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Presentation done by Jon Wright at the CLIL-Workshop in Catalonia 2011, at the Department of Education (Departament d'Ensenyament, Generalitat de catalunya,Barcelona 2011). organized by the Servei de Llengües estrangeres.
Citation preview
Trobada pedagògica: CLILPutting CLIL into practice
Dr Jon [email protected]
Introductions
1 Introduce yourself to the people next to you.
2 Find out two things you have in common.
3 Who had the most active weekend?
Creative mechanism of this activity
1 It was natural2 It necessarily involved pairs3 You learnt about another person4 You had a chance to talk about you5 There was a specific outcome as a target6 It was not demanding7 There were different ways of doing it8 The activity could be repeated by varying pairs
Overview: key points
1 The benefits of CLIL2 Background to CLIL3 How any to make any lesson a CLIL lesson4 What CLIL teachers do5 CLIL activities to try out in your classes6 CLIL and EFL7 CLIL and expectations of success8 CLIL and the 4Cs
The key to communicative language
Let’s talk about ME!
Connecting with your learnersThey are the experts:
My worldMy familyMy hopes, fears, worriesMy hobbiesMy favourite activitiesMy lifeMy learning styleMy way of doing thingsMy ideas
How well do you remember 2001?1 What car were you driving in 2001?2 What music did you listen to?3 What clothes were you wearing?4 What was your secret ambition?5 What materials were you teaching/studying?6 Who was your best/worst student/teacher?7 What films were on in the cinema?8 What hairstyle did you have?9 What sort of phone did you have?10 How long did you spend on computers?11How did you get in touch with friends and family?12 What was in the local, national and international news then?
Which answers are the same in 2011?
1 What car were you driving in 2001?2 What music did you listen to?3 What clothes were you wearing?4 What was your secret ambition?5 What materials were you teaching/studying?6 Who was your best/worst student/teacher?7 What films were on in the cinema?8 What hairstyle did you have?9 What sort of phone did you have?10 How long did you spend on computers?11How did you get in touch with friends and family?12 What was in the local, national and international news then?
The educational challenge:
How can we take the learners of today …
… and help form the citizens, business people and happy, well-balanced individuals of tomorrow
… using the teaching methods of yesterday?
CLIL realities
• Few if any teachers have personal experience of learning using CLIL methods
• Few if any teachers have qualified to teach as CLIL practitioners
• CLIL is as new to teachers as to learners• CLIL materials are different – and not plentiful• CLIL is still experimental • CLIL does represent an additional workload
What do teachers need to know about CLIL? 1
• It’s not a method with one ‘correct’ way of doing things
• It’s not only about English• It won’t make learners fluent• Teachers don’t have to be fluent• It’s a team effort• It’s not impossible• It shows you have high expectations• CLIL deliberately aims to go beyond school limits
What do teachers need to know about CLIL? 2
CLIL is not translated Catalan/Spanish.
Why not?• Content and language goals are present• Language goals need specific targeting• Content and language goals depend on
communication• The reason for combining content and language
goals relates to development goals that differ from previous pedagogical goals
What do teachers need to know about CLIL? 3
CLIL is not EFL
Why not?• EFL has a grammar syllabus and functional with grammatical
progression• EFL is marked for accuracy and fluency, not content• Content topics involve technical language EFL avoids• EFL links primarily to the cultures of English-speaking
countries• EFL rarely has a specific focus on cognitive development
Learner benefits of CLIL
• Global citizens in a time of accelerating change• Multiple perspectives and intercultural
communication skills• Enhanced range of skills for working life • Armed for life-long learning with effective strategies• Problem-solving expertise• Teamworkers confident of working alone
Values in the classroom
“The values we take with us into the classroom have a significant impact upon how we teach, upon our expectations of students and, in turn, upon how students respond.”
Ollerton, M. (2004). Creating Positive Classrooms. London: Continuum
Example: Copying the class rules
• No discussion• No focus on understanding• No emphasis on agreement• No credit to sensible students• No evidence of trust• No promotion of ownership• No pairwork or team effort
CLIL Values
• Confidence• Thinking skills• Decision making• Learner autonomy• Open to new ideas/otherness• Committed to lifelong learning• Cooperative • Flexible and adaptable• Good communicators• Intercultural competence
Classroom routines
Each lesson, viewed as a learning event, is a collection of predictable teacher actions:
• Greet the class• Take the register• Introduce aims
… how many others can you think of?
Some classroom routines
Arranging seatingIntroducing topicExplaining tasksExplaining proceduresCorrecting errorsCalming the classEnthusing the classSetting time limitsAsking for examplesAsking questions
Checking comprehensionForming pairs and groupsReturning workHanding out equipmentGiving examplesGiving feedbackAssessing performanceManaging noise levelsReview previous learningMonitoring activities
CLIL: suggested action plan 1
1. Get a working group of teachers to create an agreed set of typical expressions in English for the most common classroom routines.
2. Share the expressions with all teachers.3. Train/support shy or less confident teachers.4. All teachers use the typical expressions in
class.
Learner language in classAsking for help Please, could you help me?
...Cooperating with others Let’s work together.
...Responding to questions I know what the answer is.
...Commenting on understanding Sorry, I don’t understand.
...Greeting and leave-taking Good morning, Miss.
...Asking to leave the room Can I go to the toilet, please?
...Giving opinions Well, in my opinion
...
CLIL: suggested action plan 2
Work with the learners to make an ongoing record of useful expressions for classes.
Display as one or more postersCreate a booklet for each learnerInclude in their vocabulary books
The creativity of language …
Hi, I’m Jon.Call me Jon.My name’s Jon.I’m Jon.I’m Jonathan, Jon for short.People call me Jon.Hi, Jon.Jon Wright, nice to meet you.This is Dr Wright speaking…
How many ways can you express this?
Elephants live in both Africa and Asia.
Match the sentence parts:1 You find elephants a. but also in Asia. 2 Africa and Asia are both b. in Africa and Asia. 3 There are elephants in Africanc. and Asian countries.4 Elephants live not only in Africa d. home to elephants.
Any others?
Fill in the gaps
1 Elephants are f... in the w... in Africa and Asia.2 Two c... are h... to elephants, Africa and Asia.3 The elephant has n... h...s on two continents.
Did you guess?
1 Elephants are found in the wild in Africa and Asia.2 Two continents are home to elephants, Africa and
Asia.3 The elephant has natural habitats on two continents.
Exploiting texts: 1 Pre-text
Start with one or more Pre-reading tasksWhy?
To introduce the topicTo check what the learners knowTo motivate the learners for the taskTo activate their knowledge and readiness to learnTo reduce any element of ‘difficulty’To underline a positive ‘can-do’ attitude
Pre-text tasks
Predictions from headingsTalk about a pictureHave a quizWork with vocabularyPaired interviewsGuessing gamesBrainstormDiscussion
Partner A
Partner B
Ask yes/no questions to find out from your partner what was in the picture.
You have 30 seconds.
Things to do with texts
Classic exploitation
Read and … Translate Answer
Enhanced exploitation
Read and ...ReduceExpandRe-
organiseConvert
Read and reduce
Summarise the text, each paragraph/line
Choose the 5 most important facts
Cut out unnecessary words/facts/lines
Make the text exactly 50 words long
Read and expand
Add a paragraphAdd a lineAdd your opinionAdd a questionAdd a quotationAdd some expressionsAdd a pictureAdd a statistic
Read and re-organise
Rank the sentences in order of importanceDecide the most important partsOrganise by fact/opinionCategorise into ‘new info’ and ‘I knew this’Rewrite part of the text with errors for your partner to spot
Sequence the text
Read and convert
Convert the text ... into a play... into a role-play... into a news programme... into a quiz... into a poster
The Reading Model
-Stimulate – Read
– Process – Personalise
- Review
Outcomes• Posters• Leaflets• Magazines• Booklets• Article• Recipe• Review• Story• Menu• Cartoon• Calendar
• Play• Map• Interview• Dance• Poem• Set of rules• Role play• Debate• Picture• Instruction manual• Diary
The function of outcomes
• Creativity as learning mechanism• Increased time on task• Decision-making skills• Teamwork, cooperation and learning from others• Opens the class to different learning preferences• Enhances strategic competence• Allows the teacher more time to monitor and help• Can be used for evaluation• Memorable
Decision making opportunities
Traditional class
What’s the answer?
Modern CLIL class• How are you going to do this?• What are the stages of the task?• Who are you working with?• What role does each person have?• How long do you need?• What language will you use?• What help do you need?• What tools do you need?• Would you do it the same way next
time?
Tic-Tac-Toe: what’s the topic?
Look forward shopping butcher
Lie-in correcting meal
later family walk
Over to you
CLIL learners learning opportunities
1 Dialogue with teacher
2 Dialogic relationship with materials
3 Dialogue with other learners
4 Dialogic relationship with other cultures
Clil targets in writing
Write a short paragraph about
‘My favourite animal’
Marking system
Mark it out of 10
• 2 points if you mentioned a colour• 2 points if you compared it to humans• 2 points if you used the word ‘bananas’• 2 points if you have used a superlative• 2 points if you included a statistic
Possible CLIL targets
Write more than 3 sentencesUse four verbs in the pastLink the sentences with ‘however/therefore’Give two examples from classUse at least 4 expressions from the textHave a suitable conclusionFind another example on the internetHave fewer than 3 spelling mistakes
Encouragement in CLIL classesAvoid: Try:
“Very good use of key words.”“Fantastic, no mistakes with
prepositions.”“You answered with all the right
information.”“You finished quicker than I
expected, well done.”“You said that with really good
intonation.”“Excellent way of using the new
expressions.”
Goodgood
Great! Yes, nice
Good!
Great
Yes, good
Fantastic
Great
The importance of encouragement
Suggestions for effective encouragement:
• Use positive reinforcement to affirm good behaviour• Be careful about praising one learner to motivate
others• Show you are pleased rather than just say so.• Be specific• Look for positives
For more, see:Bluestein, J. (2004). Practical Strategies for Working Successfully with Difficult
students. Bellevue, WA: Bureau of Education and Research.
Writing task
Work in groups of 4Choose the topic of the booklet you will write:
ElephantsMy favourite animalsCLILBarcelonaSport... other
Contents: 8 pages
Cover with illustration and titleContents pagePictures/diagramsBackground/OverviewKey facts... And what else?
School as a language-friendly environment
• Signs in English• Refectory with menu in
English• Rules in English• Greetings policy• Meetings - agenda• Newsletter – section in
English• Website
• Reports to parents• Weather forecast• Posters• Marking criteria • Library has content
books in English• Visiting speakers• Music• Maps
The End
Thanks for comingThanks for listening
Dr Jon Wright
Teacher Teacher trainerLecturer EFL authorExaminer Consultant
CLIL courses in Barcelona with