Today we are going to have a look at CLIL and Multimodality.

今天，我們來了解一下 CLIL 和多模式。

Enjoy!

請慢用

So let's start our presentation today on CLIL and Multimodality.

那麼，讓我們開始今天關於 CLIL 和多模態的演講吧。

As you know, I come from the University of Malaga and here is my email address in case you need to ask me questions or you would like to consult with me or ask for further readings or you want to conduct further research, just feel free to email me at any time.

如你們所知，我來自馬拉加大學，這是我的電子郵箱，如果你們需要向我提問，或者想向我諮詢，或者想進一步閱讀，或者想進行進一步的研究，請隨時給我發電子郵件。

I might take a little bit long, particularly now during summer time to reply but I promise I do reply if you write to me, okay?

我的回覆時間可能有點長，尤其是現在正值夏季，但我保證，如果你給我寫信，我一定會回覆的，好嗎？

So having said that, let's start with some definitions about Multimodality, okay?

說了這麼多，我們先來了解一下多模態的定義，好嗎？

So when we are discussing Multimodality and Multimodal Communication, we are discussing basically different ways in which we convey meaning in which we send messages to other people that do not necessarily depend on language.

是以，當我們討論多模態和多模態交流時，我們討論的基本上是我們傳達意義的不同方式，在這些方式中，我們向他人傳遞信息，而不一定依賴於語言。

I'm going to give you a number of examples here.

我在這裡舉幾個例子。

So for example, in this case we have a number of Taiwanese newspapers and even though I cannot read Mandarin Chinese, I'm sure that, for example, these are the titles or the names and here you have a little piece of news with a picture.

例如，在這種情況下，我們有許多臺灣報紙，儘管我不懂國語，但我肯定，例如，這些是標題或名稱，這裡有一小段帶圖片的新聞。

When you have titles, you have different font size, even different font color and then for example, here they are talking about the weather.

當你有標題時，你會有不同的字體大小，甚至不同的字體顏色，然後例如，在這裡他們談論的是天氣。

I don't know what it means but I know it's about the weather in different regions of Taiwan.

我不知道這是什麼意思，但我知道這是關於臺灣不同地區的天氣。

So even if you cannot read another language or even if you cannot decode the linguistic mode, you can decode the other modes that are present in all types of communication.

是以，即使你不能讀懂另一種語言，即使你不能解碼語言模式，你也可以解碼存在於所有類型交流中的其他模式。

Like for example, the icon of an apple and probably recommending that you eat apples or you stay healthy or something or maybe not, maybe it's a different thing.

比如，蘋果的圖標，可能是建議你吃蘋果或保持健康什麼的，也可能不是，也許是另一種東西。

But in case, regardless of the language that you use, there's a number of things you can still decode and they are not part of language but they accompany language so that the message gets across.

但是，無論你使用哪種語言，有一些東西你還是可以解碼的，它們不是語言的一部分，但它們伴隨著語言，使資訊得以傳達。

Now your students are probably experts in decoding the messages in video games because they do play video games on a daily basis, most of them, outside the classroom and in this case, the modes in video games have to do with music, for example, different music and tones for different scenes and different stories, sounds.

現在，你的學生可能已經是解碼電子遊戲資訊的專家了，因為他們每天都在玩電子遊戲，其中大多數人是在課外玩的，在這種情況下，電子遊戲中的模式與音樂有關，例如，不同的場景和不同的故事有不同的音樂和音調，還有聲音。

Also you have different movements, different messages that are provided within video games and they can decode them regardless of also being accompanied by language or not.

此外，視頻遊戲中還提供了不同的動作和資訊，無論是否伴有語言，他們都能解碼。

Now in the classroom, you have a number of modes that you can include as you can see for example, facial expression of the teacher, even if you cannot see her face very clearly, you can see that she's smiling, the body language, she's expecting students to probably provide an answer to her question or volunteer something and then she's satisfied that they are participating and they are engaged.

現在，在課堂上，你有許多模式可以包括，例如，你可以看到教師的面部表情，即使你不能很清楚地看到她的臉，你也可以看到她在微笑，她的肢體語言，她期待學生可能會回答她的問題或主動提供一些東西，然後她對學生的參與和投入感到滿意。

I'm sure that you know, for example, the body language you see here, the gestures, they have a specific meaning in this particular context but maybe and in this case, it's probably to provide an answer but when you have the same gesture in a different context, for example, at a conference, this is not to provide an answer, this is to ask a question.

我相信大家都知道，例如，你們在這裡看到的肢體語言、手勢，在這種特定的語境下有特定的含義，但在這種情況下，可能是為了提供一個答案，但當你在不同的語境下，例如在會議上做同樣的手勢時，這就不是為了提供一個答案，而是為了提出一個問題。

So different contexts would have different modes of communication conveying different meanings.

是以，不同的語境會有不同的傳播方式，傳達不同的含義。

Now this is another multi-modal example of communication, the main difference between this and this has to do with technology.

現在，這又是一個多模式交流的例子，它與這個例子的主要區別在於技術。

She is using multi-modal communication and technology.

她正在使用多種模式的通信和技術。

So many people understand that multi-modal communication is always digital, it's not, it can be digital or not, not necessarily digital.

很多人認為多模式通信總是數字化的，其實不然，它可以是數字化的，也可以不是，不一定是數字化的。

So basically, it's the combination of different modes, in this case, she has a drawing, she has language, she has the body language, the posture, even the facial expression, she is conveying a different meaning to the meaning that she is conveying with her facial expression.

是以，從根本上說，它是不同模式的結合，在這種情況下，她有圖畫，她有語言，她有肢體語言、姿勢，甚至面部表情，她所傳達的意義與她用面部表情傳達的意義是不同的。

So you get the idea, we have different ways of communicating that complement language and not every time they depend on language.

所以你明白了吧，我們有不同的交流方式來補充語言，而不是每次都依賴語言。

So all practices are always multi-modal, a theory has to be developed in which that fact is central and a methodology produced for forms of description in which all modes are described and describable together.

是以，所有的實踐都是多模式的，必須發展一種理論，將這一事實置於中心地位，併為所有模式的描述形式提供一種方法論。

So even though we were analyzing them in isolation, so the gesture, the body language, etc.

是以，儘管我們是孤立地分析他們，但他們的手勢、肢體語言等都是孤立的。

When we are using those elements in communication, they are combined, they are integrated.

當我們在交流中使用這些元素時，它們是結合在一起的，是融為一體的。

We don't do body language without, you know, the facial expression or without the other modes of communication, okay?

沒有面部表情或其他交流方式，我們就無法進行肢體語言交流，明白嗎？

Now, people communicate through speech, accent, facial expression, gaze direction.

現在，人們通過語言、口音、面部表情和注視方向進行交流。

So I'm sure you can tell if students are looking one way or the other, this is telling you one message or the other, the position you have and the movement you have in the lesson.

是以，我相信你能看出學生們是在看這邊還是看那邊，這是在告訴你一個資訊還是另一個資訊，你在課上的位置和動作。

If you are moving around, maybe this is conveying that this is a part of a lesson in which students are participating or working in groups.

如果你走來走去，也許是在表達這是一堂課的一部分，學生們正在參與或以小組為組織、部門進行學習。

But if you are standing next to the blackboard, maybe you have a different meaning, let's pay attention to the screen or let's pay attention to the question I just posed.

但如果你站在黑板旁邊，也許你的意思就不一樣了，讓我們注意螢幕，或者讓我們注意我剛才提出的問題。

So all different ways in which we communicate have different levels of meaning and we combine them together in multi-modal communication.

是以，我們交流的所有不同方式都有不同層次的意義，我們將它們結合在一起，進行多模式交流。

Now, contexts also have meaning.

現在，語境也有了意義。

So things that you do in the classroom to either decorate the classroom or keep track of things, of content, of parts of knowledge that you want to convey, they all also convey meaning.

是以，你在課堂上所做的一切，無論是裝飾教室，還是記錄事物、內容，或是你想要傳達的知識部分，都同樣傳達著意義。

You may convey meaning through color and texture and position, where you place elements in a class, a meaning.

您可以通過顏色、紋理和位置來傳達意義，您將元素放置在哪裡，就是一種意義。

Now, multi-modality moves from the idea that one medium communicates in a particular way, for example, television, to the idea that one medium may employ a number of different modes of meaning.

現在，"多模式 "從一種媒介以特定方式傳播（例如電視）的概念，轉變為一種媒介可能採用多種不同意義模式的概念。

You may have in television, you may have language and music and movement, etc.

電視、語言、音樂、動作等都可以。

If we think about it in the classroom, when we talk about mediums and we talk about modes, we may be talking about oral communication, but then oral communication also integrates other modes like gestures and gaze and position and movement, etc.

如果我們在課堂上思考一下，當我們談論媒介、談論模式時，我們可能談論的是口語交際，但口語交際也融合了其他模式，如手勢、目光、位置和動作等。

Now, multi-modality in CLIL is very, very important because if we need adaptation and scaffolding in regular monolingual classrooms, in bilingual education, it's even more important.

現在，CLIL 中的多模式非常非常重要，因為如果我們在普通的單語課堂上需要適應和支架，那麼在雙語教育中就更加重要了。

Multi-modality for the CLIL teacher can result in the creation of attractive and professional resources and can provide linguistic support.

對 CLIL 教師而言，多種模式可以創造出有吸引力的專業資源，並提供語言支持。

This is very important because you can provide linguistic support both in the student's native language, but also in their target language.

這一點非常重要，因為您既可以用學生的母語，也可以用他們的目標語言為他們提供語言支持。

And now for the CLIL student, a multi-modal approach can be a powerful motivator.

現在，對於 CLIL 學生來說，多模式教學法可以成為一種強大的動力。

It can add variety and interaction to a lesson and it can provide stimulating visuals to support understanding of both language and content.

它可以增加課程的多樣性和互動性，還可以提供刺激的視覺效果，幫助理解語言和內容。

Now, adaptation is very important in this sense.

從這個意義上說，適應是非常重要的。

Adaptation has to do with the adaptation of multi-modality in CLIL, not only to your content, but also to your context, to the way your students learn, to the varieties of students that you have in your classroom.

適應與 CLIL 中多模式的適應有關，不僅要適應教學內容，還要適應教學環境，適應學生的學習方式，適應課堂上的各種學生。

Some of them may have specific needs.

其中有些人可能有特殊需要。

Also, to the local curriculum and to the necessities that every particular school, different schools may have in terms of guidelines on what to teach and how to teach it, particularly having to do with CLIL.

此外，還要考慮到當地的課程設置以及每所特定學校的需要，不同的學校可能會在教什麼和如何教方面有不同的指導原則，特別是與 CLIL 有關的指導原則。

So adaptation of multi-modal communication in your CLIL context is very important.

是以，在 CLIL 環境中適應多模式交流非常重要。

Now, going back to the definitions, modes are abstract or non-material resources of meaning making, for example, the languages of image, sound, gesture, color, texture and narrative.

現在，回到定義上來，模式是指抽象的或非物質的意義生成資源，例如影像、聲音、手勢、色彩、紋理和敘事語言。

Now, the modes, the original five modes were textual, aural, spatial, visual and gestural.

現在，模式，最初的五種模式是文字、聽覺、空間、視覺和手勢。

Today, there are seven modes.

如今，共有七種模式。

You don't need to know all of the labels, just you need to know that there are different elements in communication that are integrated so that when we are teaching our CLIL courses to our students, it's not only the language that you're using or not only the images that you're using, but it's the integration of everything that conveys the complete meaning and then eventually will foster learning.

你不需要知道所有的標籤，只需要知道交流中有不同的綜合元素，這樣，當我們向學生教授 CLIL 課程時，你使用的就不僅僅是語言，也不僅僅是影像，而是綜合了所有的元素，傳達出完整的意義，最終促進學習。

Now, media are different from modes.

現在，媒體不同於模式。

Media are basically the material forms which in which modes are realized.

媒體基本上是實現模式的物質形式。

So, for example, a photograph is a material form in which different modes like the visual mode is conveyed.

是以，舉例來說，照片是一種物質形式，其中傳達著不同的模式，如視覺模式。

A computer screen or a whiteboard or projection screen in a classroom can have a drawing and it can have vocabulary, it can have the description of a process or a concept and that would be the medium, the screen, and then the modes would be the combination of visual mode, aural mode, linguistic mode, etc.

教室裡的電腦屏幕、白板或投影螢幕上可以有圖畫，可以有詞彙，可以描述一個過程或一個概念，這就是媒介--螢幕，然後模式就是視覺模式、聽覺模式、語言模式等的組合。

Now, you may be using the right media, but the wrong modes or the right media and the right modes.

現在，您可能使用了正確的媒體，但使用了錯誤的模式，或者使用了正確的媒體和正確的模式。

Obviously, we prefer that in the future you use the right media and the right modes, but it's not so difficult.

顯然，我們更希望您今後使用正確的媒體和正確的模式，但這並不難。

Let's have a look at the wrong mode.

讓我們來看看錯誤的模式。

OK, so in this case, we have the teacher.

好了，在這種情況下，我們有了老師。

She's using the right medium.

她用對了媒介。

In this case, she's using the whiteboard.

在這種情況下，她使用的是白板。

This is OK.

沒關係。

In fact, this item was designed for education, but then she's using the wrong mode because both the visual mode and the linguistic mode, in this case, they are too complex for these students.

事實上，這個項目是為教育而設計的，但她卻用錯了模式，因為在這種情況下，視覺模式和語言模式對這些學生來說都太複雜了。

If you check the the kind of details that you have here, this is not appropriate for primary school students.

如果你看看這裡的細節，這對小學生來說並不合適。

OK, not only the language here, but also the visuals.

好吧，這裡不僅有語言，還有視覺效果。

OK, they are not appropriate for these students.

好吧，它們不適合這些學生。

And I added the question marks just to make a point.

我加上問號只是為了說明問題。

OK, now I have examples from Seaman Elementary School when I was doing observation sessions in December 2018.

好了，現在我有2018年12月在西門小學做觀摩課時的例子。

And this is a cool math session that I observed.

這是我觀察到的一節很酷的數學課。

In this case, these are examples of right medium and also right modes.

在這種情況下，這些都是正確媒介和正確模式的例子。

OK, in this case, the teacher is using what we call multimodal scaffolding.

好了，在這種情況下，老師正在使用我們所說的多模式支架。

I'm sure you are familiar with multimodal scaffolding or at least with scaffolding because it's based on Bigotsky's concept of the zone of proximal development.

我相信大家對多模式支架都不陌生，至少對支架是不陌生的，因為它是基於比戈茨基的 "最近發展區 "概念。

And the emphasis is on providing assistance to students to enable the learner to reach beyond what they are able to achieve alone.

重點是為學生提供幫助，使學習者能夠超越自己的能力。

Learners initially need support and guidance until they are able to perform the activity themselves and aided.

學習者最初需要支持和指導，直到他們能夠在別人的幫助下自己完成活動。

OK, so this is an example of what we could see in an already clear classroom in Taiwan.

好了，這就是我們在臺灣一間已經很清晰的教室裡看到的例子。

OK, so here we have the teacher and she's using a girl as an example to revise concepts that were covered in a previous session and they had to do with horizontal and vertical lines.

好了，現在我們有請老師，她以一個女孩為例，複習了上一節課的概念，這些概念與水平線和垂直線有關。

OK, so at this stage, I'm sure you can notice she's combining the linguistic mode, the gestural mode, the visual mode with a screen.

好了，在這個階段，我相信你能注意到她正在將語言模式、手勢模式、視覺模式與螢幕結合起來。

She's also using proximity to student, even touching her, pointing to her clothes so that other students can see where the horizontal lines are.

她還利用接近學生，甚至觸摸她，指著她的衣服，讓其他學生看到橫線的位置。

Now, in this other part of the lesson, she's also using the correct medium.

現在，在本課的另一部分，她也使用了正確的媒介。

This is the whiteboard, but she is asking students to find and identify the types of lines that they have learned.

這是白板，但她要求學生找到並辨認所學的線條類型。

In this case, again, horizontal lines, but in the pictures, not in the student's T-shirt.

在這種情況下，同樣是橫線，但在圖片中，而不是在學生的 T 恤上。

Now, in this case, she's asking students to find vertical lines in the classroom.

現在，在這個案例中，她要求學生在教室裡找到垂直線。

So again, she's using the context to illustrate her content.

所以，她又是在利用上下文來說明她的內容。

And again, she's using the medium of the screen.

同樣，她也使用了螢幕這一媒介。

This is digital medium, but she's also using oral communication, body language, I'm sure you know, their hair, facial expression, etc.

這是數字媒體，但她也在使用口語交流、肢體語言，我相信你知道，他們的頭髮、面部表情等等。

And in this case, this is an example of students being able to perform the activity themselves.

在這種情況下，這就是學生能夠自己開展活動的一個例子。

In this case, the teacher is providing materials.

在這種情況下，教師提供材料。

She is monitoring, but she's not doing the activity herself.

她在監督，但她自己並不參與活動。

So basically, they're doing it, you know, they are growing away from scaffolding.

所以，基本上，他們是在這樣做，你知道，他們是在遠離腳手架的地方成長。

As you can notice, the screen here is not providing answers.

正如您所注意到的，螢幕上沒有提供答案。

It's just asking them to use scissors and glue and colors to be able to work in groups and make the classification of lines themselves.

這只是要求他們使用剪刀、膠水和顏色，能夠以小組為組織、部門，自己對線條進行分類。

This is another example of the same idea.

這是同樣想法的另一個例子。

OK, so group work.

好吧，那就小組合作吧。

And this is a very successful example of both multimodal use of communication in the CLIL classroom.

這就是在 CLIL 課堂上使用多模式交流的一個非常成功的例子。

This is, again, second grade math in Siemens Elementary School.

這是西門子小學二年級的數學課。

Now, CLIL teachers as multimodal producers, so CLIL scaffolding, as you could see in the examples, involve teacher talk, obviously, all of the nonverbal communication elements like voice and pauses and body language, etc.

現在，CLIL 教師是多模態生產者，是以，正如您在示例中看到的，CLIL 支架涉及教師談話，顯然，所有非語言交流元素，如語音、停頓和肢體語言等。

But it also involves visuals.

但它也涉及視覺效果。

And this normally can be digital, but not necessarily.

這通常可以是數字化的，但也不一定。

As you could see, the teacher could bring printouts of pictures.

正如你所看到的，老師可以把圖片打印出來。

So those are not digital.

是以，這些都不是數字化的。

And then it has to do with task design, how the activities and how students are participating with the multimodal elements that are proposed to them.

這還與任務設計、活動方式以及學生如何參與向他們提出的多模式元素有關。

It can involve use of the L1 because multimodal communication is normally translingual.

這可能涉及使用母語，因為多模式交流通常是跨語言的。

It's not only transmodal using and integrating several modes, but also integrating different languages.

它不僅是使用和整合多種模式的跨模式，也是整合不同語言的跨模式。

And in this case, it is OK at some point to integrate your L1, in this case, Mandarin Chinese.

在這種情況下，在某些時候融入你的第一語言（這裡指國語）也是可以的。

And then there are other elements that you can use for CLIL scaffolding, but the ones I highlighted in pink or red or orange have to do with multimodal.

還有其他一些元素可以用於 CLIL 腳手架，但我用粉色、紅色或橙色標出的元素都與多模態有關。

So these are multimodal and the others are not necessarily multimodal.

是以，這些是多模式的，而其他的不一定是多模式的。

Now, the multimodal scaffolding that you can do in CLIL have to do with manipulatives and realia.

現在，在 CLIL 中可以使用的多模式支架與操作材料和實物有關。

They have to do with real objects.

它們與實物有關。

That you can bring to the classroom, maybe to conduct an experiment or to understand how they work or to understand the process.

你可以把它們帶到課堂上，也許是為了做實驗，也許是為了瞭解它們是如何工作的，也許是為了瞭解過程。

You can also bring pictures.

您還可以攜帶照片。

They don't have to be again, they don't have to be digital.

它們不一定要再次使用，也不一定要數字化。

So you can bring a printout or you can have them in presentation.

是以，您可以攜帶打印件，也可以在演示中使用。

So they become digital.

是以，它們變成了數字產品。

But again, multimodal scaffolding can be analogical or digital.

但同樣，多模態支架可以是類比的，也可以是數字的。

So you don't need to be an expert in technology to be a proficient multimodal CLIL teacher.

是以，要成為一名精通多模態 CLIL 的教師，你並不需要是技術專家。

And then you can have demonstrations of, again, realia or products.

然後，還可以進行實物或產品展示。

You may have graphic organizers.

您可以使用圖形組織器。

They can be digital or analogical, etc.

它們可以是數字的，也可以是模擬的，等等。

Now, in terms of examples of multimodal scaffolding, you may have written texts and you may not know this or you may not be aware of this, but your textbooks, at least the ones I could browse while I was in Taiwan, your textbooks are already multimodal.

現在，就多模態支架的例子而言，你們可能有書面課文，你們可能不知道這一點，或者你們可能沒有意識到這一點，但是你們的課本，至少我在臺灣時可以瀏覽到的課本，你們的課本已經是多模態的了。

You have text, you have drawings, you have different colors.

有文字，有圖畫，有不同的顏色。

Sometimes you even have audio recordings with instructions and things.

有時甚至會有錄音，其中包含說明和其他內容。

So those are multimodal already.

是以，這些已經是多式聯運了。

You can bring, as I said, visual or audio data.

正如我所說，您可以帶來視覺或聽覺數據。

You can bring documentary.

你可以帶來紀錄片。

You can create blogs, either you or with your students.

您可以自己或與學生一起創建博客。

You can bring video recordings, etc.

您可以攜帶錄像資料等。

It is very important that when you bring audio or video recordings or podcasts or video recordings, you make sure that you have a variety of English, different accents and varieties.

非常重要的一點是，當你攜帶音頻或視頻錄像、播客或視頻錄像時，一定要確保有各種不同的英語、不同的口音和不同的語種。

This means that it is important in CLIL, and this is often forgotten, that students should be exposed to different ways of using the language.

這就意味著，在 CLIL 中，學生應接觸不同的語言使用方式，這一點很重要，但卻常常被遺忘。

There is not one standard language.

沒有一種標準語言。

This is only for learning purposes, but they should be exposed to different ways of communicating in the target language.

這只是出於學習目的，但他們應該接觸到不同的目標語言交流方式。

So bringing videos of other kids around the world, talking about the topic that you're covering or explaining some kind of experiment, this is fun for them and it also exposes them to different ways of using the English language.

是以，把世界各地其他孩子的視頻拿來，讓他們談論你所涉及的話題或解釋某種實驗，這對他們來說很有趣，也讓他們接觸到使用英語的不同方式。

Now, in terms of digital tools that you can use for presentation, I've divided them between presentation tools and assessment tools.

現在，就你可以用於演示的數字工具而言，我把它們分為演示工具和評估工具。

For presentation tools, as I said, PowerPoint is normally the most popular.

就演示工具而言，正如我所說，PowerPoint 通常是最受歡迎的。

The one I'm using is Prezi.

我正在使用的是 Prezi。

I like it because it zooms in and out into different content and it shows students what's important and what's less important or more general.

我喜歡它，因為它可以放大和縮小不同的內容，並向學生展示哪些內容重要，哪些內容不那麼重要或比較一般。

You can also use Powtoon.

您還可以使用 Powtoon。

This is very popular among primary educators because it creates it's a free online software.