La Diva 2014CLIL and HOTSContent and language integrated learning and high order thinking skills.

Annette SchaafsmaLecturer Language Learning and Language Teaching at Utrecht The Netherlands.

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Utrecht

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ProgramThis presentation is about four abbreviations: CLIL, HOTS, BICS , CALP.We will explore what teacher quality is needed to bring your pupils on a higher language level.

•Language aquisition theory•Content and Language Integrated Learning•High order Thinking Skills

•Teaching skills for interaction•Practice

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Language acquisition theory

• Input hypothesis(Krashen 1980)

understanding: meaning

• Output hypothesis (Swain 1985, 1995, 2005)

or Interaction hypothesis (Long 1996)

output: meaning + form

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Language and thinking opportunity

Elaborate production at your own initiative= use present knowledge actively and

creatively

Discover what you need= add to knowledge

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Exercise 1Make pairs.Choose a word: hairdryer, bicycle, mobile phone, toaster.1.Tell each other what you do with the object.2.Describe to each other how it works.3.Explain how it is made.

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BICS and CALP• Basic Interpersonal Communication Skills

(BICS)• Cognitive Academic Language Proficiency

(CALP)

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BICS

Interpersonal communication skills for everyday activities. The context supports the language.

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CALPAbstract language is less supported by the situation/context and is therefore more challenging and makes more demand on the pupils’ cognitive capacity.

CALP stimulates the developementof language and thinking skills as analysis, synthesis, interpretation.

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Cummins’ quadrant

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Cummins (1996)

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CLILContent and Language Integrated LearingContent aimsLanguage aims

A chain is the circle of connected metal parts that turns the weels of a bicycle.A toaster works by applying radiant heat directly to a bread slide.

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CLIL

Rich context:language- rich ( film, internet) and non language-rich ( items, illustrations).Large amount of interaction: between pupils, between teacher and pupils, working in pairs and groups.Language supportCollaborative learning

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Teaching Tip

https://www.youtube.com/watch?v=xiQRbB9_1zs

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CLIL strategiesMeyer (2010)•Rich input: meaningful, challeging. Connecting daily life of children and in their area of interest.•Scaffolding learning: help learners to construct their own learning. Teach how te learn.•Rich interaction en pushed output: communicative situations and meaningful context.

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• Adding the culturale dimension: realize that other cultures tend to see things differently, have different values and beliefs.

• Make it H.O.T. (high order thinking): create environments in which children are engaged and challenged. Let children express complex thoughts.

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• Sustainable learning: new knowledge must become deeply rooted in childrens long-term memory. Passive knowledge has to be turned into active knowledge.

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Effective Teacher-Child Interactions

http://youtu.be/2Hw0DbxOmJQTeacher:I encourage language acquisition in conversationChild:The child displays signs of language acquisiton.

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Exercise 2

Checklists.

How do you bring children to use a higher level of language?

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There’s Always Room for One More

What content do you want to discuss?21

Exercise 3 Start with content selection.

1. ………. 2. ………….3. ……………

Make 5 skinny and fat questions about the book.See checklist 3d, 3e, 4c, 4d

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Fat and skinny questions

Skinny questionsyield facts and are easy to answer in a few words. What is………

Fat questionsHave more than one answer and help learners to think more deeply about input en speak longer. Can you tell me how….

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Summing up• CLIL• HOTS• BICS• CALP

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