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Suggestions for creating and developing dynamic CLIL EFL materials
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CREATING DYNAMIC CLIL TEACHING MATERIALS from AUTHENTIC TEXTS
Augmenting the CLIL Professional’s
“Bag of Tricks”
Prof. Larry M. Lynch
Santiago de Cali University
proflmlynch@gmail.com
Why We Need to Adapt Materials:
• Unsuitable material level• Too difficult• Inappropriate length or duration • Contextual use of grammar or language• Explore relevancy • Adapt for specific application• Adapt to student learning styles (*MITs)
*Theory of Multiple IntelligencesH. Gardner, 1988
Why CLIL Scaffolding?
• Encourages participation • Links existing knowledge to new knowledge • Focus is on learning goals • Helps teachers get to know learners
Some Key CLIL Features:
• activates schema of learner • Repackaging of information to be user-friendly • Addresses different learning styles • Promotes creative and critical thinking • Challenges learners to move forward
Use CLIL Content Repackaging to:
• Create opportunities to engage learners at all levels
• Make materials more exciting and relevant • Reinforce learning • Permit learner reflection on lesson
materials inside and outside of class • Extend learning beyond the class room • Allow expression of teacher expertise
Mehisto, Marsh & Frigols, 2008
Repurposing of information to facilitate understanding / retention
• Images • Charts and graphs• Audio / Video • Multimedia • Lists • Diagrams
• Drama • Simulations / Role play • Games / Puzzles • Interactive online content • Dialogues – conversations • Manipulatives
Ref. Krashen’s Input Hypothesis, 1980
“Improvement comes from supplying communicative and comprehensible input”
“Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill.”
Stephen Krashen
Input Hypothesis, (1980) &
Affective Filter Hypothesis
“The best methods are therefore those that supply comprehensible input in low anxiety situations, containing
messages that students really want to hear.”
Language Learner Typical Resources
0 5 10 15 20
cell phone
camcorder
iPod
voice recorder
digital camera
tablet
laptop
MP3 player
MP4 player
DVD player
Serie3
Serie2
Serie1
Language Learner Digital Resources
0
5
10
15
20
Serie1
Serie2
Serie3
Learner-Centered Digital Resources
• Cellular phones • iPod • Tablet • Blackberry • Laptop or desktop access• Email • Twitter • Facebook
VLE - Virtual Learning Environments• Quia (www.quia.com) • Dokeos
(http://sourceforge.net/projects/dokeos/)
• WiZiQ (www.wiziq.com) • Blackboard
(www.blackboard.com) • Moodle (http://moodle.org/) • Xerte
(www.nottingham.ac.uk/xerte/) • Wikieducator
(http://wikieducator.org/Main_Page)
The CLIL Strategy: Content Goals Supported by Language Goals
• Repurposing of
information to facilitate understanding
• Drawing out of key concepts and terminology
• In context vocabulary • Charts / diagrams • drawings / imagery • Hands-on activities
Mehisto, Marsh & Frigols, 2008
T/L Input Content Sources
Printed Content • Newspaper articles • Books • Magazines / e-zines• Journals • Brochures • Web pages • Blogs
Audio-Visual Content • Comics • TV series – Movie clips • Realia • Puppets / manipulatives • Adaptive games • Podcasts
Gardner, 1988
CLIL Cognition includes:
• Perceiving • Recognizing • Judging or Assessing • Reasoning • Conceiving and
Articulating • Imagining
• Long-term retention requires that we experience the application of new knowledge and the use of related skills in a meaningful context
Richards and Rodgers, 2001
TYPES OF ADAPTIVE EXERCISES WHICH PROVIDE MEANINGFUL CONTEXT :
• COGNITIVE PAIRS• CLOZE EXERCISE• FILL IN THE BLANKS• WORD OR LETTER UNSCRAMBLE• RE-ORDERING A SEQUENCE• TRUE or FALSE• GIVE A DESCRIPTION• EXPOSITORY WRITING • COMPLETE THE PHRASE or SENTENCE • ERROR CORRECTION• COMPREHENSION QUESTIONS• WRITE THE QUESTION
• COMPLETE A CHART or GRAPH• MULTIPLE CHOICE• SELECT AN ITEM FROM A GROUP• RE-WRITE or RE-STATE• GIVE AN OPINION• A COMBINATION of EXERCISES
Brinton, Snow & Wesche, 1989 Stryker and Leaver, 1997
CREATING DYNAMIC CLIL TEACHING MATERIALS from AUTHENTIC TEXTS
Let’s Try Some CLIL Repurposing ACTIVITIES
CLIL Repurposing Activities • “Find Someone Who …” (reviewing / accessing existing knowledge -
connecting to personal experience)• Graph the Richter Scale (text to graphic data
conversion) • Earthquake Aftermath Photo Discussions (content analysis - developing critical thinking
skills) • Earthquake Tracking Worldwide Online (group work and sharing of online content) • Filming Peer Experience Interviews (Oral production to audio-visual input / output)
NAME & From Where? Interview Data
Did you feel last Sunday’s tremors?
Where were you?
What happened when you felt the
tremors?
How did you feel?
Has this happened to you before?
Was it different than others you’ve
experienced?
C:\Users\CLIENTE\Desktop\EQMapQuickTips.gif
Earthquake Damage
Earthquake Aftermath - for each image consider the following:
• Describe the scene:
• What probably happened?
• How could you help survivors?
• What could you do about lost services, destroyed buildings and bodies?
• What about future prevention plans?
• Prepare a sequence of events for an earthquake occurrance
The Richter Scale The original formula developed by Charles Richter in 1935 is:
“CREATING DYNAMIC CLIL TEACHING MATERIALS from AUTHENTIC TEXTS”
Thank You Attendees!
For more information email: Prof. Larry M. Lynch
proflmlynch@gmail.com
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