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TRAINING THE CLIL TEACHER: TRAINING THE CLIL TEACHER:

an inservice modelan inservice model

John and Liz McMahonJohn and Liz McMahon

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Objective of this Objective of this presentationpresentation

To describe a 3 phase inservice To describe a 3 phase inservice CLIL training course for Maths CLIL training course for Maths and Science teachersand Science teachers

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Objectives of the training Objectives of the training coursecourse

• To provide inservice To provide inservice CLILCLIL training for training for state school teachers of state school teachers of Science and Science and Maths,Maths, with the long term objective with the long term objective ofof

developing their learners’ English developing their learners’ English

to enable them to operate in a global to enable them to operate in a global work/study environment. work/study environment.

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Course StructureCourse Structure

Inservice CLIL training

Course for Maths and Science

Teachers

Phase 1 General Language

Improvement

Phase 2Classroom Language

Course

Phase 3CLIL

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Phase 1 – General EnglishPhase 1 – General English

Objectives:Objectives:• To help the teachers improve their language to To help the teachers improve their language to

CEF B1CEF B1

Content:Content:• Mainstream GE course with the addition of a Mainstream GE course with the addition of a

lexical and skills syllabus oriented towards lexical and skills syllabus oriented towards Maths + Science Maths + Science

• Use of loop input techniques to raise Use of loop input techniques to raise awareness of good language teaching practice.awareness of good language teaching practice.

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Phase Two – Classroom Phase Two – Classroom Language Course Language Course

Objectives:Objectives:

•To increase the teachers’ To increase the teachers’ confidence in using English to confidence in using English to manage and run their classes manage and run their classes and interact with their and interact with their students.students.

• To raise the teachers’ awareness of To raise the teachers’ awareness of the value of maximising their the value of maximising their students students exposureexposure to English. to English.

• To further develop the teachers’ To further develop the teachers’ confidence in using confidence in using Maths/ScienceMaths/Science vocabularyvocabulary as outlined in the as outlined in the Curriculum.Curriculum.

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Language layersLanguage layers

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CL course: SyllabusCL course: Syllabus

• English for English for Personal InteractionPersonal Interaction

• English for English for Classroom RoutinesClassroom Routines

• English for English for Giving InstructionsGiving Instructions

• Asking QuestionsAsking Questions and and ElicitingEliciting

• English for English for Monitoring and FeedbackMonitoring and Feedback

• Developing Developing Content VocabularyContent Vocabulary

• Creating a Creating a Language rich EnvironmentLanguage rich Environment

• Use of L1Use of L1

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Phase 3Phase 3

Objectives:Objectives:

• To raise teachers’ awareness of the To raise teachers’ awareness of the linguistic & methodological linguistic & methodological implications of CLIL.implications of CLIL.

• To observe teaching and evaluate To observe teaching and evaluate how well teachers assimilate and use how well teachers assimilate and use CLIL methodology.CLIL methodology.

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Phase 3: CLILPhase 3: CLIL

• Overall thread: identifying Overall thread: identifying languagelanguage demandsdemands and providing and providing language language supportsupport

• CALPCALP

• Input content derived from national Input content derived from national curriculumcurriculum

Phase 3: CLILPhase 3: CLIL

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CLIL: Module StructureCLIL: Module Structure

• Session 1: demonstration lesson with Session 1: demonstration lesson with focus on skill/task design/group focus on skill/task design/group work/vocabularywork/vocabulary

• Session 2 : analysis of LD & LS in the Session 2 : analysis of LD & LS in the lessonlesson

• Sessions 3 + 4: Application and Sessions 3 + 4: Application and practice.practice.

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AssessmentAssessment

• Reflective tasksReflective tasks

• MicroteachingMicroteaching

• Classroom-based observationsClassroom-based observations

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AssessmentAssessment

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Contextual VariablesContextual Variables

• Pedagogic & linguistic competencePedagogic & linguistic competence

• Sociocultural constraintsSociocultural constraints

• Modes of deliveryModes of delivery

• Joint vision of stakeholdersJoint vision of stakeholders

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