 |
 |
 |
 |
 |
 |
CLIL at Hockerill Anglo-European College
Video clips
View some of the good practice described below in the case study
'Our bilingual sections are what makes our College so unique and what makes our students feel special. We started our bilingual sections when the College was relatively weak – we sensed the great opportunity which weakness provides for risk taking and innovation – and we have never looked back since' Dr Robert Guthrie – College Principal
Context
Hockerill Anglo-European College has undergone a remarkable transformation over the past ten years. Before the arrival of the present Principal, Dr Robert Guthrie, Hockerill was an undersubscribed and underachieving Essex state boarding school. Under the present leadership the College became a highly successful Language College with a strong bilingual section, then became a Training School in 2000. It has since gained two further specialisms, as a Music College and a Leading Edge School. Hockerill only offers the International Baccalaureate and its sixth form results in 2006 and 2007 were the best in the country for a state school. Hockerill has been described as the model of a modern European school.
Key objectives
To enhance the delivery of subjects in other curriculum areas by teaching them through the medium of a foreign language.
To improve standards in MFL and in other curriculum areas
To introduce early entry GCSE languages for students involved in CLIL groups.
How the programme is organised
Modules in history, geography, maths and science are delivered to some groups through the medium of a foreign language in KS3, starting in year 8. These modules fit into existing schemes of work.
The groups involved in the video clips are Year 9 students. The group learning geography through French contained the most able speakers of French in the year whereas the group learning history through French was the second French group containing students of average to above average ability. Because of the extensive exposure to French gained through the CLIL approach, Hockerill feels that these students are capable of sitting their GCSE exam two years early. At the time of the filming the students were midway through their French GCSE exam.
Results/effect
Learners always find bilingual work exciting and beneficial to their studies. Many of the skills which are developed, such as the need to be fully focused throughout the lesson are transferable to other areas of the curriculum. Students who have undergone the experiment become articulate and confident linguists. Their results in GCSE and IB are not only excellent in languages but are equally good in the humanities. International research, confirmed at Hockerill, has proved that the disciplines being delivered through a Foreign Language suffer in no way. On the contrary examination performance among those students who have been through the bilingual programme are often quite exceptional.
The bilingual section now succeeds in attracting a variety of talented staff competent in both languages and the other disciplines. Maths and science modules are also being delivered through German and French and other faculties such as Music are planning to introduce elements of CLIL into their programme.
The success of CLIL at Hockerill is inextricably linked to the success of the College. In the early days the bilingual experiment attracted a large amount of outside interest and today an ever-increasing number of families quote the bilingual section as a major reason for wishing to send their children to Hockerill. However the College is now amongst the highest performing schools in England and it is clear that the work of the Languages Faculty, with its significant CLIL input, has had a major influence on the College as a whole.
'Learning through a foreign language has immeasurable benefits for the pupils’ linguistic progression. Using the language in a meaningful environment helps concentration and motivation: if they want to succeed they really have to concentrate and learn to communicate fast. Equally there is no room for superfluous teacher talk: you stick to what is important and what the pupils really need to know, and find creative ways of communicating and reinforcing it. Surely this is good practice whether or not teaching takes place through a second language.' Sarah Rittman, Teacher of History through French
'I’ve always loved history. To start with, learning in another language gave me the impetus to become more deeply absorbed – I had to concentrate more. Later though, the fact that it was in French took on secondary importance – we were learning history first and foremost. I went on to take History A level and the transition was seamless – I never found myself stuck for the English terminology, for example. I followed through to degree level, and came out with a first. All in all, learning History in French was a risk I’m very grateful I had the opportunity to take.' Redzi Mangwana now 27, from the very first Bilingual Section at Hockerill
Future developments
It is hoped to extend the number of areas of the curriculum offering some CLIL work. Plans are also afoot to establish a Spanish section to run alongside the successful French and German sections. The success of CLIL, measured by exam performance, huge popularity within the College and constant media attention, is encouraging the College to disseminate its work to larger audiences and convince them of the tremendous benefits which can be gained by subscribing to its philosophy.
'Language acquisition is evident. Students who are involved in CLIL work will improve their language skills in leaps and bounds. An obvious by-product of this is that CLIL students should be automatic candidates for early GCSE language entries. Furthermore, if students continue with A level work in Years 10 and 11 they will be better qualified to cope with the maturity gap as they will be used to discussing fairly sophisticated issues in the foreign language.'
Author: Mike Ullmann – Director of Language College
