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WHY …..HOW…..
©S.Rampone
VIAGGIARE IN CLIL
Content and Language
Integrated Learning
CLIL is a form of dual-focused
learning where the focus is both
on content and on language. (European Commission)
WHAT IS CLIL?
O – David Marsh, "CLIL is about using languages to
learn………..It is about installing a 'hunger to learn' in
the student. It gives opportunity for him/her to think
about and develop how s/he communicates in general,
even in the first language".
O – Marsh, Marsland & Stenberg, "…an approach in
which both curriculum content (such as science or
geography) and English are taught together. It differs
from simple English-medium education in that the
learner is not necessarily expected to have the English
proficiency required to cope with the subject before
beginning study". – David Graddol
Content Language
Clil can… O provide extra motivation in meaningful contexts
O promote self-confidence and autonomous learning
O provide exposure to languages without extra time in the
school timetable
O can develop cognitive and language skills through a task
approach
O can promote cooperation and real communication
WHY CLIL?
“How theory supports practice”
Cooperation
The 4 Cs of CLIL
Content: l’insieme dei contenuti disciplinari
Communication: la lingua straniera è un veicolo per imparare i
contenuti disciplinari e attraverso i contenuti si impara la lingua
straniera. I tasks devono creare il «bisogno» di comunicare
Cognition: il CLIL è volto a sviluppare tutte le abilità cognitive,
dalle più semplici (es. conoscere, comprendere, applicare) alle
più complesse (es. analizzare, formulare ipotesi, fare previsioni,
sintetizzare, valutare)
Culture: esposizione a prospettive diverse e condivise per
migliorare la consapevolezza di culture differenti
In the CLIL classroom there are opportunities to develop subject-language in L1 alongside the corresponding L2 terminology.
For immigrant children this means they are supported in learning the language of the host country
CLIL is integration (code switching) and not immersion
CLIL aims that all children develop mother tongue (L1) skills at the same time as
learning L2 (English)
Success in learning a foreign language is
contingent on a certain degree of maturity in the native language.
(Vigotsky) O Children can transfer to the new language the system of
meaning they already possess in their own.
O Children must build upon existing skills and knowledge acquired in and through L1.
O L1 is part of “sense making”
O L1 provides a Language Acquisition Support System (Bruner).
O The use of L1 to think is important in order to allow children to communicate their thoughts.
BICS and CALP
BICS Basic Interpersonal Communicative Skills
CALP Cognitive Academic Language Proficiency
O Skills required for social, conversational situations (everyday language)
O Tasks are often less cognitively demanding (greetings, repeating dialogues, matching pictures with words…)
O Language of the subject
(subject- specific vocabulary)
O It is often abstract, formal,
cognitively demanding
(making hypotheses,
predicting, describing an
experiment…)
Two different types of language (Jim Cummins)
Watch Diana’s video in the materials of this section
BICS activity example
(bassa richiesta cognitiva)
CALP activity example
(alta richiesta cognitiva)
Comparing traditional Teaching English as
a Foreign Language and CLIL
“Mother tongue use” actively discouraged in
classrooms
CLIL
TEFL
The use of two/three languages in the classroom
is actively encouraged
Focus on accuracy- getting it right – not
making mistakes
TEFL
Awareness of appropriate use of fluency
and accuracy tasks (correction in post task)
CLIL
Focus on vocabulary shopping list
TEFL
Focus on meaningful chunks of language.
Although the main focus of a CLIL activity is on understanding
subject content, it is possible to aid the teaching of language by:
• Highlighting chunks of vocabulary
• Modelling sentences to support production
• Recasting language when pupils make mistakes related to
subject-specific vocabulary
• Using redundancy (repetition of subject-specific language)
CLIL
adapted from Bentley K., The TKT Course, CLIL Module, CUP, 2010
“ children acquire a language unconsciously focusing on the meaning
and not on the form of the message - bottom up approach”
(comprehensible and multimodal input – Krashen)
Language is not graduated in CLIL but functional to the content
O I don’t know (if) I think it will
O We’ve got a A lot of
O At the end There isn’t any
O Have you got any There aren’t any
O It is healthier because…
EXAMPLES OF CHUNKS
(each subject has got its own lexis, structures, tenses…)
O At the moment The end of
O To do with We need to
O Do you think I don’t think (so)
O We have to Do you want to
O The end of Have a look
O You can see You know that
O This is a A bit of
O A couple of There is a
It is important to…
O increase student talking time (STT) and to reduce teacher talking time (TTT)
O making input comprehensible: realistic, relevant, challenging, slightly higher level of language than learners are able to understand (Krashen)
O use open questions (those with a range of possible answers)
O create situations in which students are involved in problem solving situations, have to share ideas, report back on researches, prepare presentations, take part in role plays, give feedback…
Developing communication skills
Stretching “Cognitive Skills” in CLIL
We often ask children to label, show, name or describe
O 1 Listen and point
O 2 Listen and do
O 3 Listen and match
O 4 Listen and colour
O 5 Listen and say
O …
.
Traditional language teaching
D.Hicks_ from Bologna Lend seminar 28.11.2015
Focus on cognitive, thinking
and creative tasks
-‘What do you think …….?’
-‘What do you know about…?’
-‘What can you see in the picture?’
- Rank the animals - which ones need the most space in a game park?
CLIL
Clil activities should move from
Lower Order Thinking Skills to….
LOTS
O Remembering
O Understanding
O Applying
What, which, where, when, who, how many?
Label, describe, name, show..
Higher Order Thinking Skills
What would it happen if….?
Can you think of…?
HOTS
Successful CLIL: How of LEARNING
Focus on learning process and stragies
