DISE – MA symposium

Háskóli Íslands

DISE – MA symposium

1. október kl. 9:00 til 10:30 – Smelltu til að taka þátt á ZOOM!

Department of International Studies in Education

Brynja Halldórsdóttir

Sustainability Education after Covid-19—How to Create Impactful Distance Learning in Iceland.

Veronica Martin, master student, SE, UI and Allyson Macdonald, professor, SE, UI

The urgency of initiatives like the SDG (Sustainable Development Goals) of 2030 should continue to be prioritized but emphasis may wane due to the uncertainty that COVID-19 has brought to daily life for everyone.  This pandemic brought to light the importance of distance education as physical campuses were closed and human contact was limited.  Teachers and students became familiar with the flexibility that distance education provides.  Both parties may choose to opt out of traditional learning communities (i.e. “campuses”) in the future due to financial, health, and/or other constraints.  As sustainability affects the world community, strategic focus has to be maintained on this issue. Moving forward, what pedagogic tools can be utilized to advance SDG goal awareness and sustainability education in Iceland?  Video conferencing has been used to maintain relationships within many sectors worldwide.  However, education has long thrived within community settings.  COVID-19 has presented an opportunity to do things differently in the future.   What intersections between technology and education, specifically sustainability education, can be used to gain a stronger impact on society in general and on Icelandic society specifically?  Is there a better way to convey the message of sustainability via strategic virtual community creation?  Sustainable education practices from the past will be reviewed as well as practices from various industry sectors to identify strategies that can be used successfully for future SDG goal implementation, sustainability education, and impactful distance learning in Iceland.

CLILing in Italy: teachers’ experiences with Content and Language Integrated Learning methodology

Caterina Poggi, adjunct, SH, UI, Samúel Currey Lefever, associate professor, SE, UI and Susan Elizabeth Gollifer, adjunct, SE, UI

Content and Language Integrated Learning (CLIL) methodology is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. This teaching methodology has been implemented in many European countries, but Italy is the first country that made it into a policy. There is little research on how teachers experience working with CLIL methodology in high schools in Italy, therefore, the purpose of this narrative inquiry was to explore and understand it, in order to inform teacher education. My research question was: How do teachers running CLIL in two upper secondary schools in Italy experience working with this methodology? Participants in the study were six upper secondary school teachers in Italy who were implementing CLIL in English. The focus was on two main areas: the teacher training process and the implementation of CLIL in schools. Through a reflexive thematic analysis of the data, I identified three main themes. My findings show that teachers are interested in the methodology and believe it complements their professionalism, but they feel there is a lack of support and recognition that can dilute their enthusiasm. The results suggest the need to clearly define the purposes of CLIL and provide support to teachers. My study is a contribution to foreign language teaching and innovative education approaches in the context of developing 21st century skills.