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1. CLIL&bilingüeinSpain. LessonplanningfortheCLILclassroom–Coyle’s4Csasaplanningtool.
2. ScaffoldingcontentlearningandsupporEnglanguageacquisiEonintheCLILclassroom.
3. PronunciaEonforCLIL.TheimportanceofpronunciaEon.Tellingthingswell.
4. Secondlanguagelearning:truthsandmyths.DealingwithmistakesinCLILclassrooms.SLA,TBLandCLIL.
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Session1
CLILandbilingüeinSpain
1.What’swhatinCLIL
2.CLILgoals
3.LessonplanningforCLIL
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Nameofapproach
DescripDon Similarity PotenDal CLIL
1)Camps2)Double3)Family4)Projects5)Showers6)Total7)Ourown
schoolg)? N/A Excellent
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1.What’swhatinCLIL
• matchthedescripDontothenameinthetable
• whichdescripEonismostsimilartowhatyoudo/arehopingtodoinyourschool?
• whatpotenDaldoyouseeineachdescripEonforfutureapplicaEoninyourownschool?
• WhichdescripEonsrepresentfullyauthenEcexamplesoftrueCLIL?
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1.What’swhatinCLIL
Nameofapproach
DescripDon Similarity PotenDal CLIL
1)Camps d)Groupsof15to602)Double b)Theseprogrammes3)Family f)Withthisapproach4)Projects c)Thisapproachaims5)Showers a)Thisapproachis…6)Total e)UnlikeatradiEonal7)Ourown
schoolg)? N/A Excellent
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1.What’swhatinCLIL
Nameofapproach
DescripDon Similarity PotenDal CLIL
1)Camps d)Groupsof15to60 Yes2)Double b)Theseprogrammes Yes3)Family f)Withthisapproach Yes4)Projects c)Thisapproachaims Yes5)Showers a)Thisapproachis… Yes6)Total e)UnlikeatradiEonal Yes7)Ourown
schoolg)? N/A Excellent Yes
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1.What’swhatinCLIL
1.What’swhatinCLIL
UncoveringCLIL,MacMillan,2008
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• Teaching what students already know but in a different language (i.e. English)
• The ‘dumbing down’ of subject content
• Favouring languages at the expense of the non-language subject
CLIL is NOT about:
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Do Coyle, Nottingham University (in Uncovering CLIL)
1.What’swhatinCLIL
• Trendy or new - it’s been around a long time
• Elitist and therefore only for more able students
• Buying in foreign native-speaker teachers
• Aiming at making students bilingual
CLIL is NOT about:
Do Coyle, Nottingham University (in Uncovering CLIL)
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1.What’swhatinCLIL
1. Appropriate levels of academic achievement
= CONTENT 2. Appropriate levels of
proficiency in four skills = LANGUAGE
3. Appreciation of cultures
associated with TL & L1 = not on diagram
4. Cognitive & social skills for
success in a changing world = LEARNING SKILLS
2.CLILgoals
UncoveringCLIL,MacMillan,2008
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Nina: It really depends on the goal of each programme. Is the goal bilingualism? Is the goal increased confidence/knowledge in L2?
Angela: In the case of Spain, I firmly believe that the government’s intention is to improve our students competence in the foreign language. However, each school should define these goals.
Robin Improve communicative competence in English. Avoid a grammar-driven approach to learning English. Respond to the reality of mixed-ability groups. Improve learner autonomy.
What are the main goals of CLIL?
2.CLILgoals
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RaiseawarenessofEngishasalanguageforcommunicaEon ImprovemoEvaEon
forlearningEnglish
Helpstudentstorealizehowmuchtheyalreadyknow
Understandtechnicalvocabularyabout
computerhardware
Understandandbeabletoreplytoshortemailsaboutbookings
2.CLILgoals(CEUTA)
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1. Areas to be covered in non-CLIL subject lesson plans
1. Group / Level 2. Topic 3. … etc
3.LessonplanningforCLIL
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1. Areas to be covered in non-CLIL subject lesson plans
1. Aims & objectives 2. Assessment 3. Contents (knowledge, concepts, skills) 4. Cross-curricular possibilities 5. Group / Level 6. Materials & resources 7. Previous knowledge & skills 8. Teaching plan (type & timing of activities) 9. Topic
3.LessonplanningforCLIL
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1. Areas to be covered in non-CLIL subject lesson plans
1. Level / Group 2. Topic 3. Aims & objectives 4. Previous knowledge & skills 5. Contents (knowledge, concepts, skills) 6. Teaching plan (type, timing & sequence
of activities) 7. Materials & resources 8. Assessment 9. Cross-curricular possibilities
3.LessonplanningforCLIL
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1. Areas to be covered in CLIL subject lesson plans 1. Level 2. Topic 3. Aims & objectives 4. …etc PLUS 5. language of the topic (especially vocab) 6. language for learning (planning, discussions, etc) 7. language skills needed for dealing with input
(skimming, listening for gist, note-taking, etc.) 8. language skills needed for dealing with output
LessonplanningforCLIL
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LessonplanningforCLIL–Doyle,the4Csandplanning
Content:whatweteach/theylearn
hgp://www.unifg.it/sites/default/files/allegaEparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
CogniDon:howwegetthemthinking
Culture:other(andself)awareness
CommunicaDon:thelanguageusedwhilelearning
2. Coyle, the 4Cs, a lesson planning protocol
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2. Coyle, the 4Cs, a lesson planning protocol
1. Topic 2. Aims & objectives 3. …etc
LessonplanningforCLIL
TeachingobjecDves(whatIplantodo)
Learningoutcomes=whatlearnerswillknow(facts)understand(concepts)beabletodo(skills)feel/beawareof(aktudes)
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LessonplanningforCLIL
TeachingobjecDves:whatteacherintendstodo–theknowledge,concepts&skillsthataregoingtobetaught
Learneroutcomes:whatwewantlearnerstoknow,tounderstandortobeabletodoortofeelalerthelesson
hgp://www.unifg.it/sites/default/files/allegaEparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
2. Coyle, the 4Cs, a lesson planning protocol
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1. Topic 2. Aims (overall / T objectives / learner outcomes) 3. Contents (knowledge, concepts, skills)
LessonplanningforCLIL
Subject(topic)
Language
2. Coyle, the 4Cs, a lesson planning protocol
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LessonplanningforCLIL–the4Csandunitplanning
hgp://www.unifg.it/sites/default/files/allegaEparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
…itisthe[subject]contentwhichdeterminesthelearningroute.Ifitwerethelanguage,imaginehowlimiEngthiswouldbe...…[t]rytohaveaconversaEon
withsomeoneusingonlythepresenttense…
Ifthecontentrequirestheuseofthepasttense,andlearnershavenotstudiedthis,thenCLILlessonswill
[haveto]enablelearnerstoaccessthelanguageneededinadefinedcontextindifferentways.
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LessonplanningforCLIL–Doyle,the4Csandplanning
Content• whatis/aretheaim(s)ofthisunit/lesson?• whataremyteachingobjecEves?• whatarethelearneroutcomes?
CogniDon(thinkingskills/thewayswegetthemtothink)
2. Coyle, the 4Cs, a lesson planning protocol
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LessonplanningforCLIL–Doyle,the4Csandplanning
CogniDon: (thinkingskills/thewayswegetthemtothink)=acEviEesthatavoidexcessiverelianceonLOTSandacEvateandchallengeHOTS
Bloom’staxonomy
2. Coyle, the 4Cs, a lesson planning protocol
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LessonplanningforCLIL–Bloom’staxonomy
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LessonplanningforCLIL–Doyle,the4Csandplanning
Content• whatis/aretheaim(s)ofthisunit/lesson?• whataremyteachingobjecEves?• whatarethelearneroutcomes?
CogniDon(thinkingskills)• whatkindofQsmustIasktoavoid‘display’Qs?• whichtasksandclassroomacEviEeswilltakelearners
intoHOTS?• whichthinkingskillswillbeappropriatetothesubject
content
2. Coyle, the 4Cs, a lesson planning protocol
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LessonplanningforCLIL–Doyle,the4Csandplanning
Content:thesubjectknowledge,concepts&skills
hgp://www.unifg.it/sites/default/files/allegaEparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
CogniDon:acEviEesthatacEvateandchallengeHOTSandavoidexcessiverelianceonLOTS
CommunicaDon:languagetobeusedwhilelearning
2. Coyle, the 4Cs, a lesson planning protocol
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LessonplanningforCLIL–Doyle,the4Csandplanning
CommunicaDon• whatspecialisedvocabulary(terms/phrases)isthere?• whatkeystructuresarethere(e.g.comparaEves)?
=languageoflearning
• whatlanguage/languageskillswilltheyneedtooperateinEnglishinclass(e.g.staEnginformaEon,askingQs,givingopinions,makingsuggesEons,listeningforgist,skimming,scanning,etc.)?
=languageforlearning
2. Coyle, the 4Cs, a lesson planning protocol
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LessonplanningforCLIL
Culture• doesthecontentcarryany(subject-specific)cultural
implicaEons?• doesthelessonallowlearnerstothinkaboutthemselves
(andtheirrelaEontoothers)?
CommunicaDon• whatspecialisedvocabulary(terms/phrases)isthere?• whatkeystructuresarethere(e.g.comparaEves)?• whatlanguage(skills)willtheyneedtooperateintheCLIL
classroom(e.g.makingsuggesEons,readingforgist,etc.)?
2. Coyle, the 4Cs, a lesson planning protocol
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Areas to be covered in CLIL subject lesson plans 1. Level2. Topic–aims,teachingobjecEves,learningoutcomes3. CogniEon(LOTS&HOTS)
4. CommunicaEon:• languageoflearning(especiallytopicvocab)• languageforlearning(discussions)• skillsneededfordealingwithinput(e.glisteningforgist,reading¬e-taking,etc.)
• researchskills(usingtheinternet,etc)• presentaEonskills(usingWord,speakinginpublic,etc)
LessonplanningforCLIL
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¿Cómoseaprendeunalengua?
LessonplanningforCLIL–samplelessonplans
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¿Cómoseaprendeunalengua?
LessonplanningforCLIL–samplelessonplans
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¿Cómoseaprendeunalengua?
LessonplanningforCLIL–samplelessonplans
hgp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2
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¿Cómoseaprendeunalengua?
LessonplanningforCLIL–samplelessonplans
hgp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2Ateneu-Materialsirecursosperalaformació
Step1mayseemobvious,butpracEceshowsthatamajorityofnoviceCLILteachersspendatremendousamountofEmesearchingforgoodmaterialsfromdifferentsourceswithouthavingaclearideaofwhattoteach.Writeyourideasonascrappaperbeforebeginningtosearch.BesureofwhatyouwanttoincludeandwhattorejectfromthetopicyouhaveselectedforyourCLILclasses.
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¿Cómoseaprendeunalengua?
LessonplanningforCLIL–samplelessonplans
hgp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2
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¿Cómoseaprendeunalengua?
LessonplanningforCLIL–samplelessonplans
hgp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2Ateneu-Materialsirecursosperalaformació-Departamentd'Ensen…dària
Thefocusofstep2isthatitiseasiertotransformready-to-usematerialsthantostartthemfromzero.Bearinmindthatbooksusuallycontainbegermaterialsthanwebsites.TheselecEonofacEviEesproposedinstep3impliesthatyoualreadyhavearangeoftasksatdifferentlevelsofBloom'sTaxonomy.Proposingdifferentkindsoftasksisusuallyasourceofengagementforlearnersandpromotesastudentcenteredapproachtoyourteaching.
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¿Cómoseaprendeunalengua?
LessonplanningforCLIL–samplelessonplans
hgp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2
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¿Cómoseaprendeunalengua?
LessonplanningforCLIL–samplelessonplans
hgp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2Ateneu-Materialsirecursosperalaformació-Departamentd'Ensen…dària
Oncethecontentisclearandthetaskshavebeenchosen,youmustadaptallthematerialstothelanguagelevelofyourstudents.ProvidinglanguagescaffoldinginallyouracEviEesisthemainpointofstep4.
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