Embed Size (px)
DESCRIPTION
Citation preview
The, What the How and the Why of CLIL
Coordinadora Académica de Inglés Colegios Peruanos – INNOVA Schools
2013
Ma. Ed. Cecilia Rosas Delgado
Overview
In today´s session we´ll try to cover the following points:
Background and setting of CLIL: What is CLIL The three principles of CLIL The 4 C’s The 3ª’s
What is it and why use it? Teaching a Geography lesson with CLIL Make your own lesson Plan
What is CLIL?
Cooking Life In London
Canned Lions Increased Literacy
Cats Love Italian Lasagna
Content Language Integrated Learning
CLIL Features: Match
C ontent
L anguage
I ntegration
L earning
the topic or subject matter
the language
the new fusion of both content and language learning goals.
the thinking skills required / developed to manage this fusion.
What is CLIL?What is CLIL?
An approach?An approach? A methodology?A methodology? Nothing new? Nothing new? A philosophy?A philosophy? A process?A process? Good?Good?
By any other name…..By any other name….. Teaching Content Through EnglishTeaching Content Through English Teaching English Through ContentTeaching English Through Content Foreign Language Medium Instruction (FLMI)Foreign Language Medium Instruction (FLMI) Teaching Through Foreign Languages (TTFL)Teaching Through Foreign Languages (TTFL) Teaching Content in a Foreign Language (TCFL)Teaching Content in a Foreign Language (TCFL) Dual-focused Language InstructionDual-focused Language Instruction Content-support ELTContent-support ELT Adjunct / Linked Language coursesAdjunct / Linked Language courses Integration of Languages and Disciplines (BILD)Integration of Languages and Disciplines (BILD) Four-handed foreign language instruction Four-handed foreign language instruction Learning with LanguagesLearning with Languages Learning through an additional languageLearning through an additional language Foreign Language Immersion Program (FLIP)Foreign Language Immersion Program (FLIP) Plurilingual InstructionPlurilingual Instruction Foreign Languages Across the Curriculum Foreign Languages Across the Curriculum
(FLAC)(FLAC) Extended Second Language LearningExtended Second Language Learning Language-enhanced Content Instruction Language-enhanced Content Instruction Integrated CurriculumIntegrated Curriculum Bridge ProgramBridge Program Cross-Curricular Teaching Cross-Curricular Teaching Interdisciplinary Teaching Interdisciplinary Teaching Learning skills based ELT / ESPLearning skills based ELT / ESP
Content-based Instruction (CBI)Content-based Instruction (CBI) Content-based Language Instruction (CLII) Content-based Language Instruction (CLII) Content-based Language Teaching (CBLT) Content-based Language Teaching (CBLT) Integration of Content and Language Integration of Content and Language Content and Language Integrated Content and Language Integrated
ClassroomsClassrooms English-enriched Content Teaching English-enriched Content Teaching Content-enriched English Teaching Content-enriched English Teaching English-focused Content Teaching English-focused Content Teaching Content-focused English Teaching Content-focused English Teaching Content-centered English Teaching Content-centered English Teaching English-centered Content Teaching English-centered Content Teaching Content-driven English Teaching Content-driven English Teaching English-driven Content Teaching English-driven Content Teaching English-sensitive Content Teaching English-sensitive Content Teaching Content-sensitive English Teaching Content-sensitive English Teaching Content-oriented Language Learning Content-oriented Language Learning Content-infused Language Teaching Content-infused Language Teaching Theme-based Language Teaching Theme-based Language Teaching Topic-based Language TeachingTopic-based Language Teaching Discipline-based ESL Instruction Discipline-based ESL Instruction Sheltered Subject Matter Teaching Sheltered Subject Matter Teaching
Reading
Listening
Writing
Speaking
What are the differences
Think pair share: Up to know, what are the main differences between EFL and CLIL?
A definitionA definition
CLIL refers toCLIL refers to a anny y dual-focuseddual-focused educational context in which an educational context in which an additional languageadditional language is used as a is used as a medium in the teaching and learning of medium in the teaching and learning of non-language contentnon-language content. .
Another definitionAnother definition
CLIL is the meeting point of CLIL is the meeting point of content andcontent and language in space language in space (the(the classroom) andclassroom) and time (the time (the lesson).lesson).
The three principles of CLIL
1. Increase comprehensibility
2. Increase interaction
3. Increase thinking skills
MessagesMessages
Every teacher is by definition a Every teacher is by definition a language teacher.language teacher.
Language is the principal means of Language is the principal means of making sense of knowledge.making sense of knowledge.
Every school should have a language Every school should have a language policy.policy.
CLIL in the classroomCLIL in the classroom
Communicative approach Process rather than product Message rather than medium Integration rather than isolation Learner potential rather than teacher
input Language across the curriculum
CLIL and ELTCLIL and ELT
CLIL curriculumCLIL curriculum
CLIL teachersCLIL teachers
CLIL lessonsCLIL lessons
The CLIL curriculumThe CLIL curriculum
All or some subjects are taught through a All or some subjects are taught through a foreign or second languageforeign or second language
More content will be taught as language More content will be taught as language competence increasescompetence increases
There is no language syllabusThere is no language syllabus CLIL should start in elementary schoolCLIL should start in elementary school
CLIL lessonsCLIL lessons Contain the 4 CsContain the 4 Cs Are not language lessons or subject Are not language lessons or subject
lessons delivered in a foreign languagelessons delivered in a foreign language The subject matter determines the The subject matter determines the
language needed to learn. language needed to learn. Language is not graded.Language is not graded. Are often based on reading or listening Are often based on reading or listening
textstexts
CLIL teachersCLIL teachersCLIL teachers are:CLIL teachers are: Subject matter teachers who can also Subject matter teachers who can also
teach languageteach language Language teachers who can teach contentLanguage teachers who can teach content Competent in the target languageCompetent in the target language (FCE) (FCE) Properly trained and involvedProperly trained and involved
CLIL teachers should be good at:CLIL teachers should be good at: identifying the core language of a subjectidentifying the core language of a subject designing tasks and projectsdesigning tasks and projects using technologyusing technology
Interconected dimensions of CLIL The 4Cs Teaching Framework:
content/subject matter/project/theme communication/language cognition/thinking, learning culture or citizenship/integration of
environment and citizenship
University of Nottingham
LIFE UNDER THE SEA
Fishing, 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
The 4Cs framework of CLIL: mindmap
Peruvian
Key vocabulary, grammatical
functions, usefulPhrases
(related to theContent)
Language/skills
needed tofunction in
a foreign language
environment(classroom)
Thinking/skills
needed tolearn this topic, and talk about
it
BLOOM‘S
TAXONOMY
Cognition...
1. Which thinking skills seem appropriate for this topic?2. How can we encourage the use of higher order thinking?3. What kind of questions can I ask to go beyond the lower
level skills and present ss with challenging, problem-solving, hypothesizing, analysing and evaluation tasks?
4. What kind of questions do I want the Ss to ask?5. How do I know what they have learned? Will they be
discussing their new knowledge and understanding? How?
6. What final product will they produce/present?
Peruvian
CULTURE &CITIZENSHIP
What are the advantages
In pairs, list 5 advantages of using CLIL to teach
Using language to learn,Learning to use the language
A 4Cs teaching framework requires a
re-conceptualisation of language from language learning per se towards an integrated model
which actively involves the learner in using and developing
Learning of Language Language for Learning Learning through Language
• Analyse: language of learning
• Add: language for learning
• Apply: language through learning
The 3As lesson planning tool
(Coyle)
The 3As lesson planning tool
Language learning and
language using
Learning of Language (Content)
Language for learning Learning through Language
ReconceptualisingLanguage Learning
(What type of language do I needto learn that content)
(What thinking skills will I needand use to learn that content)
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 - Previous knowledge - Final product - Assessment
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... I am sorry but I don’t agree …
Language THROUGH learning:- Language needed to express
previousknowledge and experiences related
tothe sea depths- Thinking skills
Language of learning
1. What type of language (genre) does your topic use?
2. What is the content-obligatory language? (key words, phrases and functions etc)
3. What kind of talk to learners need to engage in?
4. How would you teach the language of learning for this topic? (specific tasks, presenting grammar rules, discovery activity etc..)
Language for learning.
1. What are the possible language demands of typical tasks and classroom activities?
2. Which language skills will need to be developed?
3. How can learning be scaffolded? (language used to ask for help, ask for additional information etc.)
4. How will students practice their new language and recycle familiar language?
Language of learning
Language needed for learners to access basic concepts and skills relating to the subject theme or topic. (grammar & vocabulary)
Learners need to aquire language specific to the subject and the thematic content.
This means shifting lingistic progression from a dependancy on grammatical levels of difficulty towards functional and notional levels of difficulty demanded by the content.
Language for learning The kind of language needed to function in a
foreign language environment or in the classroom (how to ask and answer questions, how to give opinions, how to interrupt, etc).
Strategies to help them use the foreign language effectively.
The learner needs to be supported in developing skills such as those needed for pairwork, cooperative group work, asking questions, debating, chatting, enquiring, thinking, memorizing etc.
Language through learning
Effective learning cannot take place without active involvement of language and thinking.
When learners are encouraged to articulate their understanding, then a deeper level of learning takes place.
This emerging language needs to be captured by the teacher, but it is difficult to predict beforehand what will emerge.
Language through learning.
1. What language functions and notions are students already familiar with?
2. How can these be practicesd and extended?
3. What strategies can they use to access new language for themselves?
4. How can we define language progression for this topic?
Bloom’s TaxonomyH
igh
ord
er
Low
ord
er
Reconceptualización del proceso de enseñanza de la lengua
Aprendizaje de la lengua
- Frases escenciales- Vocabulario básico
Lengua para el aprendizaje (estrategias)
- Aprender a aprender- Vocabulario para trabajo en grupos- Entender y seguir instrucciones- Como enfrentar el no entender
Aprendizaje a travéz de la lengua
- ‘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
