The Do’s of a CLIL The Do’s of a CLIL Teacher Teacher

CTIF - OESTENovember 19, 2012

Diana Foran Storer

What are your CLIL program are your CLIL program priorities?priorities?

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CLIL teachers do need to adapt…

For CLIL, the change of medium of instruction requires a change of method of instruction

Teaching through and in a foreign language, always involves dual-focused aims.

Therefore in a CLIL class, attention is given to both content and language

simultaneously.Diana Foran Storer

Theory statements include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA).

Theories are linked to various design features of language instruction: stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, etc.

Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learning takes place

Diana Foran Storer

METHODS are held to be fixed teaching systems with prescribed techniques and practices.

APPROACHES represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom.

Is CLIL a method or an approach?

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Buzz word: umbrella term

CLIL is an umbrella term covering a dozen or more educational

approaches (e.g. immersion, bilingual education, multilingual education). The flexibility of the approach is, above all, evident

in

the amount of time devoted to teaching or learning through the second language.

In your school?

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CLIL teachers do have to…

Adjust speed moving through syllabus; Speak slowly

Focus on meanigful communication: Offer more explanations while providing academic discourse

Be aware of language problems, and attempt to solve them through strategies.

Aim towards developing language proficiency and content competence

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AND.... 

Listen to learners in order to respond to individual learning styles, individual needs

Teach study skills/learning strategies aimed at autonomous learning

Be innovative and flexible Be culturally sensitive/non ethnocentric Be analytical – if there are problems,

search for solutions Master a wide range of methodological

alternatives move from teaching to fostering

learning Diana Foran Storer

The Do’s = The New Mindset: from teacher-centered to learner-

centered

Asking not telling Focusing on students’ interests and

experience Striving for communication over accuracy Learning by doing; more open-ended tasks Students have choices and make decisions Focusing on confidence building for real

world skills; the autonomous learner Encouraging interest in subject matter; low-

anxiety, high self-esteem, increased motivation

Establishing rapport; becoming a facilitator, coordinator, a reference

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The Do’s = The New Mindset: from teacher-centered to

learner-centered

Caring about fostering learning…Group Activity : Decide which statements apply to a teacher-centered or to a more student-centered classroom.

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Teacher-centered vs. Student-centered

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Method Teacher Roles Learner Roles

Situational Language Teaching

Context SetterError Corrector

ImitatorMemorizer

Audio-lingualismLanguage ModelerDrill Leader

Pattern PracticerAccuracy Enthusiast

Communicative Language Teaching

Needs AnalystTask Designer

ImprovisorNegotiator

Total Physical ResponseCommanderAction Monitor

Order TakerPerformer

Community Language Learning

CounselorParaphraser

CollaboratorWhole Person

The Natural ApproachActorProps User

GuesserImmerser

SuggestopediaAuto-hypnotistAuthority Figure

RelaxerTrue-Believer

Methods and Teacher and Learner RolesDiana Foran Storer

Group Activity: What kind of a Teacher?

Role of a Teacher Quadrant

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Learning Styles: A teacher should be aware of these?

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Group Activity: Recognizing Individual Learning

Stlyes Auditory (Linguistic) Visual (Spatial) Tactile (Kinesthetic)

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Group Work:

Learning Styles and Possible Activities Cards

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Summarizing the DO’s:

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Good Teaching Strategies: DO expose to INPUT

Offering abundant target language at input: i + 1

Selecting adequate materials: authentic, functional, stimulating

Adapting materials, if necessary, in advance

Adapting materials during teaching

Being aware of your own teacher-talk

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Do use strategies that focus on processing MEANING...

Requiring learners to do something with the content

Pre-teaching and re-cycling useful vocabulary

Designing tasks that focus on identifying and checking meaning

Emphasizing correct and relevant interpretations of content material Diana Foran Storer

Do use strategies that focus on processing FORM

Promoting language awareness Providing examples of relevant forms:

3rd person “s”; do/does/did Correcting and explaining use of

relevant forms Giving feedback (error correction

recasts, rephrasing…) and organizing peer feedback.

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Do use strategies allowing for production of

OUTPUT

By being aware of student-talk time. Stimulating learners to practice and

be creative with the language by: 1. Asking for reactions 2. Asking for interaction 3. Eliciting communication 4. Stimulating target

language use 5. Giving feedback on

language use 6. Organizing written practice.

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Do use receptive/productive STRATEGIES

Helping learners to develop and use language learning strategies

Possessing a repertoire of strategies and techniques to contextualize language use

Using scaffolding strategies in the four skills

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Scaffolds Can Be…

written guidelines cue cards modelling or

prompting techniques

visual displays classified lists tables or graphs

As students demonstrate greater proficiency on their own, scaffolding is gradually removed.

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Scaffolding: Scaffolding: The teacher, the materials, or other students provide support to help students bridge the gap between their current abilities and the intended

goal (Vygotsky’s ZPD)

Encourage students to move from dependence to independence.

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Activity: : With a partner, re-order these scaffolded questions according to cognitive

difficulty:

1. “Where do penguins live?” 2. “Point to the penguin”3. “Is a penguin a mammal or a bird?”4. “If penguins have wings, why can’t they fly?”5. “Do you think a penguin would want to fly?”  6. “How do fish breathe under water?”7. “Is a penguin a fish?” 8. “Look at the animals. Find the bear, the dog and the cat.”9. “Why are these all mammals?”10. “How are they the same?”

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Scaffolded questioning

“Point to the penguin”“Look at the animals. Find the bear,

the dog and the cat.” (Word recognition; pointing, no spoken production)

“Is a penguin a fish?” (yes/no one-word answer)

“Is a penguin a mammal or a bird?” (one-word provided)

“Where do penguins live?” (one word ans; pre-taught vocab)

“How do fish breathe under water?” (one word, pre taught) Diana Foran Storer

Scaffolded questioning

“How are they the same?” “Why are these all mammals?”

(content knowledge; vocab)“If penguins have wings, why can’t

they fly?” (reasoning; content knowledge)

“Do you think a penguin would want to fly? Why?”  (reasoning; personal opinion, synthesis)

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6. EVALUATION⇒ ability to make a judgment of the worth of something

5. SYNTHESIS ⇒ ability to combine separate elements into a whole 4. ANALYSIS ⇒ ability to break a problem into its constituent parts and establish the relationship between each one.

3. APPLICATION ⇒ ability to apply rephrased knowledge in a novel situation

2. UNDERSTANDING ⇒ ability to rephrase/manipulate knowledge 1. KNOWLEDGE ⇒ that which can be recalled

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Effective Use of Questioning

Questioning can..... arouse curiosity stimulate interest in the topic clarify concepts emphasize key points enhance problem-solving ability encourage students to think at higher cognitive

levels motivate student to search for new information ascertain students’ knowledge level to aid in

modifying instruction (Formative Assessment…)

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Asking for cognitive engagement...

"What is the main idea of...?""What if...?“

"How does...affect...?" "What is the meaning of...?""Why is...important?“

"What is a new example of...?""Explain why...." "Explain how...." Self analysis:

“How does...relate to what I've learned before?" "What conclusions can I draw about...?"What is the difference between ... and ...?“

"How are ... and ... similar?""How would I use ... to ...?""What are the strengths and weaknesses of...?"

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Scaffolding classroom discourse:

1.“Do you think you could close the door?” 2. “Close the door, please!” 3. “How can you stand this noise?! We can’t

work with the door open!” 4. “This noise is terrible! I think it’s high time

we closed the door!” 5. “Could you close the door, please?” 2-5-1-4-3

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Handy teacher talk phrases for the CLIL classroom

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http://www.musictechteacher.com/music_quizzes/music_quizzes.htm http://www.syvum.com/cgi/online/mult.cgi/squizzes/chem/acids_bases_s

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Diana Foran StorerUCM