Dr Oliver Meyer is Professor for English-Didactics at the Johannes Gutenberg-University/Mainz. He is also a qualified teacher of Geography and EFL with several years of CLIL-teaching experience. From 2008 - 2013, he worked as a pre- and in-service teacher trainer at the Catholic University of Eichstaett. As a CLIL-expert, he was co-responsible for the in-service training of the 150+ middle school teachers involved in a CLIL pilot program in Bavaria. His Ph.d dissertation is on instructed strategy use and its effect on oral language performance in young CLIL language learners. He is especially interested in developing and disseminating cutting-edge, evidence-based teaching strategies. Oliver Meyer has authored several CLIL and ESL textbooks and is currently working on a conceptual framework for the next generation of digital textbooks ( Learnscaping: Beyond the digital textbook ). He is a member of the CLIL Cascade Network and has been invited to teach CLIL courses in many European countries. In 2010 he co-organized the international CLIL 2010 Conference ( CLIL 2010: In Pursuit of Excellence ) in Eichstaett/Germany. In 2010, he was awarded first prize at a prestigious competition for innovation in teacher training (Pädagogik Innovativ 2010). He is currently coordinating CLIL 2.0: Literacies through Content and Language Integrated Learning: effective learning across subjects and languages , a project (2012-2015) for the European Centre for Modern Languages (ECML). The Graz Group is made up of experts such as Christiane Dalton-Puffer, Do Coyle, Ana Halbach, Irina Hawker, Ana Llinares, Roy Lyster, David Lasagabaster, Gerrit-Ian Koopman, Yolanda Ruis-Zarobe, Kevin Schuck, Teresa Ting, Johannes Vollmer & Rachel Whittaker.
Taking CLIL to the next level: developing pluriliteracies for knowledge construction and meaning making
Oliver Meyer, Johannes Gutenberg-Universit, Mainz.
CLIL has been a tremendous success story, especially with regards to the development of the students’ foreign language skills. However, there is now growing evidence that embracing the CLIL approach does not automatically lead to successful teaching and learning. A number of studies indicate that this is especially true for subject specific on task performance development of cognitive academic language proficiency. The Graz Group has developed a new framework to address those shortcomings. Based on a revised conceptual understanding of the role of language that places meaning and content in the center of its interest, this framework uses latest research into the relationship between subject specific literacies, instructed strategy use and task performance to demonstrate that placing literacies at the heart of CLIL will allow us to not only conceptualize progress on the knowledge path but also enable teachers to modify their instructional approaches in order to improve subject specific task performance in their CLIL students.