Upload
michael-ronald-smith
View
218
Download
0
Embed Size (px)
Citation preview
8/13/2019 Clil Best One
1/42
CLILContent and Language
Integrated Learning
8/13/2019 Clil Best One
2/42
CLIL - Classroom principles
Language is used to learn as
well as to communicate
It is the subject matter which
determines the languageneeded to learn
8/13/2019 Clil Best One
3/42
CLIL
Subjectin simple, easily
comprehensible ways, using
diagrams, illustrations, graphs,
practice and highlighting terms.
Languagesubject based
vocabulary, texts and
discussions.
8/13/2019 Clil Best One
4/42
WHY?
The ability to use a language ismuch more than knowing itswords and grammar, and
speaking inperfectly formedsentences.
Language learning issurrounded by myths.
We could usefully re-considersome of these beliefs and views.
8/13/2019 Clil Best One
5/42
8/13/2019 Clil Best One
6/42
A successful CLIL lesson should
combine elements of the following:
Content - Progression in knowledge, skills
and understanding related to specific
elements of a defined curriculum
Communication- Using language to learn
whilst learning to use language
8/13/2019 Clil Best One
7/42
A successful CLIL lesson should
combine elements of the following:
Cognition- Developing thinking skills whichlink concept formation (abstract andconcrete), understanding and language
Culture- Exposure to alternativeperspectives and shared understandings,which deepen awareness of otherness and
self.
8/13/2019 Clil Best One
8/42
Can do
In CLIL, we provide a situation in which the
attention of the child is on a form of learning
activity which is not the language itself.
It can be very successful in enhancing thelearning of languages and subjects, and
developing in the youngsters a positive can
do attitude towards themselves as language
learners.
8/13/2019 Clil Best One
9/42
Outcome
The language classroom is essential for the
learner to understand the nuts and bolts of
languagethe architectural plans.
Learners need time to build things with the
nuts and bolts to build the house which
they see in theory on paper.
8/13/2019 Clil Best One
10/42
CLIL - methods
Can learn to play football or the piano without
kicking a ball or touching the keys?
Kids learn mother tongue using the resourcessurrounding them (deaf children in Nicaragua,
reading the lips, sign language)
8/13/2019 Clil Best One
11/42
CLIL - methods
Changing the perspective (Robin William,
Dead Poets Society)
Talk and discuss, write and express, exploreand share
Supportmind maps, word clouds, graphs
8/13/2019 Clil Best One
12/42
CLIL - obstacles
New concepts always difficult to accept
Lack of qualified teachers
Heavy load and shortage of materials
Lack of support
8/13/2019 Clil Best One
13/42
CLIL - best practices
Subject or language teacher?
Groups or whole class?
Materials?
Benefits and prospects for the future
NB! the learning of language and subjects is
mixed: there are two main aims, one related
to the subject, topic, or theme, and one linkedto the language
8/13/2019 Clil Best One
14/42
CLIL model
Thinking(outcomes,
analysis,
assessment)
Belonging
(interests,partners,
local/global)
Subject(integration,
implementation,
skills and culture)
Communication
(involvement,support mat,
discussions)
8/13/2019 Clil Best One
15/42
CLILmain aspects
Multiple focusintegration of subject and
language teching, blending subjects and
topics, out-of-class projects, analysis
Learning environmenttypical tasks, lots of
aids, overcoming fear, authentic materials
8/13/2019 Clil Best One
16/42
CLILmain aspects
Authenticitystudent is the speaker, topics
related to their needs, everyday life and
interest; contacts with target language users;
use of authentic materials Active learningstudents talk more, help to
rephrase the outcomes, assess progress, co-
operate, discuss. Teacher is a guide and
provider.
8/13/2019 Clil Best One
17/42
CLILmain aspects
Support structurelearning is based on
prior knowledge, skills, attitudes, interests
and experience; information is provided in
student-friendly forms paying attention todifferent learning styles; critical and creative
thinking is supported; new challenging tasks
8/13/2019 Clil Best One
18/42
CLILmain aspects
Co-operationcourses / classes / topics are
planned in co-operation with subject and
language teachers; parents are informed and
invited to support students; learning reachesoutside the common classroom
8/13/2019 Clil Best One
19/42
Howa dozen ways
Language camps
Student exchange
Project work
Language practice abroad Immersion (keelekmblus)
Language showers
One or several subjects
CLIL modules
8/13/2019 Clil Best One
20/42
8/13/2019 Clil Best One
21/42
CLIL lessons exhibit the following
characteristics:
Integrate language and skills, and receptive
and productive skills
Lessons are often based on reading orlistening texts / passages
The language focus in a lesson does notconsider structural grading
8/13/2019 Clil Best One
22/42
CLIL lessons exhibit the following
characteristics:
Language is functional and dictated by the
context of the subject
Language is approached lexically rather thangrammatically
Learner styles are taken into account in tasktypes.
8/13/2019 Clil Best One
23/42
How to begin
Lesson framework
A CLIL lesson looks at content and language
in equal measure, and often follows a four-stage framework.
8/13/2019 Clil Best One
24/42
Processing the text
The best texts are those accompanied byillustrations.
When working in a foreign language, learners
need structural markers in texts to help themfind their way through the content.
Once a 'core knowledge' has been identified,the organisation of the text can be analysed.
8/13/2019 Clil Best One
25/42
Identification and organisation of
knowledge
Texts are often represented
diagrammatically.
Diagram types include tree diagrams for
classification, groups, hierarchies, flowdiagrams and timelines for sequenced
thinking such as instructions and historical
information, tabular diagrams describing
people and places, and combinations ofthese.
8/13/2019 Clil Best One
26/42
Language identification
Learners are expected to be able to
reproduce the core of the text in their own
words.
There is no grading of language Highlight useful language in the text and
categorise it according to function.
Pay attention to collocations, semi-fixedexpressions, set phrases and subject-specific
and academic vocabulary.
8/13/2019 Clil Best One
27/42
Tasks for students
There is little difference in task-type between
a CLIL lesson and a skills-based ELT lesson.
A variety of tasks should be provided, taking
into account the learning purpose and learnerstyles and preferences
Tasks designed for production need to be
subject-orientated, so that both content and
language are recycled.
8/13/2019 Clil Best One
28/42
Typical listening activities include:
Listen and label a diagram / picture / map /graph / chart
Listen and fill in a table
Listen and make notes on specific information(dates, figures, times)
Listen and reorder information
Listen and identify location / speakers
Listen and label the stages of a process /instructions / sequences Listen and fill in thegaps in a text
8/13/2019 Clil Best One
29/42
Typical speaking activities include:
Question loops - questions and answers,
terms and definitions, halves of sentences
Information gap activities with a question
sheet to support Trivia search - 'things you know' and 'things
you want to know'
8/13/2019 Clil Best One
30/42
Typical speaking activities include:
Word guessing games
Class surveys using questionnaires
20 Questions - provide language support
frame for questions
Students present information from a visual
using a language support handout.
8/13/2019 Clil Best One
31/42
Planning CLIL lessons
Teaching a subject in the first language of
your learners there are at least two things
which you can count on: basic language
ability and academic language proficiency. Learners in CLIL programmes are learning
basic language skills, academic language
skills and new subject concepts all at the
same time.
8/13/2019 Clil Best One
32/42
Planning CLIL lessons
To overcome the language barrier, CLIL
teachers need to plan their lessons to includelanguage support as well as content teaching.
8/13/2019 Clil Best One
33/42
Difficulties
Learners have to be able to:
listen to and understand teachers talking
about subjectscan they do that?
talk about subjects themselvestoeach other in groups and to the teacher
in the plenary classroomcan they do
that? read subject textbooks, and write about
subjectscan they do that?
8/13/2019 Clil Best One
34/42
Language problems
The language is likely to be an issue at either
the word or text level (grammar is less of anobstacle to listening or reading).
8/13/2019 Clil Best One
35/42
Support strategies for listening
To help learners listen, subject teachers
highlight or explicitly teach vocabulary. At the
text level they help learners to follow them by
using visuals and by adjusting their talkingstyle: they enumerate points, give examples,
explain, summarise, more then they would in
L1.
8/13/2019 Clil Best One
36/42
Support strategies for speaking
To help students talk in the plenary
classroom, teachers adjust their questions
(asking, perhaps, some cognitively
demanding but short answer questions); theyprompt (for example they start learners
responses for them); they provide vocabulary,
they may allow some L1 responses.
8/13/2019 Clil Best One
37/42
Support strategies for speaking
To help them talk in groups, they provide
support at the word level by listing key words
to use; to help with making sentences they
can offer supportive task types such astalking frames, sentence starters or
substitution tables; or they ask students to
use their L1 when discussing but their L2
when reporting.
8/13/2019 Clil Best One
38/42
Support strategies for reading
To help students with reading teachers may
check that students understand key
vocabulary before they read; they may
provide them with pre-reading questions toreduce the reading demands of the text; or
they may offer help at the text level by giving
reading support tasks, such as a chart to fill
in, a diagram to label, etc.
8/13/2019 Clil Best One
39/42
Support strategies for writing
To students with writing, teachers can offer
support at all three levels by providing a
vocabulary list, sentence starters, or a writing
frame. They can also ensure that the learnerstalk through their writing at the word,
sentence and text level, with each other,
probably in L1, before they write.
8/13/2019 Clil Best One
40/42
Conclusion
From a language point of view the CLIL
'approach' contains nothing new to the EL
teacher.
CLIL aims to guide language processing and'support language production in the same
way as ELT by teaching strategies for reading
and listening and structures and lexis for
spoken or written language.
8/13/2019 Clil Best One
41/42
Conclusion
What is different is that the language teacher is
also the subject teacher, or that the subject
teacher is also able to exploit opportunities
for developing language skills.
This is the essence of the CLIL teacher training
issue.
8/13/2019 Clil Best One
42/42
Sources:
Uncovering CLIL: Content and Language
Integrated Learning in Bilingual and
Multilingual Education by Peeter Mehisto,Maria J. F. Martin, David Marsh
CLIL: A lesson framework by Steve Darn,
Izmir University of Economics, Turkey
Further reading: CLIL by D. Coyle, P. Hood,
D. Marsh (Cambridge)