A CLIL introduction

for teachers:

‘from theory to practice’

Content and Language Integrated Learning, but...

contentlanguage

CLIL? What is it?

contentlanguage

SOME DOUBTS:

- Do we have to plan all the language we use?

- How do we explain the activities?

- Do we need to use a lot of visual support?

or

?

The lartey frimps krolacked blinfly in the detchy shilbor

Read the sentence above and answer the following:

1.What kind of frimps were they?

2.What did the frimps do?

3.How?

4.In what kind of shilbor did they krolack?

5.Which is the subject in this sentence?

6.Which is the verb?

The lartey frimps krolacked blinfly in the detchy shilbor

Read the sentence above and answer the following:

1.Explain why the frimps were krolacking in the detchy shilbor. Be prepared to justify your claims with facts.

2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?

The lartey frimps krolacked blinfly in the detchy shilbor

Read the sentence above and answer the following:

1.Explain why the frimps were krolacking in the detchy shilbor. Be prepared to justify your claims with facts.

2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?

The lartey frimps krolacked blinfly in the detchy shilbor

Read the sentence above and answer the following:

1.Explain why the frimps were krolacking in the detchy shilbor. Be prepared to justify your claims with facts.

2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?

What kind of visuals can we use to introduce a topic to primary age children?

Sample topic: Science - food chain

Visual to show process

Set of visuals to start discussion

Visual to develop cognition

Teacher’s Tools in CLIL

4Cs framework – a guide for subject matter/project/theme

3As lesson planning tool

Cummins’ matrix – an audit tool for task and materials design

The 4Cs conceptual framework for CLIL

(Coyle & Hood)

• Analyse: language of

• Add: language for

• Apply: language through

The 3As lesson planning tool

(Coyle)

The 3As lesson planning tool

CUMMINS’ MATRIX

High cognitive demands

Low cognitive demands

High linguistic demands

Low linguistic demands

12

43X

(CLIL)

4 Cs framework:4 Cs framework: content, communication, cognition & culture

3 As for lesson planning:3 As for lesson planning: analyse, add, apply

Cummins’ matrix:Cummins’ matrix: cognitive and linguistic demands

Bloom’s taxonomy:Bloom’s taxonomy: for task and activity design

Scaffolding:Scaffolding: both language and content

Vygotsky’s socio-cultural theory:Vygotsky’s socio-cultural theory: collaborative learning

Gardner’s multiple intelligences:Gardner’s multiple intelligences: learning styles

Tools used for designing a unit:

4Cs framework : the mindmapFishing,

preserving and trading

methods

Nutritional value of

fish

Catalan fish

markets and

auctions

Types of existing

life: living & non-living

things

Real facts and data on sea natural

FLORA & FAUNA

Basic parts and characteristics

of fish

Food chains

Sea life dangers

Analysing sea

damage

Discussing about fish

usage

Constructing a sea

environment

Identifying elements in a food

chain

Comparing fishing

methods

Describing different

species of fish

Listing types of fish sold in a fish market

Planning a dissection

CONTENTFish for

eating and fish for

decoration

COMMUNICATION

Language THROUGH learning

Language coming out within the

development of the lessons

Language OF learning

Key vocabulary on marine

ecosystems

Language FOR

learning

Key structures to enable speech

(language patterns)

COGNITION CULTURE

Awareness of caring

about the sea environment

The importance of fish in the

Mediterranean diet

Classifying sea

elements

jellyfish

dolphin

starfish

crab

clam

fish

stingray

seahorse

shark

lobster

octopus

Consciousness of not buying

small fish

LIFE UNDER

THE SEA

3 As lesson planning tool (communication process)

Language of learning

- Key phrases needed- Key vocabulary

Language for learning

- Learning how to learn- Language for pair group- Understanding instructions- How to deal with not understanding

Language through learning

- ‘Dictionary use’ for vocabulary extension

COMMUNICATION

Language OF learning: * Key vocabulary: fish, octopus,

dolphin, starfish, jellyfish, shark, angelfish, living/non-living things, sunlit, twilight and midnight, eat/ live in/live up to/weigh/jump/ swim up to.

* Key structures: under the sea, in the water, are the main enemies of..., can it breathe/move/excrete/ get food/reproduce?

Language FOR learning: I can see, We can find, there is/are. I would like to know more about...

Language THROUGH learning:- Language needed to express

previousknowledge and experiences related

tothe sea depths

High cognitive demands

Low cognitive demands

High linguistic demands

Low linguistic demands

12

43(LIFE (LIFE

UNDER THE UNDER THE SEA)SEA)

Cummin’s Matrix

Hig

h o

rder

Low

ord

er

Bloom’s Taxonomy

Scaffoldingthe

language

the content

Vygotsky’s socio-cultural theory

Gardner’s multiple intelligences (learning styles: variety of

resources)