CLIL PRINCIPLES, STRATEGIES AND RESOURCES FOR SECONDARY TEACHERS Diana Foran Storer November 7, 2012

CLIL PRINCIPLES, CLIL PRINCIPLES, STRATEGIES AND STRATEGIES AND RESOURCES FOR RESOURCES FOR

SECONDARY TEACHERSSECONDARY TEACHERS

Diana Foran StorerNovember 7, 2012

Day 1: History and Rationale of CLIL

Understand the rationale of CLIL

Get our definitions straight: Buzz Words

Look at teacher characteristics for CLIL

Think about what it means to be bilingual

Talk about what’s in a CLIL lesson

Reflect on who we are, what we do, why we do it, and

HOW we do it

Course Plan (flexible!) Nov 7: Intro: gossip; History and Rationale of CLIL Nov. 12: The CLIL lesson Plan (guest speaker

Michele Guerrini) Nov. 19: Do’s of a CLIL teacher Nov. 21: Effective Teaching-Effective Learning Nov. 26: Formative Assessment Nov. 28: Developing Literacy Skills in EFL

Learners/ prep time for presentations Dec. 3: Sample lesson presentationDaily trouble shooting,

questions/answers/suggestions

HISTORY and RATIONALE for HISTORY and RATIONALE for CLILCLIL

Traditional LT methodology ? What has gone wrong?

EU diversity= need for communication; job mobility; globalization; ERASMUS; student/teacher exchanges

EU directive: MT + 2

HISTORY and RATIONALE for HISTORY and RATIONALE for CLILCLIL

The European Commission and Spain since the 1990s collaborative bilingual programs MEC / British Council

Comunidad de Madrid since 2004 : 2012-13: 297 colegios, 80 institutos Challenges?

TRAINING TEACHERS, developing materials,

designing curriculum frameworks to improve the quality of language and content education;

TEA

Let’s work on DefinitionsBuzz Words

Break into groups.Match the terms / names with the definitions / theories.

Be prepared to be questioned!

Questions? ?

What What doesdoes CLIL CLIL stand for?stand for?

Who are the Who are the “gurus” ?“gurus” ?

What What methodology?methodology?

How does CLIL How does CLIL benefit learners?benefit learners?

Content and Language Content and Language Intergrated LearningIntergrated Learning

David Marsh, Do Coyle; David Marsh, Do Coyle; Carmen Pérez-Vidal, Carmen Carmen Pérez-Vidal, Carmen MuñozMuñoz

Content subjects taught in and Content subjects taught in and through a foreign languagethrough a foreign language

Learning is improved through Learning is improved through increased motivation: increased motivation: Learners are more successful and more motivated than those in traditional content subject classrooms (Wolff, (Wolff, 2004)2004)

CLIL requires specific professional skills and competencies. Discuss with

your partners. I agree I

disagree A high level of fluency is required in the target language.

Knowledge of language learning theory provides a basis for FLT pedagogy.

Teachers adjust their linguistic skills (in the L2) to the complexity of the subject matter.

Teachers adjust to different learning styles, and linguistic /cultural backgrounds.

CLIL requires specific professional skills and competencies

1. 1. Language/communication: →Sufficient target language (L2) knowledge and pragmatic skill →Sufficient knowledge of the L1 2. Theory: First - Second Language Acquisition. →Comprehension of the differences

and similarities, phases of learning and

production

CLIL requires specific professional skills and competencies

3. Methodology3. Methodology1.1. Ability to identify linguistic difficultiesAbility to identify linguistic difficulties

2.2. Enhance the use of socially oriented Enhance the use of socially oriented language (BICS)language (BICS)

3.3. Use communcation/interaction methods Use communcation/interaction methods that faciltiate understanding of meaningthat faciltiate understanding of meaning

4.4. Use strategies for error correction and Use strategies for error correction and modeling good language usemodeling good language use

5.5. Use dual-focused activities simultaneously Use dual-focused activities simultaneously for content and language. for content and language.

CLIL requires specific professional skills and competencies

4. The Learning Environment: 1. Ability to use different classroom settings in

order to provide acquisition-rich learning opportunities

2. Ability to work with learners with diverse linguistic/cultural backgrounds

3. Diverse strategies for peer interaction, group/pair work, learner autonomy.

4. Knowledge of information and communication technology available on CLIL learning environment.

CLIL requires specific professional skills and competencies

5. Materials Development1. Ability to adopt, adapt, and exploit

materials considering semantic, textual, syntactic, vocabulary features.

2. Ability to select authentic, real-life materials from various media and utilize these in an integrated framework.

CLIL requires specific professional skills and competencies

6. Interdisciplinary Approaches1. Ability to identify conceptual

relations between different subjects; interlink, make learning relevant, easier, effective. .

2. Ability to encourage learners to develop self-confidence, self-esteem, and “thirst for learning”.

CLIL requires specific professional skills and competencies

Assessment 1. Ability to develop and implement

evaluation and assessment tools and strategies that reflect content and language learning.

2. Understanding that language production fluency prevails over strict grammatical accuracy

Using language demands that teachers systematically plan for, teach, monitor and

evaluate:

Language of learning: linked to an analysis of

content; thematic, syllabus demands; grammar,

vocabulary, structures, functions

Language for learning: builds up learner repertoire linked to meta-cognitive skills ; thinking in real contexts for the learners

Language through learning

emergent knowledge building , progressive skill development, cognitive development, BICS/CALP

Basic Interpersonal Communication Skills (BICS) J.

Cummins Basic Interpersonal Communication Skills

is the kind of language used in face-to-is the kind of language used in face-to-face communication. It is language needed face communication. It is language needed for social interaction. This is sometimes for social interaction. This is sometimes called playground language, everyday called playground language, everyday language, social language, or surface language, social language, or surface fluency. It is the language of everyday fluency. It is the language of everyday communicative contexts.communicative contexts.

Example:– Social greetings such as “hello”, Social greetings such as “hello”,

“goodbye” and “thank you.”“goodbye” and “thank you.”

Cognitive Academic Language Proficiency (CALP)

Language proficiency associated with schooling, and the abstract language abilities required for academic work. A more complex, conceptual, linguistic ability that includes analysis, synthesis and evaluation.

Influenced by prior schooling and experience using complex language.

Reading achievement in English is more dependent on reading achievement in their native language than it is on relative oral proficiency in English.

Amount of exposure and practice in the second language

BICS or CALP?__ Cultural/linguistic knowledge is often needed to comprehend L2 fully.__ Understanding by observing others’ reactions. __ There is less face-to-face interaction. __ Observing pictures, concrete objects, and other contextual cues which are present. __ Language used is often abstract.

__ Literacy demands are high (narrative and expository text and textbooks are written beyond the language proficiency of the students). __ Observing speakers’ non-verbal behavior (gestures, facial expressions and eye actions). __ Non-verbal clues are absent __ Asking for statements to be repeated, and/or clarified.__ Using voice cues such as phrasing, intonations, and stress.

CONTEXT-EMBEDDED LANGUAGE

:

CONTEXT-REDUCED LANGUAGE

What does it mean to be bilingual? What is the goal of CLIL?

Monolingual; Semi-lingual; passive

Compound bilingual; fossilization

Ambi-bilingual Simultaneous Sequential Balanced bilingual Coordinate bilingual

Subtractive Additive

FUNCTIONAL BILINGUAL

Second Language Acquisition

In an ideal situation, it takes 5-7 years for students in a quality bilingual program to become relatively academically proficient in English.

Learners acquire best when they create, discover and construct their own meanings.

Language is a means not an end, and when learners are interested in a topic, they will be motivated to acquire language to communicate.

Second Language Acquisition (cont)

Semantic fluency precedes grammatical accuracy and errors are a natural part of language learning.

Learners develop fluency in English by using English to communicate for a variety of purposes.

Reading is essential for developing academic English skills.

LANGUAGE ACQUISITION

Language Development

Cognitive Development

Academic Development

Social and Cultural Processes

What’s different about CLIL lessons?

Content and Language Goals Knowledge of the language becomes the

means of learning content. Science: Content- identify the steps in the life cycle of a frog

Language – Use signal words to describe the life cycle

Social Studies:

Content-Identify the causes of global warming Language- Explain the meaning of “the greenhouse effect” to your partner and summarize

the meaning in writing

Content and Language Goals

Language Arts: Content- Describe how a character changes in a story Language- Use sensory words to give your partners a “real” picture of the character. Technology: Content- Describe how a pulley works Language- Use specific vocabulary in

writing the “how – to” summary

HOW CLIL WORKS

Fluency is more important than accuracy. Learners interested in a topic are

motivated to acquire language to communicate.

It is the subject matter which determines the language needed to learn.  

Listening comprehension is achieved through input and improved through output.

Krashen’s Comprehensible Input ⇨ Comprehensible Output

Swain’s Output Hypothesis: This refers to the opportunities provided to the learners to engage in meaningful conversation. Input that is just a level above what the learner knows (“one step beyond”) is made comprehensible by context paralinguistic clues, speech modification, and building on prior knowledge. Output produced by learners in collaborative tasks needs feedback, interaction, meaningful negotiation.

IN A CLIL LESSON, ALL FOUR LANGUAGE SKILLS SHOULD

BE COMBINED:

Listening, a normal input activity is vital , a normal input activity is vital for language learning for language learning

Reading, using authentic, meaningful , using authentic, meaningful material, as the major content source material, as the major content source

Speaking, primarily focuses on fluency: , primarily focuses on fluency: accuracy is seen as secondary accuracy is seen as secondary

Writing is a series of lexical activities is a series of lexical activities through which grammar is recycledthrough which grammar is recycled

Integrate both Integrate both receptive and and productive language skills. language skills.

What have we just done?... Introduced CTIF course; introduced ourselves! Practiced information gathering skills: question

formation (G.O.S.S.I.P. activity) Touched on CLIL history and rationale Checked our knowledge of basic CLIL terminology Looked at specific professional skills for CLIL teachers Discussed BICS, CALP, bilingualism, Second Language

Acquisition, Input and Output Hypotheses

HOMEWORK: CD with pdfs; Popular Opinions; CLIL Essentials; Stages of Second Language Acquisition; Learning Styles Survey