the University of Vienna hascontributed to an increase in the number of CLIL researchers,
implementing CLIL in public schools presents challenges. The national
administration has developed textbooks to align with the goals of 21stcentury OECD education, but it has not elucidated the teaching process.
Although 90% of teachers are familiar with the term CLIL, only 10%
have recognized their capacity to implement it. Noteworthy progress isbeing made in private schools and through grassroots CLIL initiatives.
CLIL-type English classes constitute 35%-60% of the total, and EFL(foreign language classes) are observed in approximately 30%-40% ofclasses. This underscores the importance of addressing three specificareas of teacher competence:
１ ． The ability to develop multifaceted foreign language learning.
２ ． The ability to interculturally develop tasks and curriculum.
３ ． Analytical design thinking skills using evidence.
As a potential remedy, the nature of teacher training needs
transformation, adopting a transitional approach that incorporates
reflective practice. Efforts are being made to bridge the gaps between
tests, lessons, and textbooks, highlighting a resonance with similar
issues in Japan.

216

Note 2:

CLIL's many and varied possibilities

CLIL is not a method of teaching, but rather a method of rich-content
learning, which includes the interest of everyday life, socializing. CLIL
has a variety of focuses, and therefore requires a variety of qualities
from the schools and teachers who are teaching it.
CLIL has many faces:
FL proficiency

Education

Teacherof populationlevelsqualification

Ideologies

School types
Multilingual

Voluntarycommunity

obligedNote 3: CLIL Integration Model Elaborated by Lin & Wun (2022)
The diagram below illustrates the CLIL integration model developed by
Lin in 2022. Examining the first of the concentric circles reveals the
keyword "Thematic Patterns." This implies that each subject ordiscipline employs thematic grammar patterns specific to that field,
warranting our focused attention. For instance, biology classes
frequently use terms like produce, consist of, is, an, etc. The mostcommonly utilized themes in CLIL, as per student surveys, are 1. physics(504), 2. biology (8), 3. business (6), and 4. history (8), in that order.

Figure adapted from Lin&Wun(2022)
217

Note 4: Seven cognitive discourse functions
In CLIL, it may be possible to analyze the cognitive development ofteacher-student discourse during the learning process by referring to theSeven Cognitive Discourse Functions (7CDFs). The CDF construct, aspresented by Dalton-Puffer and Bauer-Marschallinger (2019, p.35),
serves as a projection of learners' cognition, focusing on the cognitive
processes of verbalization. In essence, the 7CDFs represent
communicative processes. As illustrated in the table below, thesefunctions have become widely recognized among CLIL researchers. One
participant inquired, "How did you come up with these 7CDFs?" To this,it was suggested that the researcher's initial step involved classifying"verbs" into types in CLIL research over an extended period. The mainconcepts can be summarized as follows:
１ ． L1 and L2 exhibit remarkable similarity in structural realization,with more abstractions expressed in L1.
２ ． In both L1 and L2, the teacher's metatalk and ability to elicit
student utterances, analyzed with reference to 7CDFs, proceed atcross-purposes with cognitive development.
３ ． In foreign language learning, the sequential order of acquiring alanguage is listening, understanding, and then reading. However,cognition occurs simultaneously during listening, and the learner's
brain may alter the ratio of cognitive and linguistic complexity.
This interwoven phase of cognition and language is challenging toobserve due to the delayed nature of the learner's language output.
Nevertheless, anchoring the process in the categories of 7CDFs is
possible.
Ⅲ

Summary and Gratitude～ Gratitude for CLIL-ITE and seminar lecturers ～In summary, considering the current state of CLIL in Japan, a shift from
"CLIL tried first" to "integrating both cognitive development and218linguistic complexity" seems necessary for the future. The balance
between these two areas might be less apparent and could be designed
based on the educational level, school environment, teacher meta-talk,subject-specific "Thematic Patterns," and the deepening of task andquestion types. Though the latter part of the workshop presented specificexamples of teaching, however, this summary may be inadequate due tomy two-day attendance.
Finally, I express my gratitude to Dr. Christiane Dulton-Puffer, Dr. Ute
Smit, and colleagues from the English departments at the University of
Vienna. Additionally, thanks to Dr. Teresa Ting, Dr. Dario Banegas, andother the esteemed speakers from various countries who participated inthis dialogic talk. The seminar, led by Dr. Sasajima Shigeru and CLILITE, proved to be a productive and enlightening time.

References:
Dalton-Puffer,C., & Bauer-Marschallinger,S.(2019) Cognitive discourse
functions meet historical competences: Towards an integrated pedagogy
in CLIL history education. Journal of Immersion and Content-Based
Language Education, 7(1), 30-60.
Wu,A., & Lin,A. (2022) Thematic patterns, Cognitive Discourse
Functions, and genres: Towards an Integrative Model for CLIL. Journalof Immersion and Content-Based Language Education 10(2). 230-264.
DOI: 10.1075/jicb.21024.wu

219

Appendices:
Assessing CLIL implemented in a multidisciplinry approach in Japan:
Focusing on teachers' 21st century skills (K.Kashiwagi, 2023. Sep.14th)
Integrating Haiku CLIL with pluri-linguistic approach

Haiku in English

Teacher-Student Discourse

Haiku to the world220

Reflections on the CLIL Summer Seminar in Vienna in 2023
Mayumi Takizawa (Bunkyo Gakuin University)
This report begins with a brief look at the Austrian education system andContent and Language Integrated Learning (CLIL) there. Unfortunately,
however, due to a scheduling conflict with another seminar I attended in
the Netherlands, I couldn't observe any CLIL classes at schools in
Vienna. Instead, I would like to share my reflections on Dr. Teresa
Ting’s workshop, “CLIL, as seen from the perspective of how the brain
likes its information, or not” (Ting, 2023) and Dr. Makoto Ikeda’s talk,“Developing sustainable English language competencies: A framework
for Soft CLIL l and material design”, which focused on the developmentof thinking skills and conceptual knowledge ― a topic that have recently
captivated my interest for better understanding to enhance the design of
my own future CLIL lessons.
The Austrian education system and CLIL
1) Key features related to organisation and structures (Figure 1&2)
“Since 2010, obligatory kindergarten attendance has been introduced for
5-year-olds (i.e. children one year before school entry). An important
aspect of the Austrian school system is the strong diversification ofprogrammes at all levels of education. Austria has put in place a strong
vocational education sector. Traditional early streaming (at ages 10 and
14) has been subject of educational reforms but remains a fact. Generalcompulsory schooling lasts until the age of 15 in Austria. Since the
2016/17 school year, all youths who have not yet reached the age of
18 will be required to engage in education or training after completing
general compulsory schooling. They should as far as possible complete
some form of education or training that goes beyond the compulsory
school-leaving qualification” (European Commission, 2023). While,academic secondary schooling starts at the age of 10 and mainly
continues to university-level education.
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Figure 1

2023 © OeAD

Figure 2©MEXT

According to one of the seminar ’s presenters, Ms. Deborah Burger fromthe Vienna Board of Education, in the new curriculum, English is amandatory subject starting from Year 3 in primary school. Soft CLIL in
English is introduced in language projects through team teaching by ahome room teacher (HRT) and a native-speaking teacher (NST). Also, as
modern language learning projects, Erasmus+, the EU programme foreducation, training, youth, and sport, is integrated into the school
curriculum, particularly focusing on ICT, European studies, and global
studies. Personally, I've been very interested in Erasmus+, andfortunately, I had an opportunity to participate in two Erasmus+
meetings in October after this CLIL Summer Seminar; one in Portugal
with a J-CLIL member, Prof. Hitomi Sakamoto, and the other in Poland
by myself. We are currently in the process of planning an article to share
our experiences and perspectives from the CLIL context for future
opportunities.
“How the brain learns or not” (Dr. Ting) and “conceptual knowledge”(Dr. Ikeda)
Before attending this seminar, I had heard about ‘conceptual knowledgein CLIL’ as just a part of titles of Dr. Ikeda’s or a J-CLIL member, Mr.
Shirai’s presentations but I didn’t have any opportunities to learn about
it. In the seminar, however, it seems to me that I grasped a big hint tounderstand how to developing it practically through Dr. Ting’s workshop.
222

I found that Dr. Ikeda’s key points of his talk closely correspond to theprocedures of the M&M experiment (Figure 3&4) in Dr. Ting’s CLIL
lesson. Please refer to their presentation slides on the preceding pages to
see the following part. As my understanding, I tried putting Dr. Ikeda’s
key points in parentheses along the procedures of the five tasks in the
M&M experiment as chemistry CLIL by Dr. Ting.
(1. Ability to learn conceptual knowledge, 2. Ability to use HOTS skills,
3. Acquiring content & language learning)
Task 1AB: language task for vocabulary & grammar to discover thematerials and procedures (reading, LOTS-remember:communication)
Task 2: haptics of writing (Figure 3) to create five dialogues (writing,
LOTS-apply: cognition)
Task 3: Q&A role play & observation (reading, speaking, listening,
LOTS-understand: community)
Task 4A: explicit language task & implicit content concepts (reading,
HOTS-analyze: communication & cognition)
Task 4B: haptics of writing to work on explicit content concepts(writing, HOTS-analyze: content & cognition)
Task 5A: explicitly ordering content concepts for learning discourse inan experimental report(reading, HOTS-analyze: communication& cognition)
Task 5B: organizing thoughts & giving ‘language’ to speak about it(reading, writing, speaking, listening, HOTS-analyze: content,
communication, cognition, and community)
Thus, I think that the four skills are employed to learn content, each task
is interrelated, 'concepts' should be learned through HOTS, and CLIL
should address this through problem-solving activities relevant to
students' real lives, as explained by Dr. Ikeda. Related to this, Dr. Ting,a neurobiology expert, also mentioned that motivation already exists inthe brain as a “feeling good state” called the Brain Reward System(BRS) and a problem-solving state may involve reticular neural elements(NE) pathways which activate primitive “pleasure pathways”. These223

words are very inspiring and encouraging to CLIL practitioners and I
would like to design CLIL lessons with “pleasure” in the scientific way
in the near future.

Figure 3

Figure 4

References
European Commission (2023). Eurydice, Austria Overview. Retrieved
from https://eurydice.eacea.ec.europa.eu/national-educationsystems/austria/overview
Ikeda, M. (2023). Developing sustainable English language
competencies: A framework for Soft CLIL l and material design (The
CLIL Summer Seminar Program 2023 presentation slides).
Ministry of Education, Culture, Sports, Science and Technology, Japan(MEXT, 2017). Republic of Austria. Retrieved fromhttps://www.mext.go.jp/component/b_menu/other/__icsFiles/afieldfile/
2017/10/02/1396864_010.pdf
OeAD (2023). The Austrian Education System.Retrieved fromhttps://www.bildungssystem.at/en/
Ting, Y. L. Teresa. (2023). CLIL, as seen from the perspective of how thebrain likes its information, or not. (The CLIL Summer Seminar
Program 2023 presentation slides).

224

The School Visits Report in Vienna
The CLIL Summer Seminar Programme includes two days for visiting primary andsecondary schools in Vienna on 18th and 19th September in 2023. The dates when
we visited were very busy time for the local schools which just started the new school
year, but the following schools kindly accepted our visits. We really appreciatedthem:Primary schools

Secondary schools

GTVS Astrid Lindgren Volksschule

MS In der KrimOVS Kaisermuehlen

RG/WRG 8 Feldgasse

GTVS Wichtelgasse

G 11 Geringergasse
Sigmund-Freud-Gymnasium
AHS Kenyongasse

Before visiting these schools, we invited the following teachers, having a talk session
on bilingual education and CLIL with teachers in Vienna:
Deborah Burger (Vienna Board of Education)
Sarah Devlin (CLIL teacher in Vienna)
Bernhard Prunner (CLIL teacher in Vienna)
Susana Vega (CLIL teacher in Vienna)
Sandra Prokop (CLIL teacher in Vienna)

225

Regarding the Vienna school system, Deborah Burger of the Vienna Board of
Education explains about the outline of bilingual education (Dual Language
programme: DLP) or CLIL in Vienna. As with other European countries, modern
languages learning has been encouraged in primary and secondary education under
the CEFR for the past 20 years or more, while CLIL has grown wider in Europe.
Austria is of course one of the leading countries to develop and promote CLIL, so
Vienna has had more than 20 years of CLIL implementation. However, CLIL policyin Austria seems to be basically a language-driven or ‘soft’ approach. For example,
for more details about it, see Austrian Language Competence Centre (ÖSZ)(https://www.oesz.at/OESZNEU/home.php). And, if you want to know a lot more
about it, it would be useful and helpful to read the presentation slides and resources
which Deborah Burger provided us with in the school visiting report of theproceedings.
Here some seminar participants also report their experiences when visiting theschools. We would like to share ideas with one another to better understand how
CLIL is taught in each classroom in Vienna.

226

Finally, we would like to show our gratitude to Christiane and Deborah whoarranged the teacher talk session and the school visits for us. It was very fruitfultime to communicate with Vienna teachers at their schools. I hope for the futuresustainable relationships of teachers and researchers between Austria and Japan.

227

We have lots of things to learn from Vienna teachers
Shigeru Sasajima (CLIL-ite)
My classroom observation
I have learned a lot from classroom observations and talks with teachers in Vienna.
The school visit is one of the main topics in my research career. I have visited many
schools in many countries for the past 20 years or more. Since I quitted the job as
an upper secondary school teacher and started teaching English at university in
1997, I have had time to travel and do research on ELT and CLIL classrooms in avariety of contexts. I first started to visit schools and observe classrooms in Japanto aim to understand how to teach English by focusing on the relationships between
students and teacher. These classroom observations such as classroom dynamics,
teacher decision-making, and student learning behaviours are of my main concernsof research topis. Then I started to observe a variety of classrooms in many
countries: e.g., the UK, the US, Italy, Spain, France, Germany, the Netherlands,
Finland, Sweden, Norway, Australia, Singapore, Hong Kong, Malaysia, Taiwan,
China, South Korea, Australia, India, and South Africa.
It is meaningless to just visit many schools and classrooms in many countries. The
point is to find and develop better learning and teaching, considering each context.
Thanks to seeing many different learning and teaching contexts including CLIL
classrooms, I have been able to understand some positive aspects of good classroom
activities such as flexible lesson procedures, learner-centredness, teacher attitudes
to motivate students, learner motivation, and good interaction between students andteacher. Classroom observation and school visit are therefore very significant anduseful for me to realise what learning is for students as well as what teaching is forteacher.

228

CLIL programme in Vienna
During these two-day school visits in Vienna, I visited two schools and saw threeclassrooms in each visit, based on my assumptions of classroom observation as
described above. Here in this report, I will discuss my reflection of CLIL or
bilingual education approaches in primary and secondary schools in Vienna. Before
our visiting schools, Deborah Burger of Vienna Board of Education and four
teachers explained about the outline of bilingual education and CLIL and actualclassroom learning activities.
In Vienna, there are different types of bilingual or English programmes: e.g., VBS(Vienna Bilingual Schooling), DLP (Dual Language Programme), GEPS (Global
Education Primary School), EPS (European Primary School), JHS (Junior HighSchool), EMS (European Middle School), and E4U (English For You). Each
programme seems related to CLIL pedagogy, and also native or fluent speakers ofEnglish, co-teaching, or bilingual use are all key factors. Compared to the Japanese
school system, the Vienna one seems to be rather flexible and diverse to myunderstanding. CLIL is not always focused on in these programmes, but it is usually
underlain by them. From these viewpoints, I make a report on each classroom I
observed.
RG/WRG 8 Feldgasse
On Monday, 18th September, I visited a secondary school,
RG/WRG 8 Feldgasse, near the University of Vienna,
which is a VBS secondary school. VBS is a bilingual
programme for German and English speaking students.
The school is taught by German and English Native
Speaker (ENS) teachers according to the Austrian
curriculum. I visited this school with Professor Eleanor

229

Kane. There were two classes for each period, so we could see different classes. I
selected Math, Music, and English. Though all teachers seemed to be busy when wewere there, the school atmosphere was very nice and comfortable. Teachers andstudents must make a good community of practice.
Math class
At the second period (9:00 to 9:40), I first went to Math class for year 7 with 21
students (15 and 16 years of age). It was a co-teaching classroom by a German mathteacher and a ENS teacher. There were some English-speaking students, but all thestudents spoke two languages spontaneously. The math topic was vectors. Eachstudent had a review work and then tried to solve other vector problems. Twoteachers walked around the classroom and got questions from them. The classroom
activities wereapparently
very normal orcommon.
However,
there was one
characteristicof using two
languages, German and English, which appeared to be natural. In other words,
many students use languages to communicate something or negotiate meaning interms of math thinking. Most students were active in their learning activities. Somestudents tried to explain the solution to other students, and some asked questions to
the math teacher. The teacher combination was so good, and they could understandtheir roles in terms of how to teach math effectively while focusing on English
sometimes. I thought it is a good model of CLIL pedagogy including 4Cs
principles: content, cognition, communication, and culture.

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Music class
Next, I observed Music class for Year 5 with 26 students (12and 13 years of age). It was also co-teaching by a Germanmusic teacher and a ENS teacher. The topic was the history ofrock music based on the textbook. The ENS teacher is fromthe US, so he talked about his own experience, including thebackground, musicals, and the US culture. The students
enjoyed discussing, but the lecture part seemed slightly boring, so the two teacherschanged their plan during thelesson. Finally, the students allsang a song from the musicalGrease, when they were really
active and enjoyed singing
together. It was also a good
CLIL pedagogy, in which thelanguage activities are very
natural and spontaneous. The students learned what rock music is.
English class
Finally, I went to English class with two ENS teachers, who are American andBritish. It may not be CLIL but can be referred to EMI, though I don’t care, but it
was really gorgeous for the students to learn American and British languages andcultures. There were 21 students in the Year 3 (11 and 12 years of age) classroom.
They enjoyed learning the topic and some of them already understood thedifferences because some students seemed to have knowledge. I realized the twoteachers didn’t give the students any clear answers and tried to let them find theanswers by themselves. This approach was very interesting, and the classroom wasvery active because of it. Whether CLIL or not, this English class was based on the231policy of VBS, which means it is bilingual education based on the 4Cs framework:
content (the English language), cognition (ELF), communication (discussing), andculture (language and culture). In Japan, as CLIL pedagogy is being included in
English classrooms, so CLIL is going to be part of ELT methodology.
I don’t think CLIL implementation at RG/WRG 8 Feldgasse shows everything, but I
realized the school isproviding both the students
and teachers with goodlearning opportunities. It wasa short stay there, so I
couldn’t say it clearly, but I
can say they have made andenjoyed their teachingpractices by applying theirown CLIL pedagogies.
G 11 Geringergasse
On Tuesday, 19th September, I visited another secondary school, G 11
Geringergasse, which I
think is a rather big school
including lower, upper, andbusiness & sports
secondary schools in
Vienna. I visited the schoolwith Ms Tatjana BacovskyNovak, a PhD candidate at
the Vienna University.
Thanks to her, many232

teachers welcomed us warmly, showing us very common classrooms. This school
has DLP, but it seems German teachers often teach their subjects alone. The
programme is very flexible in accordance with its own context. I stayed in theirstaff room and saw their busy contexts at intermission. In a sense, it appears to be
similar to the school teacher room in Japan. Tatjana and I then observed threeclasses together: Music, Math, and History.
Music classFirst, we went to Music class taught by a German music teacher and a ENS teacher.
The classroom had 26 Year 5 students (12 and 13 years of age). The class started
warmup activities of voice training, learning English body parts, and singing. Whenlearning body parts, there was a linguistic approach focusing on sentence structures.
It was a good classroom atmosphere in translanguaging pedagogies, and thestudents enjoyed learning and interacting with each other. The impressive thing wasthat an overhead projector (OHP) was used in language activities. Some students
were interested in that OHP, which was very rare or new to them. It was a nice
CLIL music classroom including 4Cs principles: content, cognition,communication, and culture.

233

Math class
Next, w observed Math class for 23
Year 5 students (12 and 13 years ofage). One German teacher taught
math in this classroom. He first gavethe students some math problems,
adding some methods. After that,each student tried to solve them, andhe had lots of questions. That’s it in his classroom activities. However, all the students
were studying very hard, thinking alone, discussing in groups, and asking the teacher
questions. The lesson was not going as planned, but the students seemed to learn
many things. They were primarily speaking German, but the teacher tried to speak
English. It was genuine CLIL, according to the CLIL standard in Europe. I believe
CLIL should be like this math class, which doesn’t only follow the planning, but
respect spontaneous interaction including content, cognition, communication, andculture. I believe the students are learning a lot.
History class
Then we moved to History class by a nice German teacher
who teaches English and history. The classroom had 23
Year 5 students (12 and 13 years of age) who had cheerfuland noisy students, according to the teacher (I didn’t thinkso, though). The topic was the stone age. The trouble is,the projector did not work, so she was not able to use thecomputer resources, but she quickly changed her plan to
use the textbook only. The activities seemed to follow an
ELT approach, using two languages effectively, English and German, but it was very
good and helpful for the student. It may be appropriate234

for our learning context inJapan as well. The teacher should always be ready for something happening and try
to focus on classroom management. It is basic in any kind of learning and teaching.
CLIL should be like that.
Before leaving the school, I had time to kindly talk with Ms Karin Simpson Parker,
though she seemed a little bit busy.
She talked about her school
activities sincerely and I felt her
eagerness for bilingual education
including CLIL or DLP. I believethese kinds of positive attitudes help
create good community of practiceamong her colleagues and students.
Thanks a lot.

235

The school visit report
Yoshimi Kawabata (National Institute of Technology, Ishikawa College)
1. MS In der Krim 6 1190(4)https://in-der-krim.schule.wien.at
Date of Visit: September 18th, 2023
Subject: Science (Geography)
Teaching Style: Pair teaching with a homeroom teacher & an English-speaking
teacherClass size: approx. 20 students (max. 25)
It is a Viennese Bilingual School. They teach from the 5th to the 8th grade. The pupilsof the class which I visited were 10 or 11 years old. I observed one class during theday. The learning aim of the class on that day was to understand the points of thecompass in both German and English. They used a textbook written in German and ahandout designed to fill in the blanks in English.
At first, the pupil used a small compass provided to confirm the direction of northand south and to check terms in German and English. The cardinal directions were
written in German in the textbook. The pupils were taught English expressions for
directions and then filled up them in the blanks and colored in the line drawings on
the English handout. To remember the initials of the directions in English, N, E, S
and W, the teachers had them come up with a pun, “Never Eat Soggy Worms.” Aftera brief mention of magnetic fields, it was time for the lesson to end.
Most of the children appear to come from upper class families, for example, sons ordaughters of embassy staff, including children from Ukraine. Their English language
skill is generally very good. The English-speaking teacher also teaches in another236

school, and the two teachers had a 10-minute meeting beforehand to discuss thecontent of the bilingual lesson they would be teaching together, including whichhandout to use, as they had worked together for a number of years.
2. Kenyongasse 1070(4)https://www.kenyon.at
Date of Visit: September 19th, 2023
Subject: English and Mathematics (Bilingual), Physics (CLIL)
Teaching Style: Pair teaching with a homeroom teacher & an English-speaking
teacher (Bilingual) or an English-speaking teacher (CLIL)
Class size: approx. 20 or more
1) English
First, the pupils were given a German-English Word Writing Test and a GermanEnglish Single Sentence Writing Test. Next, idioms such as ‘looking forward to -ing’
were introduced by the teachers, followed by role plays and other activities based on
the textbook.
2) Mathematics
The class did a lesson on divisibility rules. After explaining terms such as digits,
place and divisible, the teacher asked questions such as “What number is divisible byfour?” The pupils understood this in both German and English. This was followed bya workbook exercise.
3) Physics
After the class teacher explained the precautions in English from the class teacher,the children were divided into groups to build dominoes, carefully adjusting the
distance between the pieces and other details. The teacher awarded points to eachgroup based on the criteria such as ‘quality of design’ and ‘whether all the pieces
toppled.’ Points were deducted for speaking German during the lesson. The top twogroups were rewarded with sweets at the end. The children enjoyed their work and237there were shouts when the dominoes they had lined up in the middle of the task
toppled over, or when they spoke German by mistake. The classes seemed more
focused on using English rather than on learning physics content in English.

238

Classroom Observations in Vienna – Toward becoming a reflective
CLIL teacher
Yoko Kusumoto (Tokyo University of Technology)
1. Introduction
Content and Language Integrated Learning (CLIL) is a growing trend at all levelsof English education in Japan, and I have tried to implement CLIL lessons in myEnglish classes whenever my teaching conditions permit. Although it is difficult toimplement CLIL in the first-year mandatory English for General Purposes course I
have been teaching, where we use a common syllabus and common textbook, I havebeen thinking about how to incorporate CLIL into such a course. To get some ideas
from CLIL researchers and CLIL practitioners, I attended the CLIL Seminar at the
University of Vienna jointly organized by the University of Vienna, J-CLIL, and
CLIL-ite in September in 2023. In this report, I would like to share what I learned
from the CLIL classroom observations as a part of the summer seminar.
2. CLIL education in Vienna
In Austria, 4 years of primary education (students aged 6-10) and 4 years of lower
secondary education (students aged 10-14) are compulsory. During compulsory
education, the Vienna Board of Education offers two unique English programs
where an Austrian teacher (content teacher) and an English native speaker teacher(NST/language teacher) team teach utilizing the CLIL approach: Vienna Bilingual
Schooling (VBS) and Dual Language Program (DLP). While most of the subjects
are taught in English in the VBS class, only a few subjects are taught in the DLP
class. At the two public secondary schools I visited, In der Krim andFreudgymnasium, one class out of four classes in each grade is the VBS/DLP class.
The students who wish to be enrolled in the VBS/DLP program will have an239

interview and an entrance exam. Once they are admitted to the VBS/DLP class,they will study together for four years. However, if students struggle and wish towithdraw from the VBS/DLP class, they can transfer to the regular class taught inGerman. There is no standardized curriculum across schools in Vienna, and eachCT (content teacher) has the freedom to decide what and how much to teach in
VBS/DLP. In team teaching, both a content teacher and a language teacher shareequal responsibilities and rights unlike team teaching of a Japanese English teacher
and an ALT (assistant language teacher) of the Japan Exchange and Teaching
Program in Japan.

Vienna, I had a chance to observe both the VBS and the DLP

classes at secondary schools. In the next section, I will share what I observed ineach class.
3. Classroom Observations
3.1 Art ClassIn VBS class at In der Krim, German and English are equally used as instructional
languages. In the art class, the NST taught the first half of the lesson on pop art inEnglish, and the CT taught the second half in German. It was a fourth-year classwith 19 students (ages 13-14), and most of them came from multinational
backgrounds and spoke languages other than German and English at home. During
the lesson in English, the NST showed some artworks and asked students if they
had seen these paintings or heard of Andy Warhol. They also watched a shortYouTube video about pop art (Picture 1). Students responded to the NST’squestions and seemed to understand the lesson well. One language aspect the NST
explained was the vocabulary “icon” and “iconic”. Other than that, students seemed
to understand everything without any language support. After looking at works byAndy Warhol, Roy Lichtenstein, and others and learning about their use of brightcolors and other characteristics of pop art in English, the CT gave instructions inGerman, and students colored in their worksheets with pens (Pictures 2 and 3). I

240

think the CT encouraged students to play music on their smartphones and feel free
to chat while working on the coloring activity, so they were relaxed and enjoying
the activity. During the coloring, I spoke to a few students. They are all fluent inEnglish and told me that they enjoy studying in English. As the VBS aims todevelop speaking skills in English and ensures a balanced input in both German andEnglish and since the students have already received bilingual education for three
years at the secondary school, they have a good command of both English andGerman, which are additional languages to most of the students. As students’English proficiency is high, the part of the lesson in English was an English
medium instruction (EMI) lesson rather than a CLIL lesson.

Picture 1 Watching YouTube video about pop art

Picture 2 Work done by male students

Picture 3 Work done by a female student

241

3.2 Math ClassIn the DLP classes I observed at Freudgymnasium, one of them was also more orless an EMI lesson. In the third-year math class with 27 students (ages 12-13), theNST started the lesson with a vocabulary activity with “language of learning”.
Students reviewed and learned the technical terms in a fun quiz-type activity for the
first five to ten minutes. For example, the NST showed a picture of a surfer, crossed
out the suffix “er”, and a card of ace to elicit the word “surface” (Picture 4). After
that, the German-speaking content teacher taught geometry entirely in English, andthe NST walked around occasionally and assisted students who needed support(Picture 5). The lesson was about drawing an inscribed circle of a triangle andfinding the radius and the interior center. I wasn’t sure if the language ability ormath knowledge was an obstacle, but I noticed that some students didn’t understandwhat they were supposed to do, and they just copied down what the CT had drawn
on the chalkboard onto their worksheet. On the other hand, the stronger students
solved the problems ahead of time before the CT gave instructions or explained
how to solve the problems. For these stronger students, the pace of the lesson

Picture 5 Teacher’s demonstration

Picture 4 Vocabulary activity

242

seemed slow, and they were soon off task and started playing with a compass or
chatting with classmates. In the mixed-level class like this, it is challenging toaccommodate all students’ needs and wants. However, I think the lesson can be
improved, and students can benefit more from the DLP if the CT and the NST havemore time to plan the lesson together and discuss their roles in the classroom.
3.3 Geography Class
Another class I observed at Freudgymnasium was a well-planned and coordinated
CLIL lesson. It was a fourth-year geography lesson (ages 13-14) about European
countries around Austria and the languages spoken in those countries. There were
26 students, and most of them spoke language(s) other than German and English athome like students in the VBS at In der Krim. The NST started the lesson with awarm-up think-pair-share activity to activate students’ background knowledge.
Then, the CT led the introduction to the lesson. When the CT asked students what
languages they speak at home, more than 15 languages were mentioned. The NST
wrote the languages students mentioned on the chalkboard, and then she asked avolunteer to come up to the board and circle the languages spoken in Europe(Picture 7). The lesson was well coordinated, and the teachers were aware of theirroles and took turns leading the lesson. As the director of the board of education
explained in the seminar prior to the school visit, the NST was treated as an equallyrespected teacher, not an assistant to the CT in the geography class. The NST was
the same teacher for the math class, but the geography lesson was more clearlyplanned around CLIL’s 4Cs (Table 1) and was really a team-taught lesson.

243

Picture 7 Identifying the European language spoken by the classmates
Table 1 Geography lesson around CLIL’s 4Cs
Content

European languages - countries around Austria and theircapital city

Communication

Names of languages spoken in Europe

Cognition

LOTS: What languages are spoken in Europe? Can you thinkof one continent where only one language is spoken?
HOTS: Why is language important to us? What do we use it
for?

Culture & Community

solo work, pair work, whole classknow classmates’ first (or dominant) language

There were many different activities, and the teachers asked questions to cultivate
both lower order thinking skills and higher order thinking skills. In the pair activity,
the students were given a piece of string, asked to place one end on Vienna in theiratlas, and rotate the string 360 degree (Picture 8). This hands-on activity raised
awareness of how many countries they can travel to within four hours and how

244many languages they can encounter. The class also looked at a world map anddiscussed how many official languages are spoken in countries such as Australia,
the U.S., Brazil, and China. The lesson made students realize that they were living
in a unique environment where many languages are spoken. I was impressed withthe well-designed
engaging lesson,well-coordinatedteam teaching,and students’Englishproficiency andperformance.

Picture 8 Pair work – languages around Vienna
4. Conclusion
All three classes I observed were authentic, and all the students I spoke with told
me that they enjoy studying in English, and English is not an obstacle for them atall. Some lessons are rather EMI than CLIL, and I saw some students struggle in theclassroom; however, I think both the VBS and the DLP meet their aim, and thestudents are improving their English competence. Although there is room for
improvement, and it can be more effective if the CT and the NST have more time toplan the lesson together, the VBS and the DLP are great assets for the Vienna
public school system. I learned a lot from the classroom observations. Moreover, it
was great to witness that English was used as a Lingua Franca. Since there were
only a handful of “native” German speakers, and most of the students in the
VBS/DLP classes came from multinational backgrounds, the learning environment245was multilingual and multicultural where the students influenced each other using
English.
Participating in the summer seminar in Vienna was a stimulating experience. The
students and teachers at the secondary schools I visited, the researchers and teacher
trainers who gave the talk at the seminar, and the seminar participants who are
CLIL practitioners and researchers gave me new perspectives and insights.
Although I need to follow my university’s English curriculum using an assigned
reading textbook, I should be able to incorporate CLIL in some units if I think morecreatively and think out of the box. I hope to develop effective mandatory reading
CLIL units by applying what I learned from the seminar in Vienna.

246

CLIL in Primary Schools in Vienna: A Report about the Classroom
Observations in Vienna Bilingual Schools
Hayumi Ozeki (Tamagawa University)
1.

Introduction

The CLIL Summer Seminar Program was held in Vienna, Austria, from September
13 to 19, 2023. I had the opportunity to participate in this seminar and observe CLIL
classes at two public elementary schools in Vienna. The seminar was co-hosted by JCLIL, the English Department at the University of Vienna, and CLIL-ite. The school
visits took place during the last two days of the program.
Compulsory education in Austria lasts nine years, from the age of 6 to 15, and isbased on a branching school system. Volksschule, elementary school, lasts four years.
After that, students go to Allgemeinbildende höhere Schule (AHS), a school forstudents who want to go on to university, or Neue Mittelschule (NMS), a school forstudents who want to pursue other paths, such as vocational training. In Vienna,
Vienna Bilingual Schooling (VBS) and the Dual Language Program have been
introduced, and Content and Language Integrated Learning (CLIL), has been
implemented.
I visited two schools: GTVS 17 Wichtelgasse and GTVS 6 Astrid Lindgren. GTVS
stands for Ganztagesvolksschule, which means full-day elementary school, and bothare designated as VBS schools. This paper reports on the content, instruction, andteaching systems of the schools based on classroom observations at each school.
2.

GTVS 17 Wichtelgasse

At GTVS 17 Wichtelgasse, I observed one third-grade class and two fourth-grade247

classes. Each class was taught by a native English-speaking teacher (ELT) and ahomeroom teacher (HRT), and each class lasted 50 minutes. I would like to introduce
the third-grade class.
The theme of the lesson for the day was "orientation and working with a grid". At the
beginning of the lesson, students watched a conversation between the ELT and the
HRT. The conversation included phrases such as “What are the compass points?” and“The compass points are…”, which the students would later use. The teachers let thestudents guess what they would learn in today's class through the conversation. The
ELT then introduced the directional vocabulary necessary for learning this theme byusing the English chant "Naughty Elephants Squirt Water". This mnemonic,“Naughty elephants squirt water,” uses the initial letters of east, west, south, andnorth, providing a fun way for students to learn the directions of the compass. The
students followed the ELT and recited it. They then noted the directions on thehandout (see Figure 1). After that, the ELT asked them if there was a way to memorize
the directions in German as in English. We, the observers, were also asked how
children memorize the directions in Japanese and we explained it. The“Culture/Community” of the 4Cs of CLIL, which includes cross-cultural
understanding, was incorporated into the direction learning in this lesson. In addition,
CLIL encourages the use ofauthentic materials, based on
the

idea

that

languageteaching should be as closely
connected to real life andreal experiences as possible.
We,

the

servedasobservers,
an

also

authentic

resource of cross-cultural
understanding.

Figure 1 Handout “Compass Points”

248

After practicing how to say the directions in English again, the students worked inpairs and spent time asking and answering each other using the phrases “What are
the compass points?” and “The compass points are….” When the students answeredwith only the words, the teachers guided them to formulate their answers in complete
sentences. The teachers not only taught the directions as the “language of learning”
necessary for this subject/unit, but also instructed them to form sentences includingthese words. This approach was aimed at developing the students’ ability to ask forand provide the concepts and definitions necessary for learning in English.
Next, they conducted an activity using a grid. On the grid, numbers 1 to 7 were
written vertically and letters A to G were written horizontally. The students wrote theinitial letters of east, west, south, and north around the grid on the worksheet, while
simultaneously reviewing the four directions they had just learned. The teachers
demonstrated to the students how to do the activity. The HRT told the ELT, “Theschool is on A1.” The ELT selected a school card and placed it on grid A1. The HRT
instructed the students to place the cards in the locations they heard from theirpartners. The students then partnered with the person sitting next to them and tried
the activity (see Figure 2).
When introducing each vocabulary word such as “park,” “river,” and “train station,”
the ELT asked the students
questionsrelatedtotheir

district. For instance, whenintroducing the word “park,”
she asked, “Are there any
parks in District 17?” Whileinteracting with the students,
she reminded them of therivers, shops, and institutionsin their school district, making
connections between their real

Figure 2 Worksheet “Working with a grid”

249

lives and the English vocabulary. When teaching the word “church,” she inquired
about the churches in the school district and also brought up temples and mosques,demonstrating respect for other religions.
By this point, the fifty-minute class had concluded. Although I am uncertain about
their plans for future classes, I believe that applying the phrases taught in this class
could enhance learning activities. For instance, students could engage in group
investigations and discussions about the placement of various elements in their town
using actual maps. They could explore why certain things are located where they are.
This approach would foster a learning experience that aligns more closely with the“Cognition” and “Community” aspects of CLIL’s 4Cs framework.
In addition to the class mentioned above, I observed fourth-grade science and mathclasses.
In all three classes, basically the HRTs acted as content teachers and the ELT acted
as an language teacher, working together in a team-teaching setting. The HRTs wereteaching the subject content and explaining activities in English, but they sometimes
checked pronunciation and spelling with the ELT for accuracy. Team-teaching
between the ELT and HRTs seemed to create an environment that made it easier forboth the students and the HRTs to engage in this style of instruction. On the other
hand, it is not an easy task for the ELTs to work with different HRTs and a wide rangeof subject matter through team-teaching.
The three classes I observed this time were taught by the same ELT. It seems that
ELTs are required to have not only the knowledge and skills of language teachers,
but also high communication and work management skills in order to collaborate
with a variety of teachers.

250

3.

GTVS 6 Astrid Lindgren

At GTVS 6 Astrid Lindgren, I had the opportunity to observe the second and fourth
grade-English classes and the fourth-grade German class. I will introduce the practiceof the fourth-grade English class.
The class was led by an ELT who was teaching solo. The students were learning about
Roman and Greek mythology. At the start of the class, the ELT asked the students,“What are the five senses?”. As she listened to their responses, she introduced
vocabulary and expressions related to the five senses. Next, the ELT showed thestudents a picture of a mythical town and asked them what they could see. She
encouraged them to describe what they saw and felt from the picture using theexpressions of the five senses. Using the five senses to describe the picture is an
engaging approach to pique the students’ interest in the myths they are about to learn.
The students carefully observed the picture and used their imagination to respond.
The students shared their thoughts, such as the sounds of carts and animals, and thescents they imagined they could hear and smell from the picture. This is one approachto the "Cognition" of the 4Cs that would be appropriate for the students of this age.
The students then chose oneof their favorite pictures
shown by the teacher, andwere grouped with otherstudents who had chosen thesame picture. The students
discussed what they could
see and feel from the picture
and wrote their observations

Figure 3 Students working on a group activity

down on a worksheet (seeFigure3).

One

student

251

worked on his own, because there were no other students who chose the same picture.
When I asked the teacher about it, she replied that it was importantfor students to work on a picture that they were truly interested in. Therefore, she did
not force students to be in a group for this activity. She also told me that the students
would share their opinions with the whole class and have a chance to hear otherstudents’ opinions afterwards. Both the perspectives of “respect for the individual”
and “cooperative learning” were valued in the class.
In this activity, students need a wide variety of vocabulary to express their opinions.
Each group had a basket on their table with the lists of vocabulary useful for theactivity, such as an alphabet list, cards with detailed color descriptions, a list of
vocabulary to describe characters, and so on. In addition, various vocabulary andexpressions that the students had learned so far were displayed in an organizedmanner on the blackboard, walls, and other places accessible to the students (seeFigure 4 & 5). It is said that in CLIL, it is essential to increase the learners’ vocabulary,and it is important to keep them visible throughout the instructional period, and to
display all the relevant words and information so that the students can see them at a
glance (Sasajima & Yamano, 2019: 20-21). Various scaffolding could be seen
throughout

theclassroom to help thestudents express what
they wanted to say in
English.

Figure 4 picture cards to help learning the theme252

After the group activity, the teacher
transitioned to reading time. The
reading material was James and theGiant Peach by Roald Dahl, and each
student had their own copy of the book.
The students formed a semicircle
around the teacher, sitting on the floor,
on their own seats, or wherever they
preferred, and read aloud in turn,starting from where they had finishedreading in the previous lesson.

Figure 5 Pockets with cards of synonyms
4.

Conclusion
I have described the classes in two schools designated as VBS. Watanabe, Ikeda& Izumi (2012) states that, based on the basic principles of the 4Cs of CLIL, there
can be many variations to suit the actual conditions of the educational site (context),
and that such “flexibility” is one of the characteristics of CLIL (p.9). Due to space
limitations, I cannot mention the details of all the classes I observed, but I did observea wide range of variations in each class. In any case, through these classroom
observations, I was reminded of the importance of integrated content and language
learning. With the “Content”, learners can acquire language skills by using language
to express what they truly think and feel, and in the process become interested inwhat others think and feel, creating the need to communicate using language.
In each class, the teachers used various scaffolding techniques to help the students
deepen their understanding of both the content and language. The school visits were
thought-provoking and I gained valuable ideas and perspectives from each class.

253

Acknowledgements
I would like to express my deepest gratitude to the Vienna Board of Education forproviding the opportunity to visit schools, to the teachers and students of the schools
I visited, and to the teachers, staff, and graduate students who worked tirelessly toorganize the CLIL Summer Seminar.
This work was supported by the JSPS KAKENHI Grant Number 20K02805.
References
Bildungsdirection Wien. (2019). Vienna Bilingual Schooling - VBS. Retrieved fromhttps://viennafamilynetwork.com/wpcontent/uploads/2019/10/E_VBS_VS_Enrolment_Info.pdf
Sasajima, S., & Yamano, Y. (Eds.). (2019). Shogakkou gaikokugokyouiku no CLIL
jissen［CLIL Practice in Elementary School Foreign Language Education］.
Sanseido Publishing.
Watanabe, Y., Ikeda, M., & Izumi, S. (2012). CLIL Naiyou gengo tougougata
gakusyu Dai1kan genri to houhou［CLIL: Content and Language Integrated
Learning Vol. 1 Principles and Methods］. Sophia University Press.

254

September 2023 JCLIL Seminar in Vienna School Visit Report
Kota Kawakami (The University of Edinburgh MSc TESOL)In September 2023, I participated in a CLIL seminar organised by the Japan CLIL
Pedagogy Association and the University of Vienna and visited a primary andmiddle school for classroom observation. The visit was to bilingual education
schools with a policy called Dual Language Program, in which subject content istaught in English. Details are given below.
[16th September at Kaisermulen Primary School]
First, during the first hour, we observed an English lesson with third-grade primaryschool students. The class consisted of about 15 students whose first language was
not English. A homeroom class was divided into two groups, depending on whether
the students' first language was German or another language. The lesson focused onspelling, but the learning progressed through interaction with the students from start
to finish. For example, review of words with the 'ur' sound included "What is a place
people in prayer pray in on Sunday?" (church), " What do you call hair on animals?"(fur), there were many exchanges that students enjoyed in the form of quizzes. Thiswas followed by an activity in which the students were asked to make up a story
with words containing the 'ur' sound and present it one by one. What was very
effective was that the teachers knew a lot about each student's everyday life andused this as a basis for asking personal questions. For example, when a student
talked about buying new furniture for the family, she was asked questions such as"You said you bought a new bed before. Is it more comfortable than the last one?"As the question was about themselves, the students were actively speaking in
English. If there were grammatical errors in the students' utterances, the teacher
corrected them on the spot. (e.g.. "We fought." - "Oh, you fought.") Although thelesson was not content-based, due to the high English proficiency of the students
and the smooth facilitation of the teacher, the class proceeded in a very cheerful and255interactive manner.
The second period was a grade 4 English class, where a native English teacher wasteaching the spelling rules. This class also proceeded in a lively atmosphere withstudents actively speaking up. The classroom is equipped with English learning
games, English picture books for extensive reading, dictionaries and other resources,
and the teacher told me that they enjoy learning English by making use of theseresources on a regular basis. It was interesting to find the differences indevelopmental errors between the Japanese students and the German students, suchas spelling just as ‘yust’ and cut as ‘kut’, and it seemed that because they are native
German speakers, they are influenced by the spelling rules of their mother tongue.
In the third hour, we observed a CLIL lesson in music. First, the students practised
playing the recorder, splitting into tenor and alto recorders. All instructions andexplanations of scales were given in English, but the students seemed to be able tofollow them without difficulty. The students then listened to an English song anddiscussed the meaning of the lyrics, then moved on to a group activity to write song
lyrics. The lyric writing activity involved each group choosing one of their favourite
themes (e.g. sweets, football players, games, etc.) and writing a song using nouns inthat category. The students seemed to enjoy the activity a lot, probably because they
could choose their favourite theme. This task seemed very effective because it
included several CLIL elements, such as authenticity, motivational effects,
creativity and collaboration with peers.
[17th September at Sigmund Freud Gymnasium]
On the second day, we visited Sigmund Freud Gymnasium, and the students weobserved are equivalent to second graders in Japanese junior high schools. We firstobserved a mathematics class. The class was taught by a British English teacher andan Austrian mathematics teacher, with the English teacher in charge of the main
facilitation, and the mathematics teacher providing supplementary support in256German. The topics covered in the lessons were the Greatest Common Factor (GCF)
and the Lowest Common Multiple (LMC). First of all, several key words wereshown, and the students were asked to say one word that applied to each and checktheir conceptual knowledge. For example, ‘maximum’, ‘divide’ and ‘a repeating
event’ were applicable to GCF, while ‘multiple items’, ‘minimum’ and ‘same timeagain’ were applicable to LCM. The students then worked in pairs to solve theproblems in the worksheet hand-made by the teacher. Initially, students solved the
problems, but as they advanced, the students were involved in activities where theycreated their own problems, which I feel increased student engagement. For example,
a sentence started with "Peter has 12 dollars in his pocket and James has 15 dollars,"
and the students had to decide for themselves whether the sentence was GCF or
LCM and create their own questions in English. After the class, I asked several
students about their opinions on studying mathematics in English. Some interesting
comments were made, such as "I feel it is useful because I will need English atuniversity or when I get a job" and "The content itself is easy because I have learned
it in German before, so it is a good review". The next class was also a mathematics
class, and the teachers covered a similar content, but the roles of the British andAustrian teachers (different from the first period) were reversed, and it wasinteresting that German was used a little more frequently in class. It was insightful
to find the different forms of teaching in the same environment, depending on theteachers' roles.
The third period was spent music CLIL. It was taught by the same British teacher
and the topic was types of musical instruments. First of all, the students learnt about
the characteristics of each instrument in a game format with Odd one out. Drawing
on existing knowledge from the students, she introduced them to the names of the
instruments and the different sounds they make. Then, using worksheets, thestudents were asked to identify the instruments by three types: 'plucking', 'striking'and 'bowing'. The activity involved identifying the instruments by their type. As istypical for CLIL classes, there was an atmosphere of active participation not only257

by students who were good at English, but also by those who were familiar withmusic, such as those who had learned to play a musical instrument. The activity ofguessing the types of instruments from their sound seemed to be of particularinterest to the students.
[Reflection]
I would like to reflect on the observation for the two days, focusing on the
differences from English education in Japan.
First, I feel that the English lessons for the lower grades were phonics-driven, unlike
the grammar-driven lessons in Japan. Students are exposed to a large amount ofEnglish input through television and the internet on a daily basis, and English isused naturally on a daily basis. In such an environment, students were able to form
sentences in English even in the third grade without having to learn grammar andsyntax from scratch. Despite such an environment, there seemed to be an emphasis
on improving their pronunciation (e.g. er sound), perhaps due to phonetic
differences with German. In addition, although the students are fluent in speaking,their spelling and writing are still developing, and many misspellings were seen in
their spelling notebooks, so they may not be very different from Japanese students
in this respect.
The next point is about the collaborative teaching between native English teachersand Austrian teachers. In the math lesson I observed in the second day, the coteaching was very effective, because while the native teacher takes the major role infacilitation, the Austrian teacher can attend to the students in need and provide
support in L1 if necessary. Besides, the Austrian teacher was not simply translating
the native teacher’s instruction. Rather, she was paraphrasing what was explained
and add explanations from different perspectives, which was very helpful. I suppose
this is made possible by opportunities for in-service training for CLIL teachers.
There is also a mentoring system where experienced teachers can give feedback to258

the novice teachers. These resources seem to make co-teaching CLIL practice inAustria effective.
Also, the teachers incorporated CLIL into their lessons efficiently. The math CLIL
worksheet involved different levels of cognitive demand as the activity advances.
This applies to cognition in the 4Cs in CLIL. In the lyrics making activity in music
CLIL, the students had an opportunity to create something by collaborating with
their peers, which applies to communication in the 4Cs in CLIL. Above all, theteachers’ attempt to integrate content knowledge and language skills was very
effective, introducing vocabulary and expressions in meaningful contexts.
Overall, I feel that the two days were very informative, from the school culture tocooperation between teachers. I was also encouraged by the fact that teachers in adifferent country are striving for better teaching in their own contexts on a daily
basis.

259

Learned a lot The CLIL Summer Seminar Program in 2023 at the
University of Vienna
Hazuki Nakata (Konan Women’s University)
1. Introduction
About ten years ago, I was a supervising officer incharge of teacher training at themunicipal board of education. At that time, I visited schools, including the Universityof Vienna and schools in Klagenfurt, Austria, under the dispatch of Independent
Administrative Institution Teacher Training Center (now the National Institute for
School Teachers and Staff Development). Our focus was on observing German
language activities for reference in Japanese language activities, and I did not
specifically explore second language (English) education. Regarding CLIL, I
inquired at the Federal Institute for Educational Research (BIFIE) meeting but
received the response that it was conducted only in some technical high schools.
However, through further research, I discovered that CLIL-based English educationis also being conducted in Austrian elementary schools. This information intrigued
me, and I had a longstanding interest in understanding how such classes wereconducted.
2. Purpose of the Visit to school
I have been involved in English lessons for elementary school students as both ahomeroom teacher and an English teacher. The city where I worked had been
implementing English classes from the first grade ahead of the national English
education policy. However, at that time, teaching methods were not well-established,and various initiatives were being explored. Weekly English classes were notsufficient for students to become familiar with the language. To foster a solid260

foundation in English expression, I hypothesized that using English actively while
thinking would enhance language retention. Concurrently, I learned about CLIL andhave been practicing it since then.
However, unlike CLIL conducted in languages close to English in Austria,
implementing CLIL in the Japanese context, where English and subject content are
integrated at a 1:1 ratio, is particularly challenging at the elementary school level.
Therefore, I believe it is more accurate to say that I borrow subject content to conduct
lessons in English. When I create CLIL lessons, I intentionally incorporate target
sentences that match the content of thought processes and scenes. Until the 2020
academic year, English was not a subject in higher grades, and there were no
textbooks. Due to this, I had to devise and implement lesson plans on my own.
However, since English education became a subject in 2020, textbooks became
essential, making it challenging to freely conduct CLIL lessons. While striving to use
the content and target sentences from the textbooks, I try to conduct CLIL lessons.
Additionally, English education became a subject in elementary schools from the2020 academic year. As there are still many challenges in "writing" instruction, I was
also curious about the type of writing instruction carried out in Vienna.
Therefore, during the CLIL classes at Vienna schools, my main purpose was toobserve:
1)How they set and implement thought tasks.
2)How writing instruction is conducted in elementary schools.
3. Seminar
I had the opportunity to attend various lectures at the University of Vienna byprominent CLIL researchers from Europe and Japan. Particularly, when I was
studying for my master's degree, I have referred to the papers of Dr. Julia Hüttner

261

and Dr. Ute Smit for my master’s thesis, and especially used CDFs by Dr. Christiane
Dalton-Puffer for my analysis. I felt truly fortunate to have had the opportunity toattend lectures by such highly respected professors in person.
Dr.Teresa Ting's workshop, focusing on CLIL practices in primary schools and thetraining of primary school teachers, provided significant insights for someone likeme who primarily works with university students. The method of CLIL, where
content and language support each other,incorporating scaffolding both in termsof content and language, was truly
remarkable. The CLIL lessons using
scientificcontent

were

especiallyvaluable for me as I plan to create andimplement STEAM and CLIL lessons inelementary schools.
4. Elementary School Observations
On

the

first

day,

we

visited

GTVS

Wichtelgasse. Despite their busy schedule atthe beginning of the school year, we were able
to learn more about the classes and the schoolfrom Principal Heidi Novy and English
teacher(NT) Ms. Ezara Spangl. We exchanged
information about how Austrian schools facechallenges in having to choose students' future
career paths at only 10 years old, and how to interact with parents. They told us that,like teachers in Japan, they are becoming increasingly busy.
Regarding the classes, we visited lessons in "Social Studies," "Science," and262

"Mathematics." Although the English teacher led the class, the homeroom teacher(HRT) also interacted in English as necessary. In Japan, there are instances of Team
Teaching (TT) between HRT and Assistant Language Teachers (ALT), but due to thebusy schedules of teachers and efforts for workstyle reform, there is an increase inclasses conducted solely by English teachers. While some HRT in Japaneseelementary schools are proficient in English, they are in the minority. Like in Vienna,
I found that conducting classes entirely in English is challenging in Japan. However,NT in both countries is busy, and there is often limited time for coordination with
HRT.
Considering these observations, I have long recognized that, to implement CLIL
classes in Japan, addressing challenges such as securing time for teachers' lesson
preparation and improving English proficiency is crucial.
I was able to see a class where the thinking task involved learning subject matter
content. We were able to see students practicing speaking using subject content andapplying it to target expressions, and we were able to see a CLIL class with a 1:1
ratio of content to language.
While I could not observe writing instruction, but when we asked about the teaching,
we were told that since German also uses the alphabet, there is no special teaching,but if there are words that are different from those in German, they are taken up andtaught, and phonics and other materials from the UK are used.
5. Secondary School Observations
On the second day, at the private secondary school Kenyongasse, Mr. Bernhard
Prunner guided me to observe a class where he conducted a domino activity. The

263

class was well-planned, with groups creating domino structures, earning points based on design andwhether all dominoes fell, and speaking in German
resulting in point deductions. The top two groups
received candy prizes. The tasks included using 70
dominoes to create a chain reaction, arranging
dominoes in any order, placing them on the group's
desk, using a ruler to measure the distance between
two domino pieces, creating an overall blueprint, and presenting the final result.
Although students initially measured distances using a ruler, they gradually stopped
doing so, focusing more on setting up the dominoes. Nevertheless, the students were
enthusiastic and engaged in the challenge.
6. School environment, etc.
Vienna's elementary schools, there were many displays of student work and learningmaterials in classrooms. Recently in Japan, there is a tendency to avoid decorating
the front of classrooms with displays to minimize distractions for students. It was
nostalgic for me, as I used to have many displays when I started as an elementary
school teacher. All the schools I visited had spacious hallways, where students drewillustrations drawing paper on the low tables during break times, and some played
games.
At Kenyongasse, there was a lounge with sofas between two staff rooms, and evenduring short breaks of 10 minutes, teachers conversed there. In Japanese elementary
schools, especially, teachers often spend break times with students, checking
notebooks or engaging in various activities. This interaction time with colleagues has
been decreasing over the years due to the increasing workload. However, I feel that
this is a very useful time to exchange information, learn how the students are doing,
and discuss teaching methods.

264

7. Conclusion
I have visited schools not only in Vienna but also in Finland and Vietnam. What I
always sense is the excellence of Japanese teachers in their teaching. The class sizes
are 1.5 times larger in Europe than in Japan. The teaching prowess of Japaneseteachers who engage and educate students while managing larger groups is truly
remarkable.
In any case, both Vienna schools and Japanese schools are conducting wonderful
initiatives through the daily efforts of teachers. In both schools, English teachers
collaborate with homeroom teachers to create lessons that encourage children to think,incorporating innovative approaches to incorporate English. I would like to express
my sincere gratitude to Professor Dalton-Puffer, Professor Sasajima, and all theparticipants who supported me, despite my limited English proficiency, during thisvaluable opportunity.

265

The school visit report
Saki Suemori (The University of Tsukuba)
AHS Bildunggszentrum Mater Salvatoris Kenyongasse (secondary school)
In this school, I had a chance to observe three classes in DLP program. All of themwere taught by a subject teacher and a native speaker teacher. Each class was aroundfor 45 minutes. The first one was economy for 11 years old. The number of students
were around 27. The teacher taught the basic idea of economy such as supply anddemand in English with a handout and a blackboard. Students were very active, andmany students raised their hands when the teacher asked some questions. When
students did a pair-work, the teacher wrote down an expression that they could use
for their activity such as "How much would you pay for ___?" The next class was
physics, and it was for 13 to 14 years old. The number of students was around 17. At
first, students reviewed the content of the class, and the teacher taught in German.
Then they did an experiment with a balloon. After that, they watched a Youtube video
to learn the process of it. Then the teacher explained who invented what using PPT
slides in English, and students wrote down the explanation in their notebook.
Students asked some questions when they did not understand something. The nextclass was music, and it was for 13 to 14 years old. The number of students was around
20. First, the teacher distributed the sheet music with a lyric, and the teacher started
to play the piano. I did not know whether students sang that song before or not, butthey sang a song well. Then after that, the teacher showed an exercise with fingers
and the shoulder to show how to make their body tense and remove. Then they moved
on to voice exercise. After that, they sang another song "To be with you." At the endof the class, they worked on an exercise in the textbook. They listened to a various
different types of music and matched the music and picture in the textbook. The
teacher mainly taught in English during the class.

266

OVS22 (primary school)
In this school, I observed two English classes by native speaker teacher. This school
has a bilingual program, and students need to be able to express themselves both inGerman and in English when they enter the school. The teachers check students' leveland select the students who can study at this school. One third of the students havean Austrian parent. The first class was for the 4th grade, and there were around 15
students in the class. First, they sat together on the floor, and they checked the content
of the book they read as a homework. The teacher asked a question from various
perspectives such as the meaning of the words and expressions and the story. Eachstudent read aloud a few sentences, and the teacher asked a question. After that, they
worked on an activity "invent your own words." They just thought about some newwords. As a class, they invented a word "undess (under + one's desk)." They had aworksheet, and they had to invent a new word and think about a part of speech,
definition, and plural forms. When they were uncertain about the meanings of somewords, they checked the meanings in the dictionary. At the end, they did a spellinggame. The second class was for the 1st year students who have just started studying
at the school. At first, they sat on the floor, and the teacher started talking about one
picture book. They first checked the terms such as front cover, back cover, and title.
Then after that, the teacher talked about how students should treat a book. Eachstudent has a book from the school, and they are supposed to put it to a book bag sothat they do not damage the book. The students were told to treat the bookappropriately. Then they started reading a picture book on alphabet. After that, theywent back to the desk, and they started working on an activity "Letters in our name."
They received a post it, and on each post it, they wrote down one letter of their first
name. After they finished, they started putting them on the blackboard for each letter.
At the end, they sang a song of alphabet and colored the sheet.

267

Overall impression
In both schools, I had a chance to interact with native speaker teacher, and I learned
what kinds of experiences they have had. They need to collaborate with various
teachers, and they have to adopt their teaching styles in many cases. In the first school,
the native speaker teacher was teaching with three subject teachers, and I was able tosee how she collaborated with different teachers. I also heard that the salary of native
speaker teacher is lower compared to that of Austrian qualified teachers even though
the amount of work is the same. It can be one of the difficulties for native speakerteachers.
What was interesting to observe in the school was students were not very good atreading and writing. Especially in primary school, it was clear. In the class for firstyear students, they were able to write and read their own name. However, they could
not read their friends' names. When some students were asked to distribute the holder
to other students, they could not read their friends' names, and I helped them. In theclass for fourth year students, in the spelling game, what they focused on was very
basic vocabulary. In both classes, the teachers talked in English relatively fast, andstudents seemed to understand well. They also communicated well in English with
their friends. I was able to see a gap between their speaking and listening skills andreading and writing skills.

268

Reflections on the School Visits in the CLIL Summer Seminar
Program in 2023
Chisato Takasago (Kobe University Graduate School of Intercultural Studies Master's program)
In September 2023, I participated in the CLIL Summer Program and had
the opportunity to visit schools during the last two days of the seminar. This report
is a review of the four classes and what I have learned from the two schools I
visited.
1. Sigmund Freud-GymnasiumThis school is a public secondary school offering a Dual Language Program (DLP),
in which several subjects are taught by a team of subject teachers and Native
English teachers. Participation in this program is limited to students who haveexperienced lessons taught by a native English speaker (NS) in elementary school,
have daily use of English as a background, or have above-average English
proficiency.

(1)

Geography Class

The first class we observed was geography class for 4th graders (13-14 years old).
Although this was a team-teaching lesson, the geography teacher also used English,
and the class was conducted exclusively in English. The theme of the lesson was"European Languages." When the geography teacher asked the question “What isdiversity?" concerning the theme, the students raised their hands one after
another. Thus, the lesson developed through teacher-student interactions. When theteacher asked a question, the students thought about it and answered, and theteacher gave precise feedback to the students' answers and asked another question
based on the feedback. The way she consistently picked up the key points and key
words that she wanted the students to think about in relation to the theme was very
impressive. At the same time, about the language, the teacher was stimulating
students’ language awareness through269

recasting or rephrasing the expressions. While thinking about the content, they werealso made aware of English expressions, and when speaking, they were asked to
speak in sentences, which was probably an attempt to apply a linguistic load
appropriate to the content and the grade of the class. I felt that this was one form ofintegration of content and language.
(2)

Math Class

The second class we observed was math classfor 3rd graders (12-13 years old).

There were 27

students in one class and the lesson was conductedby a math teacher and a NS and was taught in English only. The content was the
Coordinate system, and this lesson was a review of what they learned in the regularmath class.

When the student had difficulty in understanding the terminology, theNS provided support for it as well as the pronunciation. The activity called Rebus
Puzzles by the NS was a content-related vocabulary activity, which stimulated theclass.
2. GEPS & VBS Kaisermühlen
This is a public primary school with the Global Education Primary Course and theVienna Bilingual Schooling system and is characterized by the diversity of students’cultural backgrounds. The English lessons we observed were divided into two groups
and the teacher worked with half the class of 11 or 13 students at a time.
(1) English Class for the third graders (9-10 years old)
11 students were taught by a NS teacher entirely in English.

When the class started,

the teacher sat on the desk facing the children sitting in a circle on the floor at thecorner of the classroom. When the teacher started asking questions about the content

270

of the book students had read as their homework, the children raised their hands andresponded to them very actively. The activity seemed like a retelling activity
effectively confirming rephrasing the content. After this, students sat down on theirseats to read another book. They read one chapter per lesson in the way of the teacher
asking questions; the teacher read one sentence aloud and asked questions such as"What did she do? The amount of speech by the children was very large and theyspoke English well enough. The lesson then moved on to the next activity called“Invent a word”, which was intended to review parts of speech and synonyms bygiving the students the task of creating a new word.
Throughout the whole lesson, I was also very impressed by the interaction that
actively brought the students' diverse backgrounds into the lesson. For example,
when the word table was mentioned, the students were asked what it’s called intheir native language.
(2)

English Class for the first-graders (6-7 years old)This class had 13 students with the same NS
teacher. The lesson began almost in the samestyle using a picture book.

Although thiswas the first grade in which the students
started learning English at school, theyanswered the teacher's simple English
questions without any problem, and theirlistening and speaking ability didn’t seemthat of the first graders. When they started
the next activity to learn the alphabet andwrite the letters of their names, however, we noticed they had difficulty writing
English letters.

Later I was told this was because writing is not taught until they are

6 years old.

271

To Conclude, I would like to summarize two impressive points; the English learning
context in Vienna compared to Japan; and the use of Dialogic Teaching.
First, through the classes we observed at the two different schools, I was once again
realized the different context in Vienna in learning English from that in Japan.
Students in Vienna are exposed to English outside the classroom daily while Japanese
students are rarely exposed to English outside the classroom. This environment
makes it natural for Austrian children to learn English through SNS or TV programs
before starting school. After the first graders’ English class, I asked a girl coming
up to me with a curious look on her face, "When did you start learning English?” Shesaid, “When I was three. On TV”. The fact that the school is a place to experience
diversity is also giving them a good environment as a motivating factor for learning
English.
Second, most of the classes we observed were developed through dialogues between
the teacher and students. Through the observation of these lessons, I have had aninterest in the Dialogic Teaching. I would like to make this a new challenge formyself to learn the methods and possibilities of not only eliciting and developing
students' ideas through dialogue, but also encouraging them to correct their ways of
expressing themselves and to deepen their understanding.

Finally, I would like to express my sincere
gratitude to Mr. Sasajima, the professors at
the University of Vienna, and all others
who prepared for this valuable learning
opportunity and I would like to thank all
the participants.

272

Classroom Observations of Three CLIL (Music, Geography and Physics)
Lessons in Austria

Yoshihiro Nigo (Yamaguchi Gakugei University)
During my stay in Vienna, Austria, in September 2023, I had an opportunity to visit
two local primary and secondary schools. I found both of these schools to be valuable
experiences with much to learn. In this report, I will focus on my observations of a
CLIL lesson in a secondary school, which I visited on the first day and which isparticularly closely related to my research topic.
On 18 September 2023, I visited a secondary school called ‘the Bundesgymnasium
und Bundesrealgymnasium’ in Vienna together with one of the members of the JCLIL summer teacher training program. In this school, I was able to observe three
CLIL lessons.
The first was a music CLIL lesson for 23 pupils of Grade 6. This was a stand-alone
lesson by the music teacher. In the introductory part of the lesson, the music teacher
explained the musical score mainly in English and communicated with the students
in English about the meaning of the score. Then, before singing, he instructed thestudents to warm up and move their bodies so that they could vocalize well, followedby the teacher confirming the meaning of the lyrics in English. Finally, all thestudents enjoyed singing a song in English together. This lesson was truly CLIL inthat the teacher was aware of both the language and the musical content, while also
providing linguistic assistance to the students by checking difficult English
expressions in the music and lyrics in German as well.
The second was a geography lesson for 28 sixth-grade students. This was a standalone lesson by the geography teacher and was conducted mainly in English. In the273introduction, the teacher gave the pupils a three-dimensional image of the earth withan orange. The theme was to learn the different ways of drawing a world map. In
doing so, the teaching materials were very well designed, including the use of a globe,
worksheets and video commentary in English. The teacher also emphasized cognitionin CLIL and asked the students to think about what a world map looks like outside
Austria, and they learned that the world map in the southern hemisphere is upside
down and that the one in Japan often shows Japan in the center of the world by asking
the two visitors.
The third was a physics lesson for 24 students of Grade 7. This was a stand-aloneclass taught by a physics teacher. The lesson was facilitated mainly in English andfocused on the topic of temperature. Initially, students were paired with two preparedworksheets and each read a description in English about Celsius and Fahrenheit,
which was followed by an information gap activity. The subsequent lessons wereconducted in a Q&A style with quizzes, such as "What physical phenomena occur
when the temperature is ~ degrees Celsius?", in order to stimulate the students'
intellectual curiosity through communication. I felt it very impressive. In this sense,
the third example was a CLIL-like class witha good balance between content andlanguage learning. Furthermore, there was avery good individual instruction to follow
up on the difficult physics content.
Utilizing the above three valuable CLIL
classes I saw in Vienna as a reference, I
would like to further explore what type of
CLIL would be best suited for teaching
English classes and other subjects in English
at elementary and junior high schools inJapan.

274

CLIL Classroom observation in Vienna
Eleanor Kane (University of Shimane)
My visit to Vienna began with several encounters that I’d like to share before
writing about classroom observation. My plane was delayed, but through the rideapp I was using I contacted my driver in English. We got talking in the car. He wasa high school graduate in his 30s, who worked as a hospital driver during the day
and a ride app driver in the evenings. He lamented his poor English, while chatting
for the entire journey in fluent English.
Next morning, I went to the bank on the corner near my hotel, just a local branch. I
do not speak any German. Having lived in Japan for over 30 years, slowly andcarefully I asked the employee greeting customers if anyone spoke English. He
replied at speed, and assured me that they all did, and I should speak to the teller atthe bank to change yen into euros. The teller, a woman in her 20s, took care of myexchange in very proficient English.
With my crisp euros, I went out for breakfast. The young woman in the café,
brought me an English menu for breakfast and began to chat fluently in English.
My immediate impression of Vienna that morning was that their language education
is clearly working well.
During the JCLIL seminar in Vienna, I had the privilege of observing classes in two
schools. Both schools belong to the Vienna Bilingual Schools category. Thesepublic schools are selective, and children must be fluent in one of the languages andproficient in the other. The schools generally test and interview prospective pupils.
The system is very diverse. English is not the only foreign language offered inaddition to German. There are also bilingual schools for French, Italian andSpanish.

275

The first school I visited was in the city centre, near the university. There wereseats for 24 pupils at long tables for three or four pupils, and power outlets for
laptops at each bench. Pupils could put their belongings in open lockers at the backof the class, and there was also a football table game that they played with between
classes.
The first class I observed was a history class for eighteen 15-year-olds (ten boys
and eight girls). They had all studied English for at least five years. Several used
English as a home language, with one parent originally from the UK or the US, or asimilar international background.
The history class was team taught by two German-speaking teachers, an Austrian
and a “native” English teacher (NET). The class began with a prepared student
presentation. Then followed a teacher-fronted talk, where pupils took notes andlistened attentively to an explanation on different types of governance. Slides,
whiteboard, instructions, materials were completely in German for the first 30
minutes of class.
The NET took the latter half of the class in English. All classroom instructions andtalk from this teacher were in English. There was a jigsaw task about historicalforms of governance. Groups were assigned one form of governance each. Pupils
used their German-language textbook and electronic devices to complete an English
worksheet on the requirements, numbers, roles, terms, and duties of various systemsof governance.
The second teacher modelled appropriate language for pupils: e.g. “Say about
30,000. I’m not expecting you to say 29 thousand and something.”
The history teachers later said that finding and creating English-language materials
was an issue for them due to constraints in the Austrian system. Textbooks should276

come from a domestic publisher. According to the teachers, there was little timeallowed for joint lesson planning. Teachers know the topics in advance and plantasks to complement their partner’s topic.
The second class I observed was an English language one with the same pupils.
Again, this was team taught by an Austrian teacher and a NET. They began bychecking what pupils already knew about the forms necessary to show indirectspeech in English. Pupils had the metalinguistic language to discuss the necessary
forms: e.g. “you can omit ‘that’” and backshift the verbs. Pupils used English tonegotiate the classroom: e.g. “I’m really sorry. I’m a bit lost. Where are we?”After reviewing the forms of indirect speech, the pupils played a game where theyeach wrote a man’s name, a woman’s name, an adjective, a location, and a message,
and then created amusing sentences using reported speech.
According to the English teachers, last year most pupils preferred to use English fortheir private conversations, which was an issue for children not from a bilingual
home who need to learn German too. The pupils are very competent andcomfortable in English.
Lesson three was a maths lesson, again team taught, this time with the English
language taking precedence. The teacher interactively reviewed the topic of binary
in English, asking the pupils questions e.g. “What is the binary system? And pleaseuse mathematical language to describe it”. She wrote key terms in German only on
the whiteboard to facilitate understanding. English key vocabulary was introducedin the second half of the lesson. Pupils were able to paraphrase and support eachother e.g. Pupil A: “The number is not odd.” Pupil B: “Even.” Pupils moved on to
textbook tasks and the teachers assisted during these tasks, using English to interact
with pupils.
I was struck by how fluent and natural teacher talk was: “that was what I was

277

aiming for” in response to a correct answer, and “Before I let you loose on the
problems…”.

I wondered how these teachers had learned their teacher talk. It isqualitatively different from the resource books of classroom English that Japaneseteachers have access to.
Afterwards, I asked the maths teachers about testing, and discovered that evaluationis conducted in German. If there had been more time, I would have liked to hearmore about how language skills are evaluated in the bilingual schools.

I would

also have liked to sit at the front of the class, which is where I would always
observe my own students’ teaching practice in Japanese high schools, to see how
the pupils were responding to the lesson.
On the second day of school visits, I visited a bilingual school in the suburbs,
which had recently seen a large influx of about Ukrainian children due to Russian
violation of Ukraine’s borders. One classroom had been given over to Ukrainian
pupils and their teachers. However, these children can filter into the German stream
as their language skills develop.
The NET at this school said that she was only allowed to team teach. There waslittle joint planning time, but she would know the topic in advance. Many NETs
have several schools making it difficult to plan lessons with their teaching partners.
In this school, a wide range of subjects is taught in English, including geography,
history, art, biology, and physics.

70-80% of children at this schools progress to

Gymnasium (academic) schools or business-oriented schools. Children attend thisschool mainly because parents see the value of bilingual education. It is a highly
diverse catchment area, with children of embassies’ employees alongside children
from a migrant background.
At this school, I observed an Art class taught almost entirely in English by the NET,
with the Austrian teacher in attendance but giving few instructions in German, and278

some classroom management in English e.g. “Why did no one wipe the board atbreaktime?”. Some key words were introduced by the NET (despot, tyranny, iconic,
asthetics, consumerism) and then a YouTube video about pop art was shown.

Thepupils next read a handout about Roy Lichtenstein and highlighted important partsof the text.

Finally, pupils completed their own English speech bubbles on a

Lichtenstein type image and coloured it in Lichtenstein’s palette. Pupils spoke to
one another in English (“Are these all the same?”, “Did you just say yes?”.) They
had a great willingness to communicate with the teachers and their peers in English.
My impression from this classroom was that it was EMI rather than CLIL. There
was little need for scaffolding of language because the children were so proficientin English.
Finally, I would like to thank all those who made the JCLIL seminar in Vienna
possible: all the professors and teacher educators who spoke about CLIL at the
University of Vienna; the JCLIL members who organized the seminar; fellow
participants; and the teachers and pupils who allowed us to observe theirclassrooms. Every classroom we enter teaches us something.

279

Editorial notes
I am very thankful to all the people concerned with publishing the proceedings, which I hope canrepresent what we studied in the University of Vienna in September 2023. CLIL is a very convenientterm including a variety of educational approaches which involve aspects of integrated learning suchas content, language, intercultural awareness, and thinking. In Vienna, I have felt the potential for
future CLIL in Japan thanks to substantial talks and workshops as well as school visits andconversations with researchers and teachers. The proceedings are therefore very helpful to reflect onwhat we studied there. To edit the proceedings, I have special thanks to Suemori sensei and Ozeki
sensei, who kindly helped me. – Shigeru Sasajima
It has been more than six months since the seminar ended, and I can still recall the fulfilling days I
spent in Vienna such as insightful presentations, engaging discussions, and eye-opening school visits.
I believe that reading through these proceedings will help you to reflect on what you experienced
during the seminar. We can review the content of the presentations and also see what each of us
learned. Regarding the school visits, each of us visited various types of schools, and knowing what
we experienced there is invaluable. I hope that these proceedings will help you to reflect more deeply
on your experiences. I would like to appreciate everyone who was involved with the seminar. – Saki
Suemori
As I check these proceedings, I think again what a fulfilling seminar it has been. Looking at thephotos reminds me of my seven days in Vienna, and I am writing this editorial note with a desire to
visit Vienna again soon. The seminar included lectures, workshops, and school visits, and I was able
to learn about CLIL from many angles, from theory to practice. And during the seminar, I gained alot of inspiration from various professors, teachers and participants. I am very grateful to Professor
Christiane Dalton-Puffer and Ms. Deborah Burger for giving us such a great opportunity, as well as
to the other professors and teachers. Also, I would like to express my gratitude to Professor Shigeru
Sasajima for coordinating this wonderful seminar and editing these proceedings. I believe that theseproceedings will be a valuable and useful resource not only for the participants of this seminar, butalso for J-CLIL and CLIL-ite members who were unable to attend. I hope to see you again in Vienna,
in Japan, or somewhere else in the world to share our research and practices with each other. -Hayumi Ozeki
Proceedings editorial team: Shigeru Sasajima, Saki Suemori, and Hayume Ozeki
March 2024

Proceedings for The CLIL Summer Seminar Program at the University of Vienna in 2023 – Diverse
CLIL research and practices in globalization
Issued by CLIL Institute for Teacher Education (CLIL-ite) October 2024
Editorial committee
Shigeru Sasajima, Saki Suemori, & Hayumi Ozeki
All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a
retrieval system or transmitted in any form or by any means (electronic, mechanical, photocopying,recording or otherwise) without the prior permission of the publisher of this publication.
Copyright © 2024 J-CLIL & NPO CLIL-ite

Pädagogischer Dienst

Fremdsprachenprojekte
Modern Language Projects

September 2023

282

Fremdsprachenprojekte SJ 23/24

FREMDSPRACHENPROJEKTE Schuljahr 2023/24
BILDUNGSDIREKTION FÜR WIEN
MODERN LANGUAGE PROJECTS Academic Year 2023/24
BOARD OF EDUCATION for VIENNA
Inhalt / Contents
Englisch / English ................................................................................................................................ 3
Vienna Bilingual Schooling (VBS) ....................................................................................................... 3
Global Education Primary School (GEPS) .......................................................................................... 6
Junior High School (JHS) ................................................................................................................... 8
Dual Language Programme (DLP) ..................................................................................................... 9
European Primary School (EPS) ....................................................................................................... 13
European Middle School (EMS) ........................................................................................................ 13
European High School (EHS) ............................................................................................................ 14International Regional College (IRC) ................................................................................................. 14
College für Berufsorientierung (COB) ............................................................................................... 15
English For You (E4U) ....................................................................................................................... 16
Französisch, Italienisch, Spanisch / French, Italian, Spanish .............................................................. 19
FIP / FIPS / Papillon ........................................................................................................................... 19
SIB …………………………………………………………………………………………………………………………… 20
Arco Iris / Mariposa ...........................................................................................................................20
Spanisch in der Mittelschule (SIM).................................................................................................... 21
Tschechisch und Ungarisch / Czech and Hungarian ..........................................................................22
CentroLING ......................................................................................................................................22283

2

Fremdsprachenprojekte SJ 23/24

Englisch / English
Vienna Bilingual Schooling (VBS)

Bilinguales Angebot für deutsch- und englischsprachige Schülerinnen und Schüler. Der Unterricht
erfolgt – im Rahmen des österreichischen Lehrplans – durch englischsprachige Native Speaker Teachers (NSTs) und deutschsprachige Lehrerinnen und Lehrer.
A bilingual programme for English and German and speaking pupils.
Teaching is carried out by English and German Native Speaker Teachers (NSTs) according to theAustrian curriculum.
VBS Volksschulen - VBS Primary Schools
GTVS 6

Sonnenuhrgasse 3-5, 1060 Wien https://vs-astrid-lindgren.schule.wien.at/

Dir.in Claudia Abendroth (+431) 597 33 33 111
 direktion.906041@schule.wien.gv.at

OVS 16

Herbststraße 86, 1160 Wien https://www.volksschule-herbststrasse.at/

Dir.in Gabriele Prokop
 (+431) 492 43 23 111
 direktion.916031@schule.wien.gv.at

VS 18

Scheibenbergstraße 63, 1180 Wien https://scheibenberg.schule.wien.at/

Dir.in Solveig Traxler-Rochhart
 (+431) 4000 562910
 direktion.918051@schule.wien.gv.at

VS 19

Grinzinger Straße 88, 1190 Wien https://vbs-grinzing.schule.wien.at/

Dir.in Elisabeth Lindtner
 (+431) 4000 562970
 direktion.919031@schule.wien.gv.at

VS 22

Leonard Bernstein Str. 2, 1220 Wien https://www.vs-donaucity.at/

Dir.in Michaela Barnert
 (+431) 4000 563850
 direktion.922331@schule.wien.gv.at

OVS 22Meißnergasse 1, 1220 Wien https://ovsmeissnergasse.schule.wien.at/

Dir.in Christa Formanek
 (+431) 4000 563720
 direktion.922091@schule.wien.gv.at

OVS 22

Schüttaustraße 42, 1220 Wien https://volksschule-kaisermuehlen.schule.wien.at/

Dir.in Edith Beigel (+431) 263 35 71 111
 direktion.922141@schule.wien.gv.at

284

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Fremdsprachenprojekte SJ 23/24

VBS Sekundarstufe I - VBS Lower Secondary Schools
WMS/VBS 10

Wendstattgasse 3, 1100 Wien https://www.first-vbs.at/

Dir.in Isabella Nistelberger (+431) 4000 561090
 direktion.910182@schule.wien.gv.at

MS/VBS 16

Koppstraße 110/II, 1160 Wien https://www.kopp2.at/

Dir. Wilhelm Wunderer (+431) 495 14 41 311
 direktion.916022@schule.wien.gv.at

MS/VBS 19

In der Krim 6, 1190 Wien https://in-der-krim.schule.wien.at/

Dir.in Eva-Maria Winter-De Rouin (+431) 4000 562930
 direktion.919012@schule.wien.gv.at

BRG/BWRG 8

Feldgasse 6-8, 1080 Wien www.feldgasse.at

Dir.in Sabine Holl-Blauensteiner (+431) 407 34 69 11
 sek1.rg8feld@908046.bildungwien.gv.at

BG/BRG 14

Linzer Straße 146, 1140 Wien www.brg14.at

Dir.in Andrea Ertl (interim.) (+431) 911 25 77
 office@brg14.at

BRG/BWRG 17

Parhamerplatz 18, 1170 Wien www.parhamer.at

Dir. Bernd Vogel (+431) 486 34 07
 grg17par@917026.bildung-wien.gv.at

BRG 19Krottenbachstraße 11-13, 1190 Wien www.brg19.at

Dir.in Karin Dobler-Kreibich (+431) 368 14 88
 dion1.rg19@919046.bildungwien.gv.at

BRG/BWRG/WMS 22

Theodor Kramer Straße 3, 1220 Wien http://www.thkr.at/

Dir.in Gerda Gindl
 (+431) 258 69 50
 dion1.grg22theo@922046.bildungwien.gv.at

BG/BRG 23

Draschestraße 90-92, 1230 Wien https://www.grg23vbs.ac.at/

Dir. Georg Röblreiter (+431) 617 42 66
 office@grg23vbs.ac.at285

4Fremdsprachenprojekte SJ 23/24

VBS Sekundarstufe II – VBS Upper Secondary Schools
BRG/BWRG 8

Feldgasse 6-8, 1080 Wien www.feldgasse.at

Dir.in Sabine Holl-Blauensteiner (+431) 407 34 69 11
 sek1.rg8feld@908046.bildungwien.gv.at

HAK 12

Hetzendorfer Straße 66-68, 1120 Wien www.ibc.ac.at

Dir.in Andrea Tuschl-Reisinger (+431) 804 35 79
 office@ibc.ac.at

BG/BRG 14

Linzer Straße 146, 1140 Wien www.brg14.at

Dir. Michael Auer
 (+431) 911 25 77
 direktion@brg14.at

BRG/BWRG 17

Parhamerplatz 18, 1170 Wien www.parhamer.at

Dir. Bernd Vogel (+431) 486 34 07
 grg17par@917026.bildung-wien.gv.at

BRG 19Krottenbachstraße 11-13, 1190 Wien www.brg19.at

Dir.in Karin Dobler-Kreibich (+431) 368 14 88
 dion1.rg19@919046.bildungwien.gv.at

BRG/BWRG/WMS 22

Theodor Kramer Straße 3, 1220 Wien http://www.theodor-kramer.at

Dir.in Gerda Gindl
 (+431) 258 69 50
 dion1.grg22theo@922046.bildungwien.gv.at

BG/BRG 23

Draschestraße 90-92, 1230 Wien https://www.grg23vbs.ac.at/

Dir. Georg Röblreiter (+431) 617 42 66
 office@grg23vbs.ac.at286

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Fremdsprachenprojekte SJ 23/24

Global Education Primary School (GEPS)

Schwerpunkte: „Global Studies“ als durchgängiges Unterrichtsprinzip
 Content and Language Integrated Learning (CLIL) im Team-Teaching mit
englischsprachigen Native Speaker Teachers (NSTs)
 Verstärkte Anwendung von Informations- und Kommunikationstechnologien (IKT) Projekte zu Themen im Bereich „Globales Studies“
Emphasis: Global Studies as an integral part of the curriculum Content and Language Integrated Learning (CLIL)
 Team teaching with English Native Speaker Teachers (NSTs)
 Increased use of Information and Communication Technologies (ICT) Educational projects in the field of global studies
GEPS Volksschulen – GEPS Primary Schools
GTVS 2

Ernst Melchior Gasse 9, Wien 1020
 https://www.campusgfs.at

Dir.in Natalie Sverak (+431) 4000 561360
 direktion.902151@schule.wien.gv.at

OVS 3

Reisnerstraße 43, 1030 Wien https://www.gepsreisnerstrasse.com/

Dir.in Christine Laufer (+431) 4000 561470
 direktion.903091@schule.wien.gv.at

OVS 4

Sankt Elisabeth Platz 8, 1040 Wien http://www.elisabethschule.at

Dir. Roland Brandstetter (+431) 4000 561500
 direktion.904011@schule.wien.gv.at

OVS 4

Waltergasse 16, 1040 Wien https://geps-waltergasse.schule.wien.at

Dir.in Karin Krois
 (+431) 4000 561520
 direktion.904031@schule.wien.gv.at

OVS 8

Zeltgasse 7, 1080 Wien www.zeltgasse.at

Dir. Peter Sykora
 (+431) 4000 561670
 direktion.908031@schule.wien.gv.at

OVS 9Marktgasse 31-35, 1090 Wien https://geps-marktgasse.schule.wien.at

Dir.in Susanne Schubert (+431) 319 52 05
 direktion.909041@schule.wien.gv.at

VS 10

Keplerplatz 7, 1100 Wien http://www.vbs-keplerplatz.schulweb.at

Dir.in Sabina Martins (+431) 604 15 36 111
 direktion.910111@schule.wien.gv.at

VS 10

Selma Lagerlöf Gasse 20, 1100 Wien https://selma-lagerloef.schule.wien.at/

Dir.in Gerda Kummer (+431) 4000 561900
 direktion910181@schule.wien.gv.at

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VS 11

Braunhubergasse 3, 1110 Wienhttps://gepsbraunhubergasse.schule.wien.at/

Dir.in Andrea Bamford
 (+431) 4000 562000
 direktion.911011@schule.wien.gv.at

VS 12

Deckergasse 1, 1120 Wienhttps://deckergasse.schule.wien.at/

Dir.in Sylvia Böhs
 (+431) 4000 562180
 direktion.912061@schule.wien.gv.at

VS 12Karl Löwe Gasse 20, 1120 Wien https://karl-loewe.schule.wien.at/

Dir.in Dagmar Gerl
 (+431) 815 14 07
 direktion.912051@schule.wien.gv.at

VS 13

Auhofstraße 49, 1130 Wien https://geps13.schule.wien.at/

Dir.in Elisabeth Kirschner (+431) 4000 562240
 direktion.913021@schule.wien.gv.at

VS 14

Linzer Straße 419, 1140 Wien https://ovs-huetteldorf.schule.wien.at/

Dir.in Gertraud Bellosits-Schneller (+431) 4000 562370
 direktion.914051@schule.wien.gv.at

VS 16

Landsteinergasse 4, 1160 Wien https://vs-landsteinergasse.com/

Dir.in Julia Gaspar
 (+431) 4000 560740
 direktion.916061@schule.wien.gv.at

GTVS 17

Wichtelgasse 67, 1170 Wien www.wichtelgasse.at

Dir.in Heidi Novy
 (+431) 4000 562830
 direktion.917061@schule.wien.gv.at

OVS 18Schulgasse 57, 1180 Wien https://schulgasse.schule.wien.at/

Dir.in Isabella Kirchmayr (+431) 406 99 89
 direktion.918061@schule.wien.gv.at

VS 20

Vorgartenstraße 42, 1200 Wien https://geps20.schule.wien.at/

Dir.in Ursula Fehéregyházy (+431) 332 71 84-111
 direktion.920011@schule.wien.gv.at

VS 21

Brünnerstraße 139, 1210 Wien
Dir.in Barbara Juranitsch https://geps-bruennerstrasse.schule.wien.at/  (+431) 4000 563340
 direktion.921041@schule.wien.gv.at

GTVS
21

Donaufelder Straße 77, 1210 Wien https://www.campusdonaufeld.at/

Dir. Richard Pregler (+431) 4000 96205
 direktion.921381@schule.wien.gv.at

OVS 22Meißnergasse 1, 1220 Wien https://ovsmeissnergasse.schule.wien.at/

Dir.in Christa Formanek
 (+431) 4000 563720
 direktion.922091@schule.wien.gv.at

OVS 22

Schüttaustraße 42, 1220 Wien https://volksschule-kaisermuehlen.schu
le.wien.at/

Dir.in Edith Beigel (+431) 263 35 71 111
 direktion.922141@schule.wien.gv.at

VS 23

Anton Baumgartner Str. 44/II, 1230 Wien www.geps23.at

Dir. Thomas Kurz
 (+43) 676 811 856 402
 direktion.923181@schule.wien.gv.at

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Junior High School (JHS)
Schwerpunkte: Content and Language Integrated Learning (CLIL) im Lernbereich „GLOBAL STUDIES“ mitdem Schwerpunkt auf natur- und sozialwissenschaftlichen Bereichen Besondere Berücksichtigung der Informations- und Kommunikationstechnologien Künstlerische Schwerpunkte und Projekte Teilweise verstärkter Englischunterricht durch den zeitweisen Einsatz von English Native
Speaker Teachers Nach Möglichkeit Angebot einer zweiten lebenden Fremdsprache
Emphasis: Content and Language Integrated Learning (CLIL) in the subject of Global Studies, with a focus
on natural and social sciences Information and Communication Technologies (ICT) Artistic focus and project work Increased authentic language input through team teaching with English Native Speaker Teachers (NSTs)
 Depending on available resources, optional tuition in a second modern language
JHS Sekundarstufe I – JHS Lower Secondary SchoolspMS 2

Malzgasse 16, 1020 Wien

Dir. Werner Schultes
 (+431) 212 1 8 44
 pmsk@bjschule.atpMS 2

Große Stadtgut-Gasse 24, 1020 Wien

Dir. Werner Schultes
 (+431) 212 1 8 44
 pmsm@bjschule.at

MS 22

Konstanziagasse 50, 1220 Wien https://www.ko50.at/

Dir.in Regina Krimmel-Mairinger (+431) 4000 560140
 direction.922032@schule.wien.gv.at

MS 23

Carlbergergasse 72, 1230 Wien https://www.juniorhighschool.at

Dir.in Philippa Lechner (+431) 4000 5639203
 direktion.923092@schule.wien.gv.at

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Dual Language Programme (DLP)

Schüler und Schülerinnen haben die Möglichkeit Englisch auch in anderen Unterrichtsfächern, außerhalb der regulären Englisch-Unterrichtsstunden zu lernen und zu verwenden.
Schwerpunkte: In verschiedenen Schulformen von der ersten Klasse der Grundstufe sowie in verschiedenen
Unterrichtsgegenständen (Grundstufe, Sekundarstufen I & II und Polytechnische Schulen) Unterstützung durch Englisch Native Speaker Teachers (NSTs)
 Content and Language Integrated Learning (CLIL)
Pupils at DLP schools have the opportunity to learn and use English in other subjects, as well as in ‘regular’ language lessons.
Emphasis: Content and Language Integrated Learning (CLIL) – English is the working language in various
subjects
 Beginning in Year 1 across all school forms (primary, lower and upper secondary and prevocational schools) Increased authentic language input through team teaching with Native Speaker Teachers(NSTs)DLP Volksschulen – DLP Primary Schools
OVS 2

Wittelsbachstraße 6, 1020 Wien https://ovswittelsbachstrasse.schule.wien.at/

Dir.in Regina Resinger (+431) 4000 561330
 direktion.902111@schule.wien.gv.at

GTVS 3Landstraßer Hauptstr. 146, 1030 Wien https://gtvs3.schule.wien.at/

Dir.in Karin Laritz
 (+431) 718 51 860
 direktion.903141@schule.wien.gv.at

OVS 10Wendstattgasse 3, 1100 Wien https://wendi.schule.wien.at

Dir. Theodor Tsiagas
 (+431) 4000 561910
 direktion.910251@schule.wien.gv.at

VS 14

Mondweg 73-83, 1140 Wien www.mondweg.at

Dir.in Gerlinde Marek (+431) 979 31 94
 direktion.914091@schule.wien.gv.at

VS 15

Benedikt Schellinger Gasse 1-3, 1150
Wien
 www.popper4u.at

Dir.in Erika Dorn
 (+431) 4000 562490
 direktion.915011@schule.wien.gv.at

VS 16

Brüßlgasse 18, 1160 Wien https://volksschule-bruesslgassewien.ac.at/

Dir.in Petra Linsbichler (+431) 4000 562670
 direktion.916051@schule.wien.gv.at

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Fremdsprachenprojekte SJ 23/24

VS 16

Liebhartsgasse 19-21, 1160 Wien https://vs-liebhartsgasse.schule.wien.at

Dir.in Sabine Klasek
 (+431) 493 1587
 direktion.916071@schule.wien.gv.at

GTVS 21

Adolf Loos Gasse 2, Wien 1210
 https://vs-loosgasse.schule.wien.at/

Dir.in Petra Forreth (+431) 256 8727
 direktion.921351@schule.wien.gv.at

OVS 21

Prießnitzgasse I-3 II, Wien 1210
 https://priessnitzgasse.schule.
wien.at/Dir.in Sabine Frank (+431) 4000 563450
 direktion.921191@schule.wien.gv.at

VS 21

Dunantgasse 2, 1210 Wien https://henry-dunant.schule.wien.at/

Dir.in Jennifer Strauß (+431) 271 1395
 direktion.921081@schule.wien.gv.at

VS 21

Jochbergengasse 1, 1210 Wien www.vs-jochbergengasse.at

Dir.in Gabriele Mayer (+431) 292 25 61
 direktion.921111@schule.wien.gv.at

OVS 22

Am Kaisermühlendamm 2, 1220 Wien https://amka.schule.wien.at/

Dir.in Petra Feldhofer-Mahmoudian (+431) 263 6960111
 direktion.922321@schule.wien.gv.at

VS 22

Schrebergasse 39, 1220 Wien https://schrebergasse.schule.wien.at/

Dir.in Maria Koprolin (+431) 282 5212
 direktion.922131@schule.wien.gv.at

OVS 23Akaziengasse 52-54, 1230 Wien https://ovs-siebenhirten.schule.wien.at/

Dir.in Renate Stögmüller
 (+431) 4000 564030
 direktion.923161@schule.wien.gv.at

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DLP Sekundarstufe I & II - DLP Lower & Upper Secondary Schools
MS 1Renngasse 20, 1010 Wien http://dierenngasse.at/

Dir.in Maria Petschnigg
 (+431) 4000 560850
 direktion.901012@schule.wien.gv.at

MS 2

Pazmanitengasse 26, 1020 Wien https://www.pazmanitengasse.eu/

Dir.in Gabriele Ernst (+431) 4000 560900
 direktion.902062@schule.wien.gv.at

MS 5

Viktor Christ Gasse 24, 1050 Wien https://viktorchristgasse.schule.
wien.at/Dir. Roman Lehnert
 (+431) 4000 560970
 direktion.905032@schule.wien.gv.at

OMS 8

Pfeilgasse 42B, 1080 Wien https://oms.schulepfeilgasse.at/

Dir.in Martina Dedic
 (+431) 4000 561010
 direktion.908012@schule.wien.gv.at

MS 10

Georg Wilhelm Pabst Gasse 2a, 1100
Wien
 http://gwpabstgasse.at

Dir. Max Steiner (+431) 4000 561032
 direktion.910022@schule.wien.gv.at

WMS 10Wendstattgasse 3, 1100 Wien www.first-vbs.at

Dir.in Isabella Nistelberger (+431) 4000 561090
 direktion.910182@schule.wien.gv.at

MS 11

Enkplatz 4/I, 1110 Wien https://enk1.schule.wien.at/

Dir.in Martina Vogel-Waldhütter
 (+431) 4000 560310
 direktion.911022@schule.wien.gv.at

MS 12

Johann Hoffmann Platz 19, 1120 Wien www.ms-joho.at

Dir.in Robert Novacko
 (+431) 4000 560 780
 direktion.912022@schule.wien.gv.at

MS 15

Selzergasse 25, 1150 Wien http://www.nms-selzergasse.at/

Dir.in Gabriele Kaiblinger (+431) 4000 562460
 direktion.915042@schule.wien.gv.at

MS 20

Greiseneckergasse 31, 1200 Wien https://ms20.at/

Dir.in Edith Kornher-Spittler
 (+431) 4000 563040
 direktion.920012@schule.wien.gv.at

BG/BRG 2

Wohlmutstraße 3, 1020 Wien www.freudgymnasium.at

Dir.in Theresia Übelhör
 (+431) 728 01 92
 dion1.grg2wohl@902026.bildungwien.gv.at

pG 3

Rennweg 31, 1030 Wien www.sacre-coeur.at

Dir.in Birgit Gmeindl-Oser
 (+431) 712 62 46 66
 gymnasium@sacre-coeur.at

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pGRg 7

Kenyongasse 4-12, 1070 Wien www.kenyon.at

Dir. Thomas Leszkovich
 (+431) 523 29 83/106
 pgrg7@907036.bildung-wien.gv.at

pHAK/HAS 8

Schönborngasse 3-5, 1080 Wien www.schoenborngasse.vbs.ac.at

Dir.in Eveline Grubner
 (+431) 406 45 14
 schoenborngasse@vbs.ac.at

BRG/BWRG 9

Glasergasse 25, 1090 Wien https://www.brg9.at/web/

Dir. Andreas Obenaus
 (+431) 317 54 59
 rg9@909026.bildung-wien.gv.at

BHAK/BHAS 10

Pernerstorfergasse 77, 1100 Wien www.bhakwien10.at

Dir. Jörg Hopfgartner
 (+431) 602 51 91
 office@bhakwien10.at

BG/BRG 11

Geringergasse 2, 1110 Wien www.g11.ac.at

Dir.in Claudia Valsky
 (+431) 767 87 77
 sek2.grg11@911026.bildungwien.gv.at

BG 13

Fichtnergasse 15, 1130 Wien www.fichtnergasse.at

Dir. Albrecht Bauer (+431) 877 14 14
 sek1.g13@913016.bildung-wien.gv.at

BG 18

Klostergasse 25, 1180 Wien www.klostergasse.at

Dir.in Karin Lobner-Schatzl
 (+431) 479 21 27
 sek1.g18@918036.bildung-wien.gv.at

BG/BRG 19

Billrothstraße 73, 1190 Wien www.billroth73.at

Dir.in Manuela Uhlig
 (+431) 368 25 39
 dion1.grg19bi73@919076.bildungwien.gv.at

GRg 21Ödenburger Straße 74, 1210 Wien www.grg21oe.at

Dir.in Brigitte Fuchs
 (+431) 292 35 50
 grg21oe@921056.bildung-wien.gv.at

HBLA 22

Firnbergplatz 1, 1220 Wien www.firnbergschulen.at

Dir.in Maria Ettl
 (+431) 258 41 60 0
 office@firnbergschulen.at

BRG 23

Draschestraße 90-92, 1230 Wien https://www.grg23vbs.ac.at/

Dir. Georg Röblreiter (+431) 617 42 66
 office@grg23vbs.ac.at

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European Primary School (EPS)
Schwerpunkte: Konzept der „Europäischen Dimension“ als durchgängiges Unterrichtsprinzip
 Content and Language Integrated Learning (CLIL)
 Team-Teaching mit englischsprachigen Native Speaker Teachers (NSTs)
 Europäische Bildungsprojekte, vor allem mit Schulen der Nachbarländer (Slowakei, Tschechien und Ungarn) Zusätzliches Angebot an weiteren Fremdsprachen ab der Grundstufe II unter besonderer Berücksichtigung der Nachbarsprachen Tschechisch und Ungarisch
Emphasis: The European Dimension as an integral part of the curriculum Content and Language Integrated Learning (CLIL)
 Team teaching with English Native Speaker Teachers (NSTs)
 European education projects, in particular with the neighbouring countries Czech Republicand Hungary From Year 3 onwards optional tuition in other languages (depending on available resources)
Europäische Volksschulen – European Primary Schools
OVS 7

Neustiftgasse 98-102, 1070 Wien www.vs-neustiftgasse.at

Dir.in Karin Wimmer
 (+431) 4000 561620
 direktion.907011@schule.wien.gv.at

OVS 15Goldschlagstraße 14-16, 1150 Wien https://evsgoldschlagstrasse.at/

Dir.in Doris Berki-Uhlir (+431) 4000 562520
 direktion.915041@schule.wien.gv.at

European Middle School (EMS)
Schwerpunkte: Content and Language Integrated Learning (CLIL) im Fachbereich „Europäische Studien”
 Breites Angebot an romanischen und Nachbarsprachen.
Emphasis: Subject field European Studies is taught through Content and Language Integrated Learning(CLIL)
 Optional tuition in Romance and/or languages from the neighbouring countries

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EMS Sekundarstufe I - EMS Lower Secondary Schools
WMS/EMS 7

Neustiftgasse 100, 1070 Wien https://www.emsneustiftgasse.at/

Dir. Lukas Haider-Stern (+431) 4000 561000
 direktion.907022@schule.wien.gv.at

GTEMS 22

Anton Sattler Gasse 93, 1220
Wien https://gts-anton-sattlergasse.schule.wien.at/

Dir.in Jasmin Machala (+431) 203 47 81 0
 direktion.922012@schule.wien.gv.at

European High School (EHS)

Schwerpunkte: Fachbereich „Europäische Studien” in der Arbeitssprache Englisch (EAA)
 Breites Angebot an weiteren Fremdsprachen
Emphasis: The subject field 'European Studies' is taught through Content and Language Integrated Learning (CLIL) Tuition in other modern languages
EHS Sekundarstufe II - EHS Upper Secondary School
BRG/BORG 15

Henriettenplatz 6, 1150 Wien https://www.brgorg15.at/

Dir. Gottfried Ellmauer (+431) 893 67 43
 sekretariat@brgorg15.at

International Regional College (IRC)
Schwerpunkte: Content and Language Integrated Learning (CLIL) im Bereich „Internationale Studien”
 Teilweise verstärkter Englischunterricht durch Einsatz von English Native Speaker Teacher(NST)
Emphasis: Subject field 'International Studies' taught through Content and Language Integrated Learning(CLIL)
 Increased authentic language input from a Native Speaker Teacher (NST)
Polytechnische Schule I - IRPC International Regional Pre-Vocational College

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PTS 7

Dir.in Heidemarie Tschida (+431) 4000 564070
 direktion.907024@schule.wien.gv.at

Burggasse 14-16, 1070 Wien www.pts7.at

College für Berufsorientierung (COB)
Das Projekt COB (College für Berufsorientierung) ist ein Projekt, das an mehreren Mittelschulen in
Floridsdorf und an einer Schule in Hernals durchgeführt wurde.
Schwerpunkte: Einbindung außerschulischer Institutionen „Berufsschnuppertage“ Optimierung der Bildungs- und Berufsorientierung Verstärkter Englischunterricht
 Content and Language Integrated Learning (CLIL)
COB (College for Career Orientation) is a project that has been implemented at several Middle
Schools in Floridsdorf and at one school in Hernals.
Emphasis:






Collaboration with external firms and organisations
Job-shadowing or participation in internships
Optimal educational counselling and career guidance
Increased number of English language lessons
Content and Language Integrated Learning (CLIL)

COB Sekundarstufe I - COB Lower Secondary Schools
COB 17

Redtenbachergasse 79, 1170 Wien www.college17.at

Dir.in Eva Weninger (+431) 486 34 26
 direktion.917032@schule.wien.gv.at

COB 21

Aderklaaer Straße 2, 1210 Wien https://www.msleopoldau.at/

Dir. Matthias Hammer
 (+431) 258 256 2 211
 direktion.921172@schule.wien.gv.at

COB 21

Adolf Loos Gasse 2, 1210 Wien

Dir. Harald Reichel (+431) 259 64 11
 direktion.921142@schule.wien.gv.at

COB 21

Deublergasse 19- 21, 1210 Wien www.europaschule.at

Dir. Christian Klar
 (+431) 270 33 94-21
 direktion.921032@schule.wien.gv.at

COB 21

Jochbergengasse 1, 1210 Wien https://www.jochbergengasse.at/

Dir.in Barbara Bauer (+431) 292 35 75
 direktion.921132@schule.wien.gv.at

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COB 21

Pastorstraße 29, 1210 Wien https://sms21.schule.wien.at/

Dir.in Kathrin Mohler (+431) 259 61 01
 direktion.921072@schule.wien.gv.at

COB 21

Kinzerplatz 9, 1210 Wien www.kinzerplatz.at

Dir. Werner Schuster (+431) 270 11 80
 direktion.921052@schule.wien.gv.at

COB 21

Reisgasse 1, 1210 Wien www.reisgasse.at

Dir.in Sabina Czermak
 (+431) 292 53 57
 direktion.921082@schule.wien.gv.at

COB 21

Roda Roda Gasse 3, 1210 Wien https://roda.schule.wien.at/

Dir. Martin Szlama
 (+431) 292 41 53
 direktion.921092@schule.wien.gv.at

COB 21Rudolf Schön Weg 1, 1210 Wien www.rudolf-schoen-weg.at

Dir.in Sabine Sedlacek
 (+431) 272 02 45 211
 direktion.921152@schule.wien.gv.at

English For You (E4U)
An den Wiener Mittelschulen (WMS) setzen E4U Native Speaker Teachers Content and Language Integrated Learning (CLIL) in nichtsprachlichen Fächern verstärkt ein. Die erste lebende Fremdsprache
dient dabei als Instrument zur Erarbeitung fachspezifischer Inhalte und gewährleistet gleichzeitig eine
intensive Beschäftigung mit englischsprachigen Ländern.
At WMS schools (Wiener Mittelschulen) pupils have the opportunity to apply their acquired linguisticcompetence in real life situations with E4U Native Speaker Teachers (NSTs), partly through Content
and Language Integrated Learning (CLIL). Besides strengthening pupils’ communicative skills, E4U
supports and increases authentic knowledge of English-speaking countries and cultures.
E4U Schulen – E4U Lower Secondary Schools
pWMS/pRG 2

Simon-Wiesenthal-Gasse 3, 1020 Wien www.zpc.at

Dir. Hans Hofer (+431) 216 40 46
 prg2@902056.bildung-wien.gv.at

WMS 3

Kölblgasse 23, 1030 Wien http://wms3koelblgasse.schule.wien.at/

Dir.in Michaela Rieger (+431) 4000 560950
 direktion.903062@schule.wien.gv.at

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pWMS 3

Schützengasse 31, 1030 Wien www.rgkomensky.at

Dir.in Helena Huber
 (+431) 713 31 88 60
 dirorg@komensky.at

pWMS 4Karlsplatz 14, 1040 Wien https://ems.schule-karlsplatz.at/

Dir.in Julia Wisser-Schranz (+431) 505 96 34
 direktion@kp14.at

WMS/GRg7

Kandlgasse 39, 1070 Wien www.grg7.at

Dir. Georg Waschulin
 (+431) 523 62 58
 rg7@907026.bildung-wien.gv.at

WMS 10Gödelgasse 5, 1100 Wien https://www.wienerbergschule.at/

Dir.in Birgit Fischer (+431) 4000 5606870
 direktion.910082@schule.wien.at

WMS 10Wendstattgasse 5/I, 1100 Wien https://mim.schule.wien.at/

Dir.in Sabine Prohaska
 (+431) 4000 561070
 direktion.910112@schule.wien.gv.at

WMS 10Wendstattgasse 5/II, 1100 Wien www.sms10.at

Dir. Markus Ratz
 (+431) 4000 561080
 direktion.910142@schule.wien.gv.at

WMS/GRg/ORg
14

Steinbruchstraße 33, 1140 Wien www.ahs-wienwest.at

Dir. Robert Parma (+431) 41 65 549
 sek1.bgbrgorg14@914046.bildungwien.gv.at

WMS 15

Kauergasse 3-5, 1150 Wien https://www.kauergasse.at/

Dir.in Marion Serdaroglu-Ramsmeier (+431) 4000 562430
 direktion.915012@schule.wien.gv.at

WMS/GRg 22

Contiweg 1, 1220 Wien https://www.contiweg.at/

Dir.in Monika Auböck (+431) 283 48 23
 dion1.grgorg22@922066.bildungwien.gv.at

pWMS/pRg/OR
g 22

Maculangasse 2, 1220 Wien www.erg-donaustadt.at

Dir.in. Elisabeth Kapfenberger (+431) 255 73 59
 erg-donaustadt@diakonie.at

WMS 22

Plankenmaisstraße 30, 1220 Wien
Dir. Florian Studencki
 https://plankenmais.schule.wien.at/  (+431) 282 21 67 211
 direktion.922052@schule.wien.gv.at

WMS/AHS 22

Maria Trapp-Platz 5, 1220 Wien https://www.brg-seestadt.at/298

Dir. Gert Ebner (+431) 202 19 48
 sek1.bgbrg22@922086.bildung-wien.gv.at

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Fremdsprachenprojekte SJ 23/24

WMS/GRg 22

Theodor Kramer Straße 3, 1220 Wien http://www.thkr.at/

Dir.in. Gerda Gindl
 (+431) 258 69 50
 sek1.grg22theo@922046.bildungwien.gv.at

WMS/Rg/ORg
23

Anton Krieger Gasse 25, 1230 Wien https://www.antonkriegergasse.at/

Dir. Michel Fleck (+431) 888 52 52
 rgorg23@923046.bildung-wien.gv.at

pWMS 23

Willergasse 55, 1230 Wienhttps://www.stachristiana.at/

Dir.in Gabriela Herrmann (+431) 888 41 43-25
wms.rodaun@stachristiana.at

299

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Fremdsprachenprojekte SJ 23/24

Französisch, Italienisch, Spanisch / French, Italian, Spanish
FIP, FIPS, Papillon (Französisch) - SIB, (Italienisch) - Mariposa, Arco Iris (Spanisch)
Die jeweilige Fremdsprache wird unter Einsatz von Native Speaker Teachers (NSTs) im TeamTeaching unterrichtet. Dabei wird Content and Language Integrated Learning (CLIL) angewandt.
FIP, FIPS, Papillon (French) – SIB (Italian) - Arco Iris, Mariposa (Spanish)
Content and Language Integrated learning (CLIL) in the respective language. Authentic language input
through team teaching with Native Speaker Teachers (NSTs).
(FR): Les projets FIP, FIPS, Papillon (français) – SIB & UVÜ-Italienisch – Arco Iris, Mariposa (espagnol), sont principalement destinés à un jeune public germanophone. La langue cible est utilisée
comme langue de travail dans plusieurs matières à l’école primaire. (Content and Language Integrated Learning - CLIL). L’intervention de locuteurs natifs assure une authenticité linguistique et un
travail en équipe.
(IT): Progetti destinati a una popolazione scolastica prevalentemente germanofona: FIP, FIPS, Papillon (francese) – SIB (italiano) – Arco Iris, Mariposa (spagnolo) con insegnamento/apprendimento dicontenuto e lingua in modo integrato (Content and Language Integrated Learning - CLIL), con input
linguistico autentico attraverso team teaching con insegnanti madrelingua (Native Speaker Teachers).
(ES): Los proyectos iniciados están orientados hacia una población escolar en que predomina el alemán como idioma materno: FIP, PIPS, Papillon (francés) – SIB (italiano) – Arco Iris, Mariposa (español) con el aprendizaje de contenido e idioma de una forma integrativa (Content and Language Integrated Learning - CLIL), con input lingüístico auténtico a través de instruirla conjuntamente con
maestros de lengua maternal (Native Speaker Teachers).

FIP / FIPS / Papillon

FIP / Papillon Volksschulen – FIP / Papillon Primary Schools
VS 1

Stubenbastei 3, 1010 Wien
FIP & Papillon
 https://vsstubenbastei.schule.wien.at/

Dir.in Brigitte Kranzl-Kromp
 (+431) 4000 561250
 direktion.901021@schule.wien.gv.at

VS 12Karl Löwe Gasse 20, 1120 Wien
Papillon https://karl-loewe.schule.wien.at/

Dir.in Dagmar Gerl
 (+431) 815 14 07
 direktion.912051@schule.wien.gv.at

GTVS 18

Köhlergasse 9, 1180 Wien
Papillon https://www.gtvs-koehlergasse.at

Dir.in Michaela Judtmann
 (+431) 470 63 17 111
 direktion.918041@schule.wien.gv.at

300

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Fremdsprachenprojekte SJ 23/24

SIB
SIB Volksschule – SIB and primary schools offering Italian
GTVS 20

Vorgartenstraße 95-97, 1200 Wien
SIB
 http://www.gtvs-europaschule.at/

Dir.in Christine Halda
 (+431) 4000 563 150
 direktion.920081@schule.wien.gv.at

GTVS 18

Köhlergasse 9, 1180 WienUVÜ Italienisch mit NST
 https://www.gtvs-koehlergasse.at

Dir.in Michaela Judtmann
 (+431) 470 63 17 111
 direktion.918041@schule.wien.gv.at

GTVS 18

Bischof Faber Platz 1, 1180 WienUVÜ Italienisch mit NST
 https://www.volksschule-bischoffaber-platz.at/

Dir.in Elisabeth Schmidt
 (+431) 47062 24-111
 direktion.918011@schule.wien.gv.at

OVS 18Schulgasse 57, 1180 WienUVÜ Italienisch mit NST
 https://schulgasse.schule.wien.at/

Dir.in Isabella Kirchmayr (+431) 406 99 89
 direktion.918061@schule.wien.gv.at

OVS 19Krottenbachstraße 108, 1190 WienUVÜ Italienisch mit NST
 http://krotti.schule.wien.at/

Dir.in Karin Hillerbrand (+431) 320 56 05-111
 direktion.919051@schule.wien.gv.at

Arco Iris / Mariposa

Arco Iris / Mariposa Volksschulen – Arco Iris / Mariposa Primary Schools
VS 16

Herbststraße 86, 1160 Wien
Arco Iris

Dir.in Gabriele Prokop
 (+431) 492 43 23 111
 direktion.916031@schule.wien.gv.at
 http://www.volksschule-herbststrasse.at

GTVS 15Reichsapfelgasse 30, 1150 Wien
Mariposa

Dir. Michael Vallant
 (+431) 4000 562 550
 direktion.915101@schule.wien.gv.at
 https://gtvs15.schule.wien.at/

301

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Fremdsprachenprojekte SJ 23/24

Spanisch in der Mittelschule (SIM)SIM Spanisch in der Mittelschule Sek I - SIM Spanish in Lower Secondary School
Schwerpunkte: Durchgängige sprachliche Bildung von der Volksschule über die WienerMittelSchule bis zum
Oberstufengymnasium Sprachliche Authentizität durch Team-Teaching mit einem Native Speaker Teacher (NST) Spanisch als Arbeitssprache - Content and Language Integrated Learning (CLIL)
 Zusätzliches sprachliches Angebot Spanisch als zweite lebende Fremdsprache
Emphasis Spanish language lessons at middle school as part of a continuum from primary through to upper secondary school Authentic language input through team teaching with a Native Speaker Teacher
 Content and Language Integrated Learning (CLIL) Further offer of additional Spanish language lessons
WMS 15

Dir.in Marion Serdaroglu-Ramsmeier (+431) 4000 562430
 direktion.915012@schule.wien.gv.at

Kauergasse 3-5, 1150 Wien www.kauergasse.at

302

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Fremdsprachenprojekte SJ 23/24

Tschechisch und Ungarisch / Czech and Hungarian
CentroLING

Angebot von Tschechisch und Ungarisch als Fremdsprache
Einsatz von Native Speaker Teachers (NSTs)

Emphasis: Language courses in Czech and Hungarian as a foreign language Increased authentic language input through Native Speaker Teachers (NSTs)(CZ) Těžiště: zintenzivněné vyučování českého, slovenského a maďarského jazyka jako prvního, druhého
nebo cizího jazyka
 vyučování zabezpečují učitelé mateřského jazyka(HU) Súlypont: cseh, magyar, szlovák nyelv tanítása, mint első, második vagy idegen nyelv
 a nyelv oktatása anyanyelvi tanárok által
CentroLING Schulen - CentroLING Schools
OVS 15Goldschlagstraße 14-16, 1150 Wien
Tschechisch und Ungarisch www.evsgoldschlagstrasse.at

Dir.in Doris Berki-Uhlir (+431) 4000 562520
 direktion.915041@schule.wien.gv.at

GTEMS 22

Anton Sattler Gasse 93, 1220 Wien
Tschechisch und Ungarisch https://gts-anton-sattlergasse.schule.wien.at/

Dir.in Jasmin Machala (+431) 203 47 81
 direktion.922012@schule.wien.gv.at

OVS 18Schulgasse 57, 1180 Wien
Ungarisches CLIL Projekt https://schulgasse.schule.wien.at/

Dir.in Isabella Kirchmayr (+431) 406 99 89
 direktion.918061@schule.wien.gv.at

303

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Fremdsprachenprojekte SJ 23/24

304

23

Educational Paths
in Austria 2022 /23

305

Englisch

306

Educational Paths
in Austria 2022 /23

Vienna, 2022

307

M

us
te

r

202122004

PEFC/XX-XX-XX

Legal notice
Publisher, editor and media owner:
Federal Ministry of Education, Science and Research
Minoritenplatz 51010 Vienna, Austria+43 1 531 20-0
www.bmbwf.gv.at
Photo: iStock /Sadeugra, page 5: BMBWF / Andy Wenzel
Layout: BKA Design & Grafik
Print: Print Alliance HAV Produktions GmbH, 2540 Bad Vöslau
44th edition
Vienna, 2022
308

Contents
Introduction 

5

The Austrian Education System 

6Elementary ­Educational ­Institutions 

8Primary School 

13Compulsory S­econdary School 

19Integrative School /School of Special Needs 

23

Pre-Vocational School 

25Academic Secondary School 

29

Vocational School 

32

School of ­Intermediate ­Vocational Education 

36College of Higher ­Vocational ­Education 

41

Leaving ­Examinations at Academic ­Secondary Schoolsand ­Colleges of Higher Vocational Education 

47

Education until 18 

51

Post-Secondary VET Course /Add-on Course 

54Worldwide Teaching 57

Higher ­Education 

60

University 

63

University of Applied Sciences 64

University College of Teacher Education 

65

Private Higher Education Institution and ­Private University 

68

309

Erasmus + 

69Adult Education 

72

School ­Psychology Counselling Service 

76

Psychological Student Counselling 82

Further Service Points in the BMBWF and in the Federal Provinces 

85

310

Introduction
The brochure “Educational Paths in Austria 2022/ 23”
provides a compact overview of the entire Austrian
education system, covering an informative spectrum
from elementary education to adult education.
One important new feature is the introduction of “Basic Digital Education” as a compulsory
subject in the Lower Cycle of Academic Secondary
School and in Compulsory Secondary School. Asof the 2022 / 23 school year, it will give students in the 5th to 7th grades thetools to deal with and interact in the digital world in a competent, independentand critical manner.
In challenging times, it is particularly important that all those who are
active in the education sector are able to rely on good framework conditions
for support and — above all — that social aspects are given special attention.
This is why the Federal Ministry of Education, Science and Research (BMBWF)
is enhancing all its support measures in the area of school psychology. Information and contacts as well as related links are available in the address
section of this brochure.
And there’s good news for students: from September 2022, not only
will the student financial support be increased, but the living circumstances ofstudents will also be taken into account in the calculation with much greater
flexibility.
I wish you all the best for the new school and academic year. Stayhealthy and confident!

Ao. Univ.-Prof. Dr. Martin Polaschek
Federal Minister of Education, Science and Research
311

Das österreichische Bildungssystem /The Austrian Education System

312

313

Elementary­Educational­Institutions

314

Elementary Educational Institutions
Elementary institutions – such as kindergartens – are the first educational
institution encountered in life. They provide integral support of a child’sdevelopment, taking into consideration their age and their individual needs
and abilities. By attending an elementary educational institution, children will
receive the best possible start to their educational career while increasing
their educational opportunities.
Elementary educational institutions include a variety of different institutionalmodels. These include institutions for children up to the age of three, suchas crèches or toddler groups, as well as kindergartens, which children attend
from the age of three to six. There are also mixed-age institutions, such as
children’s homes or children’s groups. These models may have different namesin the various Austrian provinces. Education and care by childminders, which
is normally provided on private premises, is also possible.

Training
In order to be able to work as an elementary teacher in an elementary educational institution, training must be completed at an educational institution
for elementary education (BAfEP), either as part of the five-year higher school
format (vocational secondary school) or as part of a post-secondary VET
course. Training as a higher vocational form of schooling ends with a Reife­
prüfung and Diploma Examination. The training lasts five years. At the endof the post-secondary VET course, there is a diploma examination. To accessthis training, a Reifeprüfung, Higher Education Entrance Exam or Vocational
Reifeprüfung is required. The training course is two years on a full-time basis
or five to six semesters on a part-time basis.

Elementary E­ ducational Institution
315

9

The university course in “Elementary Education” provides people with relevant
prior training with a lateral entry opportunity into the elementary education
profession in the sense of qualifying as a “group-leading elementary teacher”.
It is offered at several University Colleges of Teacher Education.
As of the 2022 /23 academic year, at University Colleges of Teacher Education, building upon completed / relevant training as an elementary teacher,a professionally, academically and practically orientated qualification as an“integrative elementary teacher” can be obtained as part of the university
course “Integrative Elementary Education”, including a qualification to practise
this profession upon completion.
One way to work as an educational assistant in an elementary educational
institution is to train at a vocational school for educational assistant professions. The educational assistant supports the teacher leading the group in the
educational work and also carries out housekeeping activities. The vocational
school course lasts for three years and concludes with a Leaving Examination.

Registration
We recommend you register your child early in order to secure a place at
an elementary educational institution. More information is available at thefollowing link: www.oesterreich.gv.at > Geburt > Behördenwege

10

Elementary E­ ducational Institution316

Half-day, Non-contributory Compulsory­AttendanceChildren who turn five before 31 August of a given year are required toattend a suitable elementary educational institution for at least four daysa week for a total of 20 hours. The non-contributory hours do not include
meals or any participation in special offers (such as excursions). Elementary
educational institutions are able to provide these non-contributory hours ifthey use German as the language of education.
Compulsory attendance continues until the 31 August following your child’s
sixth birthday. Children who start school earlier than required are exempt
from compulsory attendance.
Compulsory attendance applies throughout the entire kindergarten yearwith the exception of school holidays regulated by provincial legislation, aholiday amounting to five weeks, illness of the child or of the legal guardianor extraordinary circumstances.
If the legal guardian lodges a request with the respective federal province,children may be exempt from compulsory attendance at a suitable elementary
educational institution on the basis of a disability, a special educational needfor support, for medical reasons or because of the distance from home ordifficult travel conditions between home and the nearest suitable institution.
Parents can also apply to fulfil this compulsory school requirement within thecontext of home-schooling or by using a childminder. To use this option, yourchild must not require any support in German as the language of education.
Certain educational tasks and education of values must also be guaranteed.

Elementary E­ ducational Institution
317

11

Further information on compulsory schooling is available from the Office of theProvincial Government in your federal province or from the City Administration
Department of Vienna.

Early Language Support
Elementary educational institutions must support the language skills of thechildren from the outset, with German being promoted as the language ofeducation from the age of four. These skills are verified by means of a nationallystandardised language proficiency assessment – “BESK (DaZ) KOMPAKT” –from the age of three in elementary educational institutions. The elementary
educational institution will provide a handover sheet when your child moves
into compulsory education. This provides information on your child’s strengths
and language areas that can be supported and thus provides a concrete
starting point for planning further support.

www.bmbwf.gv.at> Themen > Elementarpädagogik

12

Elementary E­ ducational Institution318

Primary School319

Compulsory Education
All children permanently residing in Austria are required to attend school fornine years. Children reaching the age of 6 prior to 1 September or on 1 September of a given year are required to attend school from September of therespective year onwards and must be registered at a primary school by theirparents or legal guardians. 1 Primary school has 4 classes. Generally, pupils
attend primary school between the ages of 6 and 10.
Pupil enrolment guarantees the child a school place, preferably at the school
where the enrolment takes place, or at a nearby school if too many pupils areregistered at a particular school. The school place is allocated by the schoolor by the Board of Education in charge.

Readiness for School
During the enrolment process, a decision will be made about whether yourchild is ready for school. The school management can use a new and additional
method to do this. This so-called school entrance screening identifies yourchild’s level of development and, if necessary, enables schools and parents
to provide the best possible support even before the child starts school.

1

14

If your child was born before their expected due date, this date, which isrecorded in the “Mother-Child Passport” can be used as the “birthday” forregistration purposes. This means that it is possible for compulsory schooling to
be postponed by a year. (Example: your child was due on 15 September, but was
actually born on 1 September. If you take 1 September as your child’s birthday,then they will begin in September. However, if you take 15 September as theirbirthday, then your child will not have to start school until the following school
year.) When enrolling their child in school, legal guardians must tell the school ifthey decide to use the due date, rather than actual birthday, and provide their
Mother-Child Passport as proof.

Primary School320

Information received from the child’s kindergarten is also taken into account.
A child is deemed to be ready for school if they can follow the lessons in thefirst grade well, without being overwhelmed. If a child is required to attend
school, but is not yet ready for school, then they can be admitted to the
Pre-School Stage.
Your child’s German skills will be examined more closely at a follow-up
appointment if it has not been possible to assess them adequately during
the initial appointment of the school entrance screening. It is very important
for a child to be able to follow the language of lessons. If it turns out that achild’s knowledge of German is insufficient, the child will be taught in a special
German remedial class or in German remedial courses.
School-aged children who are not ready for school will attend the Pre-School
Stage in their own separate pre-school classes or in joint lessons with the
1st grade or the 1st and 2nd grades. The Pre-School Stage has a separate
curriculum.
Children who are not yet of school age and whose 6th birthdays are not until
1 March of the following calendar year can be enrolled into the 1st grade
early if they are already ready for school. To do this, the School Readiness
Assessment must be passed and the child’s parents must submit a written
request to the school management.

German Language Support in Austrian Schools
The aim of the German language support model for pupils with insufficientknowledge of German is to provide early and intensive learning of Germanas the language of instruction. This is to ensure that the pupils can follow
regular lessons and move into their appropriate class as quickly as possible.

321

Primary School15

1 Support at Three Different Levels of Intensity
The German language skills of children and young people are assessed when
they are admitted to school using the standardised MIKA-D test procedure(a measuring instrument for analysing competence in German). The MIKA-D
result decides which kind of support future pupils will receive.
There are three support options available:
a. Attending a German support class: Pupils with little or no knowledgeof German as the teaching language attend German support classes(=MIKA-D result: insufficient). They receive 15 (primary level) or 20
hours (from secondary level 1) per week of intensive German support in
special German support classes. To integrate and consolidate language
skills, the pupils will, to a lesser extent, also take part in regular classes(e.g. exercise and sport) as well as school trips and projects. The
German language skills of the pupils are reassessed at the end of eachsemester using the MIKA-D tool and, if necessary, pupils are moved to adifferent support format.
b. Attendance of a German support course alongside regular classes:
Pupils already have some German language skills, but cannot yet follow
the regular classes without intensive support (MIKA-D result: poor).
Pupils will attend regular classes for most subjects and will also receive
6 hours of German support per week. At the end of the semester, thepupil’s language skills are assessed again using MIKA-D and, if necessary, pupils are moved to a different support format.
c. Attending regular classes, with further German language support asneeded. The pupils are already able to follow regular classes (MIKA-D
result: sufficient). Depending on their individual support needs and theorganisational requirements at the school, pupils will continue to receive(integrative or additional) support in German as the teaching language.

16

Primary School322

2 Admission as an Extraordinary or Ordinary Pupil
If pupils are being provided with support in a German support class or as partof a German support course, they are registered as “extraordinary pupils”.
Depending on the MIKA-D result at the end of each semester or at the latest
after four semesters, pupils are moved to “ordinary” status. “Ordinary” pupils
attend regular classes as described in 1c.

3 Testing of German Skills Using a Standardised Test Method
For purposes of transparency and objectification in the admission and classification of (extra)ordinary pupils, MIKA-D is used throughout Austria in primaryand secondary school as a uniform and standardised instrument.

4 Assessment and Advancement
We do not assess the performance of pupils in German support classes. At
the end of the school year, pupils in the German support classes will receive
confirmation that they have attended the German support class. If their­MIKA-D result is “sufficient” at the end of the school year, they can attend
the next school grade if the class or school committee agrees.
For pupils who attend German support courses, assessment of the individual
subjects, taking into account the pupil’s German skills, is only possible oncethe pupil has fulfilled the basic requirements of the subject. Pupils can advanceto the next school grade if their certificate shows a positive assessment inall compulsory subjects. Any advancements in the event of a “fail” will be
regulated in the same way as for “ordinary” pupils.
Ordinary pupils are assessed in the normal way – i.e. without taking their
German skills into account. These pupils can advance to the next level witha positive assessment in all subjects or with a “fail” under certain conditions.

323

Primary School17Performance Evaluation
Parents or legal guardians can decide, at the class forum at the beginning of
the first grade, whether class assessments should be graded using numerical
grades or in some other format. However, by the end of the 2nd grade andin the classes that follow, numerical grades will be awarded. In addition to
the school report, the teacher will hold individual interviews with the pupils
and parents regarding the child’s performance and progress.

www.bmbwf.gv.at> Themen > Schule > Das österreichische Schulsystem >Die Schularten

18

Primary School324

Compulsory
S­econdary School325

Objective of Compulsory Secondary School
All primary school pupils can attend a compulsory secondary school after
successfully completing primary school. All 10 to 14-year-olds have to attend
this school. Pupils generally attend compulsory secondary school for 4 years.
The aim of compulsory secondary school is to encourage every student as
individually as possible, in the interests of equal opportunities. In general, thestudents are taught together in the class for all subjects. In German, mathematics and English (as the modern foreign language) as well as in compulsory
subjects (the focus of which is decided by the individual school), teachers
have a variety of educational measures at their disposal for providing students
with the best possible support. This includes team teaching, flexible groupformation as well as remedial and advanced courses.

Compulsory Secondary School CurriculumChildren’s potential and talents are the top priorities of the compulsory secondary school curriculum. Educational guidance and counselling establish
an optimal basis for a later decision on future learning and career paths.
Apart from the special forms of compulsory secondary schools for music andsport, the compulsory secondary school curriculum has four possible focus areas:•

Linguistic-humanistic-arts•

Science-mathematics•

Economic-life studies•

Music-creative

Other priorities can also be set independently by the school.

20

Compulsory Secondary School326

Many compulsory secondary schools offer full-day care arrangements.
Information about these is available from the relevant education authorities.

Performance Evaluation and Further Educationaland Career Paths
From the 6th grade, pupils are assigned to the educational objectives of
either the Standard or Standard Academic Secondary School curricula inthe differentiated compulsory subjects of German, first modern language andmathematics.
If your child meets the Standard Academic Secondary School educational
objectives, this corresponds to an Academic Secondary School, Lower Cycle,
assessment and is stated in the school report. If performance no longer meetsthe minimum requirements of the Standard Academic Secondary School
educational objectives, they are assigned to the Standard performance level
and assessed accordingly after all support measures have been exhausted. A
five-part grading scale is used for both educational objectives; “Very good” forStandard educational objectives is equivalent to “Satisfactory” for Standard
Academic Secondary School educational objectives, and “Good” for Standard
educational objectives is equivalent to “Adequate” for Standard Academic
Secondary School educational objectives. A number of differentiating measures are used. These can be decided on by each individual school.
The individual strengths of learning and performance are recorded in the “supplementary differentiating performance report”, which is issued from 5th to
7th grade in addition to the normal school report, and in 8th grade together withthe mid-year school report. Learning progress and decisions about educationaland career paths are dealt with at the regular “Pupil-Parent-Teacher meetings”.

Compulsory Secondary School

327

21

Students with special educational needs can also attend compulsory secondary schools as part of an integrative education. A suitable compulsory
secondary school should be sought individually, in consultation with therelevant Board of Education, and with the parents’ involvement. The diversity
managers of the education authority will provide the legal guardians and the
new school with support to create the best possible conditions. This is in orderto provide integrative schooling for the student in line with their disability
and individual needs. Qualified teachers are available for support. Teaching
and assessment are based on the curriculum provided in the SEN statement.
Joint lessons open up a wide range of opportunities for children and young
people with and without SEN to share learning experiences.
Successful completion of compulsory secondary school means pupils canattend a pre-vocational school or a further academic secondary school, schoolof intermediate vocational education or college of higher vocational education,
depending on their educational targets.

www.bmbwf.gv.at> Themen > Schule > Das österreichische Schulsystem >Die Schularten

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Compulsory Secondary School328

Integrative School /School ofSpecial Needs

329

Special Educational Needs
Children and young people with special educational needs (SEN) can be caredfor either in an integrative school or in a school of special needs, dependingon the wishes of the parents or guardians. SEN are assessed either at therequest of the legal guardian or officially by the education authority.
Integrative lessons open up a wide range of opportunities for children andyoung people with and without SEN to share learning experiences. Pupils withspecial educational needs can enjoy integrative teaching at primary school,
compulsory secondary school, the lower cycle of an academic secondary
school, pre-vocational school and the one-year vocational school for economic
professions.
A school of special needs consists of nine grades, with the last grade beinga pre-vocational year.
Pupils with special educational needs are taught in integrative schools and inschools of special needs according to the curriculum stated in their individual
SEN statement. This includes the mainstream school curricula as well as thecurriculum of the school for special needs.
Both integrative schools and schools of special needs offer students with
SEN the option of completing a voluntary 11th and 12th school year – with theconsent of the school operator and the relevant school authority.

www.bmbwf.gv.at> Themen > Schule > Das österreichische Schulsystem >Die Schularten

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Integrative School /School of Special Needs
330

Pre-Vocational
School331

Preparations for Working Life
Pre-vocational school follows the 8 th grade, and consists of one grade. In
the 9th or in a voluntary 10th or 11th year of school, students are prepared
for later life – especially for working life – by deepening and expandingon general education, comprehensive vocational guidance, obtaining basic
vocational training in an optional subject and strengthening their personaland social skills.
The 32 hours of teaching per week are intended to impart basic professional
knowledge and skills in order to obtain the best possible qualifications fordual training 2 and a transfer to secondary schooling. Each school can independently adapt the number of hours per week spent studying the generalcompulsory subjects and the compulsory elective subject to fit the interestsof the pupils and the regional economic structures.
Pupils with special educational needs are taught in an integrated mannerbased on the curriculum for the pre-vocational year at pre-vocational school.

Career Choice CompetenceWith regard to developing career choice competence, pre-vocational schools
focus on providing guidance, recognising personal strengths and weaknesses,
comparing professional goals and desires and providing more insight into
different working environments.
The general compulsory subjects (e.g. professional and everyday life, German
and communication, modern foreign language, applied mathematics, political2

26

See “Vocational School” chapter

Pre-Vocational School332

education, economics and ecology, exercise and sport) provide an in-depth
and extended general education.
Basic vocational training is provided in specialist fields (as a bundle of alternative compulsory subjects). These correspond to broad professional fields
within business, with the acquisition of basic skills, abilities and knowledge(key qualifications). Competence and work-based learning encourages thepupils’ individual talents and motivation to learn.

Specialisms
There is a choice of seven specialisms, divided into two clusters (technology
and services), depending on vocational interests and inclinations:
•

Metal

•

Electrical

•

Wood

•

Construction•

Trade and Office•

Health, Beauty and Social Affairs•

Tourism

The schools can independently decide to combine subject areas or to offer
additional subject fields (e.g. mechatronics) if the professional interests of a
sufficiently large group of students and the structure of the regional economy
so require.
The teaching year is divided into three phases. It begins with an orientation
phase (4 to 8 weeks) and an optional focus phase (maximum duration until

333

Pre-Vocational School27

the end of the 1st semester). This is followed by the intensification of basic
vocational training in the chosen specialism.
The orientation phase at the beginning of the school year gives the pupils
the opportunity to get to know all of the subjects offered by the school. The
compulsory subject of “professional and everyday life” takes on an interdisciplinary and networking function. In this phase, various tools are used to analyse
the interests and potential of the students in order to support their choiceof a subject. The choice of career is supported by exploring businesses andprofessions as part of training workshops and extracurricular institutions, aswell as one-day internships (mini-apprenticeships) in companies.
The (optional) focus phase supplements the selected specialism with content
from up to two other subjects, so that students can gain specific insights into
other professional fields and thus gain new perspectives for their career choice.
If they pass the pre-vocational school (at the 9th grade), the pupils obtain,
among other things, the right to transfer to the 1st grade of a school ofintermediate vocational education or college of higher vocational education
without the need to sit an entrance examination.

www.bmbwf.gv.at> Themen > Schule > Das österreichische Schulsystem >Die Schularten
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Pre-Vocational School334

Academic
Secondary School335

In-Depth General Education
The academic secondary schools have the task of providing students with acomprehensive and in-depth general education, while also readying them foruniversity entrance.
The academic secondary school comprises a four-year Lower Cycle and, generally, a four-year Upper Cycle, which concludes with the Reifeprüfung (Matura).
To enter the 1st grade of an academic secondary school, the following isrequired:•

successful completion of the 4th grade of primary school (with “verygood” or “good” grades in German, reading, writing and mathematics)•

or a school council evaluation stating that, despite being “satisfactory”
in these compulsory subjects, they will most likely meet the requirements of the general secondary school due to their other achievements•or the pupil must sit an entrance exam.

Forms of Academic Secondary School
Lower Cycle (1 st to 4 th grade) and Upper Cycle (5 th to 8 th grade):•

Gymnasium with a special focus on languages, humanities and the arts•

Realgymnasium with a special focus on natural sciences and­mathematics•

Wirtschaftskundliches Realgymnasium with a special focus on
economics and life skills (including a practical focus)

30

Academic Secondary School

336

Only in the Upper Cycle: Oberstufenrealgymnasium with a special focus on
linguistic, scientific and musical-creative educational content.

Special School Forms•

Aufbaugymnasium (structured secondary school) and Aufbaurealgymnasium (specialist structured secondary school) (Especially for pupils
with a compulsory school leaving certificate, in order to give them auniversity entrance qualification.)•

Gymnasium, Realgymnasium and Wirtschaftskundliches Realgymnasiumfor people in employment•

Academic secondary school with musical and sporting focus by­aptitude test•

Academic secondary school for linguistic minorities (Slovenian, Croatian,
Hungarian)•Werkschulheim (a Realgymnasium with additional training in an­apprenticeship five years)•

Gymnasien and Realgymnasien with a focus on foreign language­teaching (further information from the education authorities)

The education authorities provide information on other special forms (e.g.
those with a focus on computer science, natural science, competitive sports)that are carried out as part of school pilot schemes and academic secondary
schools with boarding facilities (public and private).

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Vocational School338

Dual Training
Vocational school is one of the two places of learning for dual training­(apprenticeship). You can begin this dual training programme after completing compulsory education. The practical training aspect takes place
within a company or in a training facility; young people sign an apprenticeshipcontract or training contract.
Vocational schools supplement the training received within the company andexpand on a student’s general education.
Depending on the skilled trade the student is learning, training can last between two and four years, but is generally three years. Apprentices attend
vocational school for the entire length of their training, as school attendanceis a compulsory part of the apprenticeship. The lesson hours at the vocational
school are part of the working time. Throughout the entire apprenticeshipperiod, the apprentice receives an apprentice salary.
Lessons at vocational school are offered:•

all year round, i.e. at least one full or at least two half days of school
per week;•

as a course, i.e. at least eight weeks of constant school, or•

seasonally, i.e. only at a particular time of the year.

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Vocational School

33

Skilled Trades
There are over 200 skilled trades in the following groups of skilled trades:•

Construction•

Office, administration, organisation•

Chemistry•

Print, photo, graphics, paper processing•

Electrical engineering, electronics•

Gastronomy•

Health and personal care

•

Trade

•

Wood, glass, clay•

Information and communications technology•

Food and luxury foods•

Metal technology and mechanical engineering•

Textiles, fashion, leather•

Animals and plants•

Transportation and warehousing

After completing the apprenticeship, the Apprenticeship Examination istaken. This consists of one practical and one theory exam (written and oral).
If students have successfully passed the final class of vocational school, thefinal apprenticeship examination will be the practical exam only.
When students have successfully passed the final apprenticeship examination, the following options are available, amongst others, to obtain further
qualification:•

Master craftsman examination for a craft, with parts of the examination
omitted34

Vocational School

340

•

Aptitude test for another regulated trade•

Vocational Reifeprüfung in order to access further studies

Vocational Matura / Apprenticeship with
­Reifeprüfung
As part of the BMBWF “Vocational Matura / Apprenticeship with Reifeprüfung”, apprentices are able to attend preparatory courses for the Vocational
Reifeprüfung during their apprenticeships. The preparatory courses and exams
are free of charge to apprentices.

Individual Vocational Training
Individual vocational training in accordance with §8b BAG (Vocational TrainingAct) is offered as apprenticeship training with an extended apprenticeshipperiod (extension of one or two years) or in the form of a partial qualification
in a skilled trade.
This is a good way of responding to the individual skills and needs of young
people. Individual vocational training is also completed in a training company
or training facility and at vocational school.

www.bmbwf.gv.at> Themen > Schule > Das österreichische Schulsystem >Die Schularten
www.abc.berufsbildendeschulen.at

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Vocational School

35

School of­Intermediate­Vocational Education

342

Vocational Training
Pupils can also attend a school of intermediate vocational education (BMS)
after successfully completing the 8th grade of school. They attend this schoolfor between one and four years. Schools of intermediate vocational education with a training period of one or two years provide basic professional
training, and those with a training period of three to four years and a Leaving
Examination result in completed vocational training.
In some cases, you may need to sit an entrance examination. There is no
entrance exam if you have successfully attended a pre-vocational school. Thereis no entrance exam for one or two-year courses at schools of intermediate
vocational education or for agricultural colleges.
An aptitude exam is compulsory if you want to attend a school of intermediate
vocational education that has a focus on sports or the arts.

Training in a Variety of Fields•

Specialist technical, commercial and arts and crafts schools(three to four years)
Subjects: structural engineering, sculpture, gunsmith, chemistry, chemical technology, wood turner, electronics and technical computer science,electrical engineering, flight technology, building services engineering,
glass technology and design, wood industry, information technology,
ceramics and furnace construction, basket and furniture weaving, leather
design, painting and design, mechanical engineering, mechatronics,
media design and digital print production, precision technology andwatchmaking, stone technology and stone design, bowed and stringed
instrument manufacture, carpentry, gilding and type design, weaving

School of Intermediate Vocational Education
343

37

•

Commercial school (three years)
Training for professions in all branches of the economy and­administration
Commercial school for (high) performance athletes (four years)•

School of business professions (one, two and three years)
Training in economic and tourism professions
Specialisations at the school’s discretion, e.g. health and social affairs,
nutrition•

Specialist school of fashion (three years)
Training to become a specialist in the fashion and clothing industry
Specialisations at the school’s discretion, e.g. applied management,
trade and design•

Hotel management school, tourism school, hospitality school(three years)
Training as a specialist in the hotel and hospitality industry or in spa
administration or tourism
Specialisations at the school’s discretion, e.g. gastronomy, sport, cuisine•

School of social professions–

Three-year school for social professions–

Schools for social care professions (admission only from the age of
17 or 19) with the following focuses: work with the elderly, family
work, work with the disabled, support for the disabled; degree attechnical level (two years) or at diploma level (three years); alsoavailable for working people

38

School of Intermediate Vocational Education
344

•

Agriculture and forestry trade schools (two to four years)
Training to become an agricultural skilled worker
Apprenticeship focus points, e.g. agriculture, rural housekeeping,­nutrition and health management, health and social professions
Information is provided by the agricultural schools department of therespective provincial government•

Technical schools for teaching assistant professions (three years)
Training to assist with educational and teaching tasks in elementary
educational institutions

Further vocational training•

Healthcare and Nursing–

Training in nursing assistant professions–

Schools for healthcare and nursing (three years, currently being
phased out)
[Health and nursing diploma: from 2024 training at universities ofapplied sciences in cooperation with clinics and hospitals]•

Federal sports academy (three years)
Training for extracurricular sport: Training to become a sports teacher,
instructor or trainer

School of Intermediate Vocational Education
345

39

Entitlements after Completing a
Three to Four-year Course at a School ofIntermediate Vocational Education•

Immediate exercise of relevant professional activities•

Access to regulated professions according to the Trade Regulation Act(Gewerbeordnung)•

Access to an add-on course (educational goal of the college of higher
vocational education, six semesters, with completion of Reifeprüfung
and Diploma Examination; see Post-Secondary VET Courses / Add-on
Courses chapter)•

Option to take a Vocational Reifeprüfung in order to obtain generalaccess to university•

Crediting of relevant specialist knowledge, skills and already provenknowledge for mandatory examinations in the qualification examinationor master craftsman examination•

Exemption from the Business Venture Examination for graduates ofmost of these schools of intermediate vocational educationwww.bmbwf.gv.at> Themen > Schule > Das österreichische Schulsystem >Die Schularten
www.abc.berufsbildendeschulen.atwww.sozialministerium.at

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School of Intermediate Vocational Education
346

College of Higher­Vocational ­Education

347

Another option after successfully completing the 8th grade of school is toattend a college of higher vocational education (BHS) – which lasts five years.
Colleges of higher vocational education impart:•In-depth general education•

Specific vocational qualifications as part of a higher-level vocational
apprenticeship•

Practical apprenticeship

They end with the Reifeprüfung and Diploma Examination.

Admission
Students who have successfully completed the 4th class of a compulsory
secondary school, the 4th class or higher of an academic secondary schoolor the pre-vocational school up to the 9th grade can attend colleges ofhigher vocational education. In some cases, you may need to sit an entrance
examination.
There is an aptitude test at educational institutions for elementary education,
educational institutions for social education as well as at colleges of higher
vocational education with a focus on sports or the arts.
Colleges of higher vocational education are also provided for people whowork (as evening schools).

42

College of Higher Vocational Education
348

Training in a Variety of Fields•

Higher technical and commercial school
Subjects: art and design, aviation technology, structural engineering,biomedical and health technology, chemical engineering, electronics
and technical information technology, electrical engineering, flighttechnology, building services engineering, graphic and communication
design, computer science, information technology, interior architecture
and wood technologies, plastics technology, food technology, medicine,
life science and sport, mechanical engineering, mechatronics, media
engineer and print management, metallic materials technology, metallurgy and environmental technology, industrial engineer•

Higher educational institution for–

Fashion–

Art and Design–

Product Management and Presentation–

Fashion Design and Product Design

Training to become a qualified specialist in the fashion and clothing
industry
Specialisations and focus points at the school’s discretion•

Higher educational institution for tourism
Training to become a qualified specialist in the tourism industry. Specialisations and focus points at the school’s discretion, e. g. third modern
foreign language, hotel and gastronomy management, digital marketing

College of Higher Vocational Education
349

43

•

Commercial academy
Training for high-level professions in all branches of business andadministration. Training focus: Information technology and informationand communication technology – e-business, management, controlling
and accounting, finance and risk management, controlling, businesspractice and taxes, entrepreneurship and management, international
economy, communication management and marketing, logistics­management, quality management and integrated management­systems, ecologically orientated corporate management, management
for ... (at school’s discretion)
Special training courses:–

Commercial Academy – Economy and Law (JusHAK)–

Commercial Academy – European and International Business(EuropaHAK)–

Commercial Academy – Industrial Business (HAK)–

Commercial Academy – Digital Business (DigBiz HAK)–

Commercial Academy – Communication and Media Information(MediaHAK)

44–

Commercial Academy for High-Performance Athletes–Commercial Academy for Management and Security–

Commercial Academy with Additional Training from Agricultural College

College of Higher Vocational Education350

•Higher Educational Institution for Commercial Professions
Training to become a qualified specialist in business, administration –especially in the social, health and cultural sectors – as well as in the
hotel, catering and nutrition sectors
Fields: culture and congress management, environment and economy,social management and communication and media design•

Higher agricultural and forestry educational institution
Training to become a qualified specialist in agriculture and forestry
Fields: agriculture and food, viticulture and fruit growing, horticulture,gardening and landscaping, forestry, agricultural engineering, food andbiotechnology, environmental and resource management, information
technology in agriculture•

Educational Institution for Elementary Education
Training as an elementary teacher
Additional training opportunity: after-school teacher•

Educational Institution for Social Education
Training to become a social education worker in after-school care­centres and socio-educational institutions for children and young
people and in extracurricular youth work

College of Higher Vocational Education
351

45

Entitlements after Completing a Course at aCollege of Higher Vocational Education•

Studies at universities, universities of applied sciences and university
colleges of teacher education•

Recognition of relevant knowledge at Austrian universities of appliedsciences and universities•

Access to legally regulated professions according to the Trade­Regulation Act (Gewerbeordnung)•

Access to a regulated profession in another EU member state, forwhich the successful completion of a college or university education of(up to) four years is required for admission to the profession•

Application for the qualification designation of “Engineer” from theFederal Ministry for Labour and Social Affairs or from the Federal
Ministry for Agriculture, Forestry, Regions and Water Management for
graduates of most of the higher technical educational institutions, thecommercial academy for digital business and higher agricultural andforestry educational institutions•

Exemption from the Business Venture Examination

For the Reifeprüfung and Diploma Examination, see chapter “Leaving Examinations at Academic Secondary Schools and Colleges of Higher Vocational
Education”.

www.bmbwf.gv.at> Themen > Schule > Das österreichische Schulsystem >Die Schularten> Themen > Schule > Schulpraxis > Die Zentralmatura
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Leaving­Examinations at
Academic ­Secondary
Schools and­Colleges of Higher
Vocational Education

353

Centralised Matura
Completion of the standardised, competence-based Reifeprüfung or Reifeprüfung and Diploma Examination (Centralised Matura) represents the successful
completion of attendance at an academic secondary school or a college ofhigher vocational education.

The Objectives of the Reifeprüfung (at Academic
Secondary School) and the Reifeprüfung and
Diploma Examination (at Colleges of Higher­Vocational Education)•

Standardised basic competences•

Guidance on competencies•

Objectivity through standardised tasks and standardised assessment
criteria•

Comparability and transparency of school performance and school
qualifications•

Increasing the significance of final exams•

Europe-wide comparison of degrees

Exam Basis
The exam consists of three independent sections:

Pre-Academic Thesis (Academic Secondary School) or
Diploma Thesis (College of Higher Vocational Education)
The topics or tasks of the pre-academic thesis or the diploma thesis are
determined by the schools. This means the individual interests and talents

48

Leaving ­Examinations at Academic ­Secondary Schools and ­Colleges ofHigher Vocational Education354

of the students can be specifically supported and represented. School focus
points are also taken into account.
•

At academic secondary schools, all pupils write a pre-academic thesis
on a subject of their choice. The piece is then presented and discussed
before the examination board.

•

At colleges of higher vocational education, all pupils write a thesis on
a professional or occupational issue of practical relevance, mostly onbehalf of or in cooperation with a company. The piece is then presented
and discussed before the examination board.

Written Examination
Students choose whether they want to take three written and three oral exams
or four written and two oral exams.
In the written examination, all pupils throughout Austria take the exam in
the standardised subjects simultaneously and receive standard assignments(language of instruction, applied mathematics, foreign languages). They all
receive the same tasks. Depending on the type of school, non-standardised
written exams are also taken.
•

At academic secondary schools, German, mathematics and a modern
foreign language are mandatory. Another exam can also be chosen
depending on the type of school. There is a choice of other foreign
languages and specialising subjects, in which school tests are also
provided depending on the type of school.

•

At colleges of higher vocational education, due to the contents ofthe curriculum, the written assignments are vocational in the foreign
languages and practical in mathematics.

Leaving ­Examinations at Academic ­Secondary Schools and ­Colleges of
355Higher Vocational Education

49

The oral compensatory exam offers pupils the opportunity to cancel out
a negative mark of the written exam. This test is also set centrally in thestandardised subjects.
Teachers correct and assess the written examinations using a correction
and assessment key. The results are presented to the examination chairperson
for inspection and confirmation.

Oral Exam
The focus of the oral examinations can be adapted to the focal points ofthe training. This means the assignments are not set centrally. Instead, theyremain the responsibility of the teachers at each individual school.

Higher Education Entrance Examination
The Vocational Reifeprüfung is also carried out according to the format of
the standardised Reifeprüfung / Reifeprüfung and Diploma Examination.

www.bmbwf.gv.at> Themen > Schule > Schulpraxis > Die Zentralmatura
www.bmbf.gv.at/ahs
www.diplomarbeiten-bbs.at
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Leaving ­Examinations at Academic ­Secondary Schools and ­Colleges ofHigher Vocational Education356

Education
until 18

357

The goal of the initiative “AusBildung bis 18” (Education until 18), based on the
Ausbildungspflichtgesetz 2016 (Compulsory Education or Training Act 2016),
is for all young people to remain in education or training until the age of 18.
This means that young people must complete further training after fulfilling
general compulsory schooling, and are thus better prepared for the professional demands of the future than before. The main aim is to reach thoseyoung people who need support finding a suitable training course.

Education and Training which Meet the Training
Obligation up to the Age of 18•

Attending a secondary school
Academic secondary school, school of intermediate vocational education, vocational secondary school, General School of Nursing, School for
Social Care Professions, College for Medical Assistance Professions•

Apprenticeships
This includes apprenticeships, extended apprenticeships, partial­qualifications and inter-company training•

Training in a healthcare profession
Dental assistant, medical masseur, massage therapist, care assistant,paramedic, emergency paramedic•

Training in a social care profession
Graduate social worker, specialist social worker and home help•

Participation in a recognised course that prepares participants forfurther schooling or training
An outlook plan or support plan drafted by a Youth Coaching facility or
the Public Employment Service (AMS) must be available that documents
the benefit of this service for the young person

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Education until 18

358

•

Participation in a language course for young people who needspecial support with the German language
Exclusively attending a language course is only permitted if this isincluded in the outlook plan or support plan•

Participating in a service for young people who require support thatmakes integrating young people into the labour market easier•Participation in services and programmes of extracurricular youth
work that makes integrating young people into the labour market
easierAn outlook plan or support plan must be prepared alongside this•Attending schools or training programmes abroad
These must be at least equivalent to comparable Austrian schools or
training programmes, or not offered in Austria, and this must not put
the young people at a disadvantage•

Participation in commissioned or non-commissioned officer training
Participation in a training service or an employment relationship withthe armed forces

www.ausbildungbis18.at
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Education until 18

53

Post-Secondary VET
Course /Add-on Course360

Post-Secondary VET Courses
Post-secondary VET courses offer two-year high-quality vocational training;
if you are already working, this will take two or three years. You must have a
Reifeprüfung (or Higher Education Entrance Exam or vocational Reifeprüfung)for this course.
Post-secondary VET course training corresponds to the educational goal of thecollege of higher vocational education or educational institution and concludes
with a diploma examination. Graduates obtain the vocational qualifications
from the corresponding college of higher vocational education.
•

Post-secondary VET courses at technical and commercial educational
institutions: structural engineering; chemical engineers; design;
electronics and technical computer science; electrical engineering;
renewable energy, environment and sustainability; building services
engineering; graphic and communication design; computer science;­interior architecture and wood technology; mechanical engineering;mechatronics; media engineers and print management; furnace­development; optometry; business engineers•

Post-secondary VET courses at vocational schools of social and s­ ervice
industries: tourism, economic professions, fashion, art and design•

Post-secondary VET courses at commercial academies: entrepreneurship and management; finance and risk management; management,
controlling and accounting; international trade; digital business; communication and media informatics•

Post-secondary VET courses at educational institutions for elementary education or educational institutions for social education

Post-Secondary VET Course / Add-on Course
361

55

Add-on Courses
An add-on course lasts two to three years and offers the educational objective ofa college of higher vocational education. To enrol in an add-on course, you musthave successfully completed a technical college course or a preparatory course(in the same or a related specialisation). The add-on course, like the college ofhigher vocational education, offers high-level vocational training and concludes
with a Reifeprüfung and Diploma Examination. Graduates obtain the vocational
qualifications from the corresponding college of higher vocational education.
Some add-on courses are also offered to working people.
•

Add-on courses at technical and commercial schools: structural engineering, chemical engineering, design, electronics and technical computerscience, computer science, building services engineering, mechanicalengineering, mechatronics, electrical engineering, interior architecture
and wood technology, media engineers and print management•

Add-on courses at people-facing vocational schools: tourism,­economic professions, fashion, art and design•

Add-on courses at agricultural and forestry schools: agriculture,
forestry, agriculture and nutrition•

Add-on courses at commercial schools: management, controlling andaccounting; communication management and marketing; finance and risk
management; entrepreneurship and management; logistics management•

Add-on courses at educational institutions for elementary educationwww.bmbwf.gv.at> Themen > Schule > Das österreichische Schulsystem >Die Schularten
www.berufsbildendeschulen.at362

Worldwide
Teaching

363

International Mobility Programmes for Students
and Teachers around the WorldThe Federal Ministry of Education, Science and Research promotes international cooperation in the area of education through a range of short-term andlong-term mobility programmes for students and teachers under the “Worldwide Teaching” brand. The aim of any overseas deployment is to make teachers
stronger in their educational and technical expertise by way of international
experience. The focus is on intercultural competence and global learning,dealing with diversity and multilingualism and promoting innovative thinking.
Mobility programmes retrospectively contribute to broadening horizons andmaking the Austrian educational landscape more international.

The Foreign Language Assistant Programme
The foreign language assistant programme offers all Austrian students andyoung graduates the possibility to support German teaching on location, toacquire teaching experience abroad and to develop their own foreign language
skills on the basis of bilateral agreements with eleven countries. In return,students from the partner countries enrich foreign language teaching as
assistants at around 800 schools in Austria.

58

Worldwide Teaching364

Culture and Language
The “Culture and Language” programme offers various forms of international
cooperation in German as a Foreign Language and Austrian Regional Studies
through further education and networking events in German as a Foreign
Language. The target group is made up of students and teachers of German
in Austria and worldwide.

www.bmbwf.gv.at> Themen > EU / Internationales > Internationale Mobilität >Weltweit unterrichten
www.weltweitunterrichten.at

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Worldwide Teaching59

Higher ­Education
University
University of Applied Sciences
University College of Teacher Education
Private Higher Education Institution andPrivate University366

As a general principle, there is free access to higher education in Austria.
This means that anyone who has passed the Matura, the Vocational Reife­
prüfung or a Higher Education Entrance Exam or who has obtained theso-called “general university entrance qualification” through recognitionof relevant foreign qualifications can also study for a university degree. At
universities of applied sciences, there is also the option of being admitted toa Bachelor degree with a relevant professional qualification and additional
examinations.
In many subjects you have to complete an admission procedure to gain
admission to the course.
However, in many fields of study, admission regulations apply, in which
aptitude or selection examinations or admission procedures have to becompleted before you are actually admitted to the course. In particular,
prospective students must prove their previous knowledge (e.g. being able
to play a certain instrument) or their (physical, artistic or technical) aptitude
to gain admission to artistic or sports science courses of study.
While admission procedures are generally stipulated at universities of appliedsciences and at many private universities or private higher education institutions, this is only the case at public universities in certain fields of study,
such as admission to human medicine, dental medicine, veterinary medicine
or psychology. In addition, there is a group of subjects for which admission
procedures are only carried out at public universities if more prospective
students register for them than there are places. Multi-stage admission andaptitude assessment procedures are carried out for all teacher training courses
at universities and colleges of education.

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Higher ­Education

61

Bachelor, Diploma, Master and Doctoral­Programmes
Most university courses are based on the so-called “Bologna structure” as athree to four-year Bachelor degree (180 to 240 ECTS credits / ECTS-AP) 3 anda one to two and a half year Master degree (60 to 120 ECTS credits). The
Bachelor degree provides scientific, artistic or scientifically-based professional
training and qualification in the relevant subject area and leads to the academic
degree of “Bachelor”. Depending on the faculty, Master programmes provide
further deepening of knowledge and specialisation and conclude with a Master
degree or the title of “Diplomingenieur”.
In addition, there are studies that are offered as Diploma Studies. They usually last eight to twelve semesters and are usually divided into two or three
sections. Their completion entitles you to acquire the degree of “Magister”,“Magistra” or “Diplomingenieur/in”.
Anyone who wants a career in science must pursue a Doctoral or PhD degree
after completing their diploma or Master degree.

3

62

ECTS credits (ECTS-AP) are “European Credit Transfer System Points”. This is
the way that universities in Europe assess the level of academic achievement.
For one ECTS credit point, a workload of 25 hours is usually required; the­curricula provide for coursework to the extent of 30 ECTS-AP per semester.

Higher ­Education

368

University
If you study at a university, you will get to know your chosen subject in allof its academic breadth. For this reason, universities are also characterisedby the fact that the scientists who conduct research at a university are also
responsible for university teaching. It is researchers who teach the students,
and it is the students who do some of the research as part of their courses
and examinations.
Universities in Austria offer basic courses such as diploma and Bachelorcourses as well as Master and doctoral or PhD programmes that build on
them.
They range from humanities and cultural studies, engineering and artistic
studies, teacher training courses for the secondary level of general educationin cooperation with the university colleges of teacher education to medical,
natural science, law, social and economic science and theological studies.
A major focus of universities is on training young scientists. This takes place
within the framework of doctoral or PhD studies, which can only be offeredby universities – albeit in cooperation with other universities such as theuniversity colleges of teacher education or the universities of applied studies.
A distinction is made between public universities and private universities,
depending on the type of institution and their funding.
There are currently 22 public universities and 17 private universities in Austria(as of June 2022).

369

Higher ­Education63www.bmbwf.gv.at> Themen > Hochschule & Universität > Hochschulsystem >Universitäten
www.studienwahl.atwww.studiversum.atUniversity of Applied Sciences
Those who study at a university of applied sciences receive practical andapplication-focused training at university level that prepares them for thedemands of professional life. Universities of applied sciences offer Bachelor
and Master programmes. University of applied sciences Bachelor degree
programmes include at least one compulsory internship, which often also
provides a way to launch a career.
The 21 universities of applied sciences in Austria offer a wide range ofcourses in the fields of technology and engineering, economics, social affairs,
health sciences, natural sciences, design and safety sciences. Around half ofthe courses offered can be studied on a part-time basis. Completing a degree
at a university of applied sciences also enables you to pursue further studies
at another higher education institution, university or private university. If you
complete a UAS Bachelor degree in medical-technical services (physiotherapy, occupational therapy, biomedical analysis, speech therapy, orthoptics,
radiological technology, dietology) of health and nursing and midwives, theprofessional qualification in the respective profession is acquired immediately.

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Higher ­Education370

Together with a (public) university, universities of applied sciences can alsooffer doctoral or PhD programmes. These are known as “cooperative doctoral
programmes”.

www.bmbwf.gv.at> Themen > Hochschule & Universität > Hochschulsystem >Fachhochschulenwww.studienwahl.atwww.studiversum.atUniversity College of Teacher Education
At the university colleges of teacher education throughout Austria, training
for primary level teaching and secondary level teaching (vocational trainingor general education, the latter in close cooperation with the universities)
is offered, which – as at all higher education institutions – is divided into
Bachelor and Master degrees. However, the Bachelor degree lasts four years
and comprises a uniform 240 ECTS-AP, the Master degree lasts – dependingon the age range – between one and two years with 60 to 120 ECTS-AP. In
teacher training, a distinction is made according to age ranges (primary levelor secondary level, general education or vocational training) and not according
to type of school.
The training of teachers for Religion as a school subject takes place at private(confessional) university colleges of teacher education. The qualification forteaching as well as the support and encouragement of pupils with impairments
or disabilities, both in separate (schools of special needs) and in integrative

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65

settings (e.g. integration classes) of the respective age range, is acquired withthe focus point (primary level) or the specialisation (secondary level general
education) of “Integrative Education”.

Professional Induction for all Graduates of a Teacher
Training Course
All graduates of teacher training courses are supported by mentors andintroduced to the teaching profession as part of a one-year “induction phase”.
In total there are 14 university colleges of teacher education in Austria.

The Various Teacher Training Courses
Primary Level Teaching Qualification
If you want to become a teacher at a primary school, you have to complete
the “Primary Level” teacher training course. A focus must be selected whichis also to be offered in the Integrative Education degree. Different areas offocus and specialisation options are offered depending on the region.
The “primary level” teacher training course is a four-year Bachelor degree(240 ECTS-AP), which is followed by a Master degree (at least 60 ECTS-AP)
lasting at least one year.

Secondary Level General Education Teaching Qualification
Anyone wishing to become a teacher at a compulsory secondary school or a
Gymnasium (an academic secondary school) must complete the “Secondary
Level General Education” teaching degree. The special feature here is thatyou study at the public university and at the university college of teacher
education at the same time. To this end, they have come together to form
regional associations in Austria.

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372

The “Secondary Level General Education” teacher training course is a fouryear Bachelor degree (240 ECTS-AP), followed by a two-year Master degree(120 ECTS-AP).

Secondary Level Vocational Education Teaching Qualification
If you want to become a teacher at a school of intermediate vocational
education or a college of higher vocational education, you have to complete
the “Secondary Level Vocational Education” teacher training course. In order
to be admitted, special requirements must be met depending on the subject
area / specialisations:•

Practical Reifeprüfung or Diploma Examination at a relevant college ofhigher vocational education or•

the Matura at an academic secondary school plus the completion of anapprenticeship relevant to the desired course or•

successful completion of a relevant master craftsman’s examination oran equivalent relevant qualification

All subjects require the completion of a relevant period of work experienceof at least three years.
The “Secondary Level Vocational Education” teacher training course is a fouryear Bachelor degree (240 ECTS-AP), followed by a one-year Master degree(60 ECTS-AP) (this is optional in some specialisations).

www.bmbwf.gv.at> Themen > Schule > Für Pädagoginnen und Pädagogen >Pädagogische Hochschulenwww.studienwahl.atwww.studiversum.at373

Private Higher Education Institution and ­Private University
Private higher education institutions and universities are private institutions
that offer further studies. They decide for themselves to what extent and inwhat amount tuition fees are to be paid. A private university is characterisedby a higher intensity of research and the fact that it also offers the opportunity
to complete a doctoral degree. That is why every private higher education
institution can also become a private university.
Currently (as of June 2022), there are 17 private universities in Austria, but
as yet no private higher education institution according to the new legal
provisions (only in force since 1 January 2021). The courses offered at private
universities range from social sciences and economics, law, medicine andtheology to art and music.

www.bmbwf.gv.at> Themen > Hochschule & Universität > Hochschulsystem >Privatuniversitäten
www.studienwahl.atwww.studiversum.at

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374

Erasmus +375

Discovering Europe and the World
Erasmus + is the most successful and most popular programme of the European Union. It has already defined an entire generation. For over 35 years,
Erasmus + has enabled people from across Europe and beyond to gather
life-enriching experience and acquire valuable skills. The EU will provide over
26 billion euros for Erasmus + until 2027. The aim is for this to reach more thanten million people.
Based on the principle of lifelong learning, the EU Erasmus + programme
covers the full range of education: general education, vocational education,higher education and adult education. Furthermore, youth exchange projects
and measures in the field of sport are funded.
At its heart is always the idea of European and international exchange andgetting to know one another across borders. Erasmus + provides the opportunity to study, learn, teach, complete an internship or collaborate internationallyin another European country – and to a certain extent even beyond. The
programme enables the mobility of students, pupils, apprentices, teachers
for further training, educators and general school and university staff.
Virtual mobilities and blended learning formats (a combination of physical andvirtual mobility) are also possible.
Erasmus + also promotes networking between schools, vocational training
and continuing education institutions, higher and adult education institutions,
youth organisations and businesses.
Learners improve their technical, linguistic, social and intercultural skills
through an overseas experience or a cross-border project. The programme
promotes the exchange of knowledge and experience regarding pedagogic

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methods, and additionally creates greater awareness of a common Europe anda deeper understanding of social, linguistic and cultural diversity.
Apart from the EU Member States, Erasmus + also covers Iceland, Liechtenstein, Norway, North Macedonia, Serbia and Turkey; other countries can also
participate in certain programmes. In this way, it is possible to become mobile
worldwide in university education and vocational training.
OeAD-GmbH is the Austrian national agency for Erasmus+. It advises andsupports all interested individuals and institutions.

www.bmbwf.gv.at> Themen > EU / Internationales > Erasmus+
www.erasmusplus.at377

Erasmus+71

Adult Education

378

Adult education in Austria consists of a variety of educational organisations
with different objectives and educational opportunities. The spectrum ofeducation ranges from general education, basic education and remedial training, education qualifications as part of second-chance education, vocational
offerings, to management classes and courses for personal development,
through to university courses and university education. The development
and implementation of adult and target group-appropriate offers as well as
high-quality educational and career counselling are essential for participationand the success of further training.

Schools for People in Employment and TertiaryContinuing Education
People who have already started their careers or have completed vocational
training have the opportunity, in addition to their professional activity, toacquire appropriate educational qualifications in the form of needs-basedteaching offers. The offer ranges from academic secondary schools or schoolsof intermediate vocational education or colleges of higher vocational education
for working people to add-on courses, post-secondary VET courses and academies. In addition, there are further education opportunities at universities
and universities of applied sciences. The latter also offer additional universityof applied sciences courses for people in employment.

Organisations
Organisations of adult education funded by the Federal Ministry of Education,
Science and Research, such as adult education centres, vocational training
institutes, business development institutes and a number of non-profit regional
adult education organisations offer general education, vocational training and379

Adult Education73

continuing education measures. An important task of adult education is thedevelopment and implementation of an adult-orientated and target-groupadjusted programme, and the high-quality educational and vocational guidance
to enable access to lifelong learning by way of educational information / advice,provision of basic training, acquisition of educational qualifications, etc.
Special support programmes such as Bildungsberatung Österreich and Adult
Education Initiative provide counselling and educational offers for basic education and for catching up on compulsory schooling free of charge.
The aim of the Adult Education Initiative is to provide better access to thelabour market and to support social integration. Young people and adults livingin Austria, regardless of their origin and educational background, are able
to acquire basic skills free of charge even after completing their schooling.

Courses
Courses to prepare for the compulsory school leaving certificate, the­vocational Reifeprüfung, the external student Reifeprüfung and the Higher
Education Entrance Exam are offered in adult-friendly formats by adulteducation organisations throughout Austria.
As part of the vocational Reifeprüfung, three out of four partial exams can betaken in adult education institutions with recognised courses in preparation
for the vocational Reifeprüfung.

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Adult Education380

For the examination for the compulsory school leaving qualification, examinations are to be taken in a maximum of six competence fields (four compulsory
subjects and two out of four elective subjects); a maximum of five exams can betaken as part of recognised courses in preparation for the compulsory school
leaving exam. The traditional forms of external exams for the completion ofcertificates of the compulsory secondary school remain in place.

www.bmbwf.gv.at> Themen > Erwachsenenbildung
www.erwachsenenbildung.at

381

Adult Education75

School ­Psychology
Counselling Service

76

Adult Education

382

School Psychology – Psychological ­Counselling
Sessions for Students, Teachers and Legal­Guardians•

Increased learning and motivation•

Confidence and coping skills•

Exam confidence•

Good future prospects•

Psychosomatic well-being•

Educational advice•

Perspectives and guidance•Calming situations at home•

Referrals, boundaries and protection in the case of experiences ofviolence•

Overcoming crisis situations

School psychology services are available nationwide as a psychologicalcounselling facility for the education authority for students, teachers, legal
guardians and managers in the Austrian school system. There are counselling
centres in all educational regions. The use of school psychology services isvoluntary, free and confidential.

School ­Psychology Counselling Service
383

77

How does the counselling process work?
You can contact the school psychology counselling service by phone or email.
An appointment is then made for a detailed consultation with a school psychologist. The counselling session can take place in person at the counselling
centre or at school, online or by phone.
Nationwide telephone hotline (free & confidential): 0800 211320
In addition to individual counselling, educational psychology also coordinatesand supports psychosocial counselling support from other specialists in theschool sector, such as student advisers and educational advisers.

School Psychology in the BMBWF and in theFederal Provinces
Burgenland
Board of Education for Burgenland
Kernausteig 3, 7000 Eisenstadt+ 43 2682 710-1015
schulpsychologie-burgenland@bildung-bgld.gv.atwww.bildung-bgld.gv.at > Service > Schulpsychologie
Carinthia
Board of Education for Carinthia
Kaufmanngasse 8, 9020 Klagenfurt+ 43 50534 14001
abteilung4@bildung-ktn.gv.atwww.bildung-ktn.gv.at > Service > Schulpsychologie

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School ­Psychology Counselling Service384

Lower Austria
Board of Education for Lower Austria
Rennbahnstraße 29, 3109 St. Pölten
+ 43 2742 280-4720
psy.stpoelten-stadt@bildung-noe.gv.atwww.bildung-noe.gv.at > Schule und Unterricht > Schulpsychologie
Upper Austria
Board of Education for Upper Austria
Sonnensteinstraße 20, 4040 Linz
+ 43 732 7071-2321
schulpsychologie@bildung-ooe.gv.atwww.bildung-ooe.gv.at > Schule und Unterricht > Schulpsychologie
Salzburg
Board of Education for Salzburg
Mozartplatz 8–10/III, 5020 Salzburg+ 43 662 8083-5002
schulpsychologie@bildung-sbg.gv.atwww.bildung-sbg.gv.at > Service > Schulpsychologie
StyriaBoard of Education for Styria
Körblergasse 23, 8011 Graz
+ 43 5 0248 345-450
schulpsychologie@bildung-stmk.gv.atwww.bildung-stmk.gv.at > Service > Schulpsychologie

School ­Psychology Counselling Service
385

79

TyrolBoard of Education for Tyrol
Südtiroler Platz 10–12/5, 6020 Innsbruck+ 43 512 9012-9262
schulpsy@tsn.atwww.bildung-tirol.gv.at > Service > Schulpsychologie
Vorarlberg
Board of Education for Vorarlberg
Josef-Wolf-Platz 2, 6700 Bludenz+ 43 5552 63863-242
schulpsychologie@bildung-vbg.gv.atwww.bildung-vbg.gv.at > Service > Schulpsychologie
ViennaBoard of Education for Vienna
Wipplingerstraße 28, 1010 Wien
+ 43 1 52 525-77505
schulpsychologie@bildung-wien.gv.atwww.bildung-wien.gv.at > Service > Schulpsychologie

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School ­Psychology Counselling Service
386

Federal Ministry of Education, Science and Research(Zentrallehranstalten)
Freyung 1, 1010 Wien
+ 43 1 53120-2584
schulpsychologie@bmbwf.gv.at
www.schulpsychologie.at

Contact details for all school psychology counselling centres inAustria’s districtswww.schulpsychologie.at > Beratungsstellen finden
Information about Student and Educational Counsellingwww.schulpsychologie.at/schuelerberatung

School ­Psychology Counselling Service
387

81

PsychologicalStudent Counselling

82

School ­Psychology Counselling Service
388

The Psychological Student Counselling Service –the Central Point of Contact for PsychologicalCounselling and Support, as well as Advice on
Choosing a Course of Study for Students•

Psychological counselling for study-related and psychological problems•

In special situations: crisis and relief talks and further mediation
to special institutions to treat experiences of escape and violence•

Psychodiagnostics for work and performance problems related to
studying•

Study choice advice for decisions on career and study choices•

Individual and group settings•

Chat and online counselling (also in English)•

Short-term psychotherapy

The Psychological Student Counselling Service (PSB) has existed for more than
50 years. It offers students and prospective students advice and psychologicalsupport in choosing a course and psychological support for personal andstudy-related problems. The service is free of charge and is available at six
counselling centres in Vienna, Graz, Linz, Salzburg, Innsbruck and Klagenfurt. It
is also available online at www.studierendenberatung.at, and is primarily offered by psychologists, most of whom have received training in psychotherapy.

Psychological Student Counselling
389

83

How does the counselling process work?
Contact is by telephone, email, video call or chat at www.studierenden­
beratung.at. If more comprehensive advice or psychological support is required,an appointment will be made for a more in-depth consultation. This can beprovided in person at one of the six counselling centres or by telephone oronline.

Contact details of the counselling centres
www.studierendenberatung.at

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Psychological Student Counselling390

Further Service
Points in the
BMBWF and in theFederal Provinces

Psychological Student Counselling391

85

School Info in the BMBWF and in the Federal
Provinces
Federal Ministry of Education, Science and Research
Hotline 0810 205220
schulinfo@bmbwf.gv.atwww.bmbwf.gv.at > Themen > Schule > Beratungsangebote > Schulinfo
Burgenland
Board of Education for Burgenland
Kernausteig 3, 7000 Eisenstadt+ 43 2682 710-1121
elisabeth.jakubiec@bildung-bgld.gv.atwww.bildung-bgld.gv.at
Carinthia
Board of Education for Carinthia
10.-Oktober-Straße 24, 9010 Klagenfurt+ 43 5 0534-12200
christoph.kathollnig@bildung-ktn.gv.atwww.bildung-ktn.gv.at
Lower Austria
Board of Education for Lower Austria
Rennbahnstraße 29, 3109 St. Pölten
+ 43 2742 280-4444
susanne.schiller@bildung-noe.gv.atchristina.ueberbacher@bildung-noe.gv.atwww.bildung-noe.gv.at

86

Further Service Points in the BMBWF and in the Federal Provinces
392

Upper Austria
Board of Education for Upper Austria
Sonnensteinstraße 20, 4040 Linz
+ 43 732 7071-2281 and -2271
schulservice@bildung-ooe.gv.atwww.bildung-ooe.gv.at
Salzburg
Board of Education for Salzburg
Mozartplatz 8–10, 5020 Salzburg+ 43 662 8083-1059 and -1060
schulservice@bildung-sbg.gv.atwww.bildung-sbg.gv.at
StyriaBoard of Education for Styria
Körblergasse 23, 8011 Graz
+ 43 5 0248 345-198 and -451
alexandra.ettinger@bildung-stmk.gv.at
thomas.pfingstner@bildung-stmk.gv.atwww.bildung-stmk.gv.at
Tyrol
Board of Education for Tyrol
Heiliggeiststraße 7, 6020 Innsbruck+ 43 512 9012-9167
office@bildung-tirol.gv.atwww.bildung-tirol.gv.at

Further Service Points in the BMBWF and in the Federal Provinces
393

87Vorarlberg
Board of Education for Vorarlberg
Bahnhofstraße 12, 6901 Bregenz+ 43 5574 44 449
christine.gmeiner@bildung-vbg.gv.atwww.bildung-vbg.gv.at
ViennaBoard of Education for Vienna
Wipplingerstraße 28, 1010 Wien
+ 43 1 52525-7700
bildungsberatung@bildung-wien.gv.atwww.bildung-wien.gv.at

88

Further Service Points in the BMBWF and in the Federal Provinces
394

Points of Contact for Elementary Education in theFederal Provinces
Burgenland
Office of the Burgenland Provincial Government
Abteilung 7 – Bildung, Kultur und Wissenschaft
Europaplatz 1, 7000 Eisenstadt+ 43 57 600-2082
post.a7@bgld.gv.at
Referat Kindergarten+ 43 57 600-2495
post.a7-bildung@bgld.gv.at
Carinthia
Office of the Carinthian Provincial Government
Abteilung 6 – Bildung und Sport
Mießtaler Straße 1, 9021 Klagenfurt am Wörthersee+ 43 50 536-16002
abt6.kinderbetreuung@ktn.gv.at
Lower Austria
Office of the Lower Austrian Provincial Government
Abteilung Kindergärten
Landhausplatz 1, 3109 St. Pölten
+ 43 2742 9005-13242
post.k5@noel.gv.at

Further Service Points in the BMBWF and in the Federal Provinces
395

89

Upper Austria
Office of the Upper Austrian Provincial Government
Abteilung Präs/7 – Elementarpädagogik
Bahnhofplatz 1, 4021 Linz
+ 43 732 7720-DW
bd-ooe.post@bildung-ooe.gv.at
Salzburg
Office of the Salzburg Provincial Government
Abteilung 2 – Kultur, Bildung, Gesellschaft und Sport
Gstättengasse 10, 5020 Salzburg+ 43 662 8042-2575
kultur-bildung@salzburg.gv.at
Referat 2/01 – Elementarbildung und Kinderbetreuung+ 43 662 8042-5415 or -2698
kinder@salzburg.gv.at
StyriaOffice of the Styrian Provincial Government
Abteilung 6 – Bildung und Gesellschaft
Karmeliterplatz 2, 8010 Graz
+ 43 316 877-2099
abteilung6@stmk.gv.at
Referat Kinderbildung und -betreuung
Karmeliterplatz 2, 8010 Graz
+ 43 316 877-5499
fa6e@stmk.gv.at

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Further Service Points in the BMBWF and in the Federal Provinces396

TyrolOffice of the Tyrolean Provincial Government
Abteilung Gesellschaft und Arbeit
Meinhardstraße 16, 6020 Innsbruck+ 43 512 508-807804
gesellschaft.arbeit@tirol.gv.at
Elementarbildung
Heiliggeiststraße 7, 6020 Innsbruck+ 43 512 508-7882
ga.elementarbildung@tirol.gv.at
Vorarlberg
Office of the Vorarlberg Provincial Government
Abteilung Elementarpädagogik, Schule und Gesellschaft
Landhaus, 6900 Bregenz+ 43 5574 511-22105
bildung.gesellschaft@vorarlberg.at
ViennaCity of Vienna – MA 10 (Kindergärten)
Thomas-Klestil-Platz 11, 1030 Wien
+ 43 1 277 55 55
post@ma10.wien.gv.at
MA 11 (Kinder- und Jugendhilfe)
Rüdengasse 11, 1030 Wien
+ 43 1 4000-8011
post@ma11.wien.gv.at

Further Service Points in the BMBWF and in the Federal Provinces
397

91

Information on the University and College Sector
Austrian Students’ Association (ÖH)
The ÖH is the legal representative of all students in Austria. As such, it offers
a comprehensive range of advice and services that covers all areas of student
life. This includes, in particular, providing advice to students and prospective
foreign students in various languages.
www.oeh.ac.at
OeAD – Agency for Education and Internationalisation
The OeAD is Austria’s Agency for Education and Internationalisation. As such,it implements the international Erasmus+ and European Solidarity Corps programmes, the EU programmes for stays abroad and international cooperation.
This means the OeAD offers a comprehensive range of information, especiallywhen it comes to entry, residence, studies and scholarships.
www.oead.atwww.studyinaustria.at
Stipendium.at – the Student Financial Support Authorities
In Austria, the Student Financial Support Authority with its six grant offices
in Vienna, Graz, Linz, Salzburg, Innsbruck and Klagenfurt is responsible forfinancial support during your studies. For this, however, certain requirements
must be met and certain deadlines observed.
www.stipendium.at

92

Further Service Points in the BMBWF and in the Federal Provinces
398

Overview of the Courses on Offer in Austria
An overview of which fields you can study at the 73 Higher Education Institutions in Austria can be found on the following websites:www.studienwahl.atwww.studiversum.atwww.studienplattform.at
Ombudsman for Students
If you have any questions, problems or complaints about studying at an Austrian Higher Education Institution, the ombudsman for students is available toprovide advice and support. You can contact them directly via their website
www.hochschulombudsmann.at

Further Service Points in the BMBWF and in the Federal Provinces
399

93Advice Centres for Career Guidance
Career guidance“ibobb-Information: Information, advice and guidance for education and work”
portal: portal.ibobb.atCareer information centres
Provided by the Employment Service or the Economic Chambers in all Federal
Provinces
www.ams.at/berufsinformationwww.wifi.at/karriere/bildungsberatung

Advice Centres for Adult Education
Educational guidance for adults
Information and addresses of educational guidance centres atwww.erwachsenenbildung.at or www.bib-atlas.at

94

Further Service Points in the BMBWF and in the Federal Provinces
400

Notes

401

402

403

Broschüre erhältlich unterpubshop.bmbwf.gv.at
auch in folgenden Sprachen:
AlbanischArabischBosnisch / Kroatisch / SerbischDari
DeutschPolnischRumänisch
RussischSlowenischTürkisch
Ungarisch
Sonderedition für ukrainische Familien:
Erhältlich in Ukrainisch und EnglischEnglisch404

P ro c e e d i n g s f o r T h e C L I L S u m m e r S e m i n a r P ro g ra m a t t h e U n i ve r s i t y o f V i e n n a i n 2 0 2 3