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CLIL eTwinning Learning Event
ldquoTeaching English differentlyrdquo
Marina Screpanti
Italian eTwinning Ambassador
CLIL
Content Language Integrated Learning
Content and Language Integrated Learning is an umbrella term which encompasses any activity in which a foreign language is used as a tool in the learning of a non language subject where both language and subject have a joint role (Marsh 200258)
1995 First mention
of CLIL1978
European
Commission
1996 Council of Europe
European Commission Content and Language Integrated Learning (CLIL) in which pupils learn a subject through the medium of a foreign languagehelliphellip
CLIL refers to situations where subjects or parts of subjects are taught through a foreign languagewith dual-focused aims namely the learning of content and the simultaneous learning of a foreign language
It [CLIL] provides exposure to the language without requiring extra time in the curriculum
hellipan approach to bilingual education 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
Why CLILCLIL can
develop subject knowledge
increase intercultural awareness
develop FL ability
improve cognitive skills
prepare students for a wider job market
It provides exposure to language without extra-time in the school timetable
How many kinds of CLILDifferent kinds of immersion from partial to total where some most or all of subject content is taught through the target language
Subject courses where curricular subjects apart from language can be taught through the target language (specific classes with CLIL approach)
CLIL language showers where there is a regular short exposure to CLIL usually in one subject area delivered in the target language for 15 or 30 minutes several times per week
Language classes based on thematic units with emphasis on content
Double immersion programmes where two foreign languages plus the mother tongue are used to teach the curriculum
CLIL PRINCIPLES 1Content matter is not only about
acquiring knowledge and skills it is about the learner creating their own knowledge and understanding and developing skills (personalised learning)
2Content is related to learning and
thinking (cognition)
3This language needs to be
transparent and accessible
CHUNKS OF LANGUAGE
4 Interaction in the learning context is fundamenta l to learn ing Th i s has implications when the learning context operates through the medium of a foreign language The relationship between cultures and languages is complex 5 Intercultural awareness is fundamental to CLIL Its rightful place is at the core of CLIL
What does CLIL expect to achieve The overall goals of CLIL can be wide-ranging but should include Develop intercultural communication skills Prepare for internationalism Provide opportunities to study content through different perspectives Access subject-specific target language terminology Improve overall target language competence Develop oral communication skills Diversify methods and forms of classroom practice Increase learner motivation These are often expressed as the lsquo4Cs
It gives opportunity to learn the content through different perspectives It leads to achieve a deeper understanding of the subject
The key factor is the emphasis on communication and interaction It focuses on oral communicative skills and fluency
It promotes the development of thinking skills
CLIL can help develop intercultural communication and learning about European countriesrsquo culture
4C Content subject matter progression in new
knowledge skills and understanding Cognition learning and thinking processes
engagement in higher-order thinking and understanding problem solving and accepting challenges and reflecting on them
Culture developing intercultural understanding and global citizenship lsquoselfrsquo and lsquootherrsquo awareness identity citizenship and progression towards multicultural understanding
Communication language learning and using interaction progression in language using and learning
Cohexistence of L1 and L2
The use of two languages is not a factor for failure in bilingual classes Language strengths not limitations come from the combination of both languages under adequate pedagogic conditions Unsatisfactory results are due to inappropriate use of teaching resources and methods
The lsquodual icebergrsquo hypothesis knowledge tranfers across languages what has been learnt in one language does not need to be learnt again it just need to find the words that best label this common knowledge
L1 L2
Advantages in students working with CLIL modules
Listening and understanding speaking reading Fluency and a large quantity of spoken language Vocabulary Morphology Technical language (specific of each school subject) Creativity risk-taking collaborative skills development thinking skills (cognitional development)
Motivation
Motivation may increase when lsquoreal issuesrsquo become the centre of study
Learners who are interested in a particular topic are motivated to acquire language in order to communicate So the focus is not on language but there is a huge language improvement
Meaningful learningactivities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
CLIL
Content Language Integrated Learning
Content and Language Integrated Learning is an umbrella term which encompasses any activity in which a foreign language is used as a tool in the learning of a non language subject where both language and subject have a joint role (Marsh 200258)
1995 First mention
of CLIL1978
European
Commission
1996 Council of Europe
European Commission Content and Language Integrated Learning (CLIL) in which pupils learn a subject through the medium of a foreign languagehelliphellip
CLIL refers to situations where subjects or parts of subjects are taught through a foreign languagewith dual-focused aims namely the learning of content and the simultaneous learning of a foreign language
It [CLIL] provides exposure to the language without requiring extra time in the curriculum
hellipan approach to bilingual education 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
Why CLILCLIL can
develop subject knowledge
increase intercultural awareness
develop FL ability
improve cognitive skills
prepare students for a wider job market
It provides exposure to language without extra-time in the school timetable
How many kinds of CLILDifferent kinds of immersion from partial to total where some most or all of subject content is taught through the target language
Subject courses where curricular subjects apart from language can be taught through the target language (specific classes with CLIL approach)
CLIL language showers where there is a regular short exposure to CLIL usually in one subject area delivered in the target language for 15 or 30 minutes several times per week
Language classes based on thematic units with emphasis on content
Double immersion programmes where two foreign languages plus the mother tongue are used to teach the curriculum
CLIL PRINCIPLES 1Content matter is not only about
acquiring knowledge and skills it is about the learner creating their own knowledge and understanding and developing skills (personalised learning)
2Content is related to learning and
thinking (cognition)
3This language needs to be
transparent and accessible
CHUNKS OF LANGUAGE
4 Interaction in the learning context is fundamenta l to learn ing Th i s has implications when the learning context operates through the medium of a foreign language The relationship between cultures and languages is complex 5 Intercultural awareness is fundamental to CLIL Its rightful place is at the core of CLIL
What does CLIL expect to achieve The overall goals of CLIL can be wide-ranging but should include Develop intercultural communication skills Prepare for internationalism Provide opportunities to study content through different perspectives Access subject-specific target language terminology Improve overall target language competence Develop oral communication skills Diversify methods and forms of classroom practice Increase learner motivation These are often expressed as the lsquo4Cs
It gives opportunity to learn the content through different perspectives It leads to achieve a deeper understanding of the subject
The key factor is the emphasis on communication and interaction It focuses on oral communicative skills and fluency
It promotes the development of thinking skills
CLIL can help develop intercultural communication and learning about European countriesrsquo culture
4C Content subject matter progression in new
knowledge skills and understanding Cognition learning and thinking processes
engagement in higher-order thinking and understanding problem solving and accepting challenges and reflecting on them
Culture developing intercultural understanding and global citizenship lsquoselfrsquo and lsquootherrsquo awareness identity citizenship and progression towards multicultural understanding
Communication language learning and using interaction progression in language using and learning
Cohexistence of L1 and L2
The use of two languages is not a factor for failure in bilingual classes Language strengths not limitations come from the combination of both languages under adequate pedagogic conditions Unsatisfactory results are due to inappropriate use of teaching resources and methods
The lsquodual icebergrsquo hypothesis knowledge tranfers across languages what has been learnt in one language does not need to be learnt again it just need to find the words that best label this common knowledge
L1 L2
Advantages in students working with CLIL modules
Listening and understanding speaking reading Fluency and a large quantity of spoken language Vocabulary Morphology Technical language (specific of each school subject) Creativity risk-taking collaborative skills development thinking skills (cognitional development)
Motivation
Motivation may increase when lsquoreal issuesrsquo become the centre of study
Learners who are interested in a particular topic are motivated to acquire language in order to communicate So the focus is not on language but there is a huge language improvement
Meaningful learningactivities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
European Commission Content and Language Integrated Learning (CLIL) in which pupils learn a subject through the medium of a foreign languagehelliphellip
CLIL refers to situations where subjects or parts of subjects are taught through a foreign languagewith dual-focused aims namely the learning of content and the simultaneous learning of a foreign language
It [CLIL] provides exposure to the language without requiring extra time in the curriculum
hellipan approach to bilingual education 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
Why CLILCLIL can
develop subject knowledge
increase intercultural awareness
develop FL ability
improve cognitive skills
prepare students for a wider job market
It provides exposure to language without extra-time in the school timetable
How many kinds of CLILDifferent kinds of immersion from partial to total where some most or all of subject content is taught through the target language
Subject courses where curricular subjects apart from language can be taught through the target language (specific classes with CLIL approach)
CLIL language showers where there is a regular short exposure to CLIL usually in one subject area delivered in the target language for 15 or 30 minutes several times per week
Language classes based on thematic units with emphasis on content
Double immersion programmes where two foreign languages plus the mother tongue are used to teach the curriculum
CLIL PRINCIPLES 1Content matter is not only about
acquiring knowledge and skills it is about the learner creating their own knowledge and understanding and developing skills (personalised learning)
2Content is related to learning and
thinking (cognition)
3This language needs to be
transparent and accessible
CHUNKS OF LANGUAGE
4 Interaction in the learning context is fundamenta l to learn ing Th i s has implications when the learning context operates through the medium of a foreign language The relationship between cultures and languages is complex 5 Intercultural awareness is fundamental to CLIL Its rightful place is at the core of CLIL
What does CLIL expect to achieve The overall goals of CLIL can be wide-ranging but should include Develop intercultural communication skills Prepare for internationalism Provide opportunities to study content through different perspectives Access subject-specific target language terminology Improve overall target language competence Develop oral communication skills Diversify methods and forms of classroom practice Increase learner motivation These are often expressed as the lsquo4Cs
It gives opportunity to learn the content through different perspectives It leads to achieve a deeper understanding of the subject
The key factor is the emphasis on communication and interaction It focuses on oral communicative skills and fluency
It promotes the development of thinking skills
CLIL can help develop intercultural communication and learning about European countriesrsquo culture
4C Content subject matter progression in new
knowledge skills and understanding Cognition learning and thinking processes
engagement in higher-order thinking and understanding problem solving and accepting challenges and reflecting on them
Culture developing intercultural understanding and global citizenship lsquoselfrsquo and lsquootherrsquo awareness identity citizenship and progression towards multicultural understanding
Communication language learning and using interaction progression in language using and learning
Cohexistence of L1 and L2
The use of two languages is not a factor for failure in bilingual classes Language strengths not limitations come from the combination of both languages under adequate pedagogic conditions Unsatisfactory results are due to inappropriate use of teaching resources and methods
The lsquodual icebergrsquo hypothesis knowledge tranfers across languages what has been learnt in one language does not need to be learnt again it just need to find the words that best label this common knowledge
L1 L2
Advantages in students working with CLIL modules
Listening and understanding speaking reading Fluency and a large quantity of spoken language Vocabulary Morphology Technical language (specific of each school subject) Creativity risk-taking collaborative skills development thinking skills (cognitional development)
Motivation
Motivation may increase when lsquoreal issuesrsquo become the centre of study
Learners who are interested in a particular topic are motivated to acquire language in order to communicate So the focus is not on language but there is a huge language improvement
Meaningful learningactivities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Why CLILCLIL can
develop subject knowledge
increase intercultural awareness
develop FL ability
improve cognitive skills
prepare students for a wider job market
It provides exposure to language without extra-time in the school timetable
How many kinds of CLILDifferent kinds of immersion from partial to total where some most or all of subject content is taught through the target language
Subject courses where curricular subjects apart from language can be taught through the target language (specific classes with CLIL approach)
CLIL language showers where there is a regular short exposure to CLIL usually in one subject area delivered in the target language for 15 or 30 minutes several times per week
Language classes based on thematic units with emphasis on content
Double immersion programmes where two foreign languages plus the mother tongue are used to teach the curriculum
CLIL PRINCIPLES 1Content matter is not only about
acquiring knowledge and skills it is about the learner creating their own knowledge and understanding and developing skills (personalised learning)
2Content is related to learning and
thinking (cognition)
3This language needs to be
transparent and accessible
CHUNKS OF LANGUAGE
4 Interaction in the learning context is fundamenta l to learn ing Th i s has implications when the learning context operates through the medium of a foreign language The relationship between cultures and languages is complex 5 Intercultural awareness is fundamental to CLIL Its rightful place is at the core of CLIL
What does CLIL expect to achieve The overall goals of CLIL can be wide-ranging but should include Develop intercultural communication skills Prepare for internationalism Provide opportunities to study content through different perspectives Access subject-specific target language terminology Improve overall target language competence Develop oral communication skills Diversify methods and forms of classroom practice Increase learner motivation These are often expressed as the lsquo4Cs
It gives opportunity to learn the content through different perspectives It leads to achieve a deeper understanding of the subject
The key factor is the emphasis on communication and interaction It focuses on oral communicative skills and fluency
It promotes the development of thinking skills
CLIL can help develop intercultural communication and learning about European countriesrsquo culture
4C Content subject matter progression in new
knowledge skills and understanding Cognition learning and thinking processes
engagement in higher-order thinking and understanding problem solving and accepting challenges and reflecting on them
Culture developing intercultural understanding and global citizenship lsquoselfrsquo and lsquootherrsquo awareness identity citizenship and progression towards multicultural understanding
Communication language learning and using interaction progression in language using and learning
Cohexistence of L1 and L2
The use of two languages is not a factor for failure in bilingual classes Language strengths not limitations come from the combination of both languages under adequate pedagogic conditions Unsatisfactory results are due to inappropriate use of teaching resources and methods
The lsquodual icebergrsquo hypothesis knowledge tranfers across languages what has been learnt in one language does not need to be learnt again it just need to find the words that best label this common knowledge
L1 L2
Advantages in students working with CLIL modules
Listening and understanding speaking reading Fluency and a large quantity of spoken language Vocabulary Morphology Technical language (specific of each school subject) Creativity risk-taking collaborative skills development thinking skills (cognitional development)
Motivation
Motivation may increase when lsquoreal issuesrsquo become the centre of study
Learners who are interested in a particular topic are motivated to acquire language in order to communicate So the focus is not on language but there is a huge language improvement
Meaningful learningactivities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
How many kinds of CLILDifferent kinds of immersion from partial to total where some most or all of subject content is taught through the target language
Subject courses where curricular subjects apart from language can be taught through the target language (specific classes with CLIL approach)
CLIL language showers where there is a regular short exposure to CLIL usually in one subject area delivered in the target language for 15 or 30 minutes several times per week
Language classes based on thematic units with emphasis on content
Double immersion programmes where two foreign languages plus the mother tongue are used to teach the curriculum
CLIL PRINCIPLES 1Content matter is not only about
acquiring knowledge and skills it is about the learner creating their own knowledge and understanding and developing skills (personalised learning)
2Content is related to learning and
thinking (cognition)
3This language needs to be
transparent and accessible
CHUNKS OF LANGUAGE
4 Interaction in the learning context is fundamenta l to learn ing Th i s has implications when the learning context operates through the medium of a foreign language The relationship between cultures and languages is complex 5 Intercultural awareness is fundamental to CLIL Its rightful place is at the core of CLIL
What does CLIL expect to achieve The overall goals of CLIL can be wide-ranging but should include Develop intercultural communication skills Prepare for internationalism Provide opportunities to study content through different perspectives Access subject-specific target language terminology Improve overall target language competence Develop oral communication skills Diversify methods and forms of classroom practice Increase learner motivation These are often expressed as the lsquo4Cs
It gives opportunity to learn the content through different perspectives It leads to achieve a deeper understanding of the subject
The key factor is the emphasis on communication and interaction It focuses on oral communicative skills and fluency
It promotes the development of thinking skills
CLIL can help develop intercultural communication and learning about European countriesrsquo culture
4C Content subject matter progression in new
knowledge skills and understanding Cognition learning and thinking processes
engagement in higher-order thinking and understanding problem solving and accepting challenges and reflecting on them
Culture developing intercultural understanding and global citizenship lsquoselfrsquo and lsquootherrsquo awareness identity citizenship and progression towards multicultural understanding
Communication language learning and using interaction progression in language using and learning
Cohexistence of L1 and L2
The use of two languages is not a factor for failure in bilingual classes Language strengths not limitations come from the combination of both languages under adequate pedagogic conditions Unsatisfactory results are due to inappropriate use of teaching resources and methods
The lsquodual icebergrsquo hypothesis knowledge tranfers across languages what has been learnt in one language does not need to be learnt again it just need to find the words that best label this common knowledge
L1 L2
Advantages in students working with CLIL modules
Listening and understanding speaking reading Fluency and a large quantity of spoken language Vocabulary Morphology Technical language (specific of each school subject) Creativity risk-taking collaborative skills development thinking skills (cognitional development)
Motivation
Motivation may increase when lsquoreal issuesrsquo become the centre of study
Learners who are interested in a particular topic are motivated to acquire language in order to communicate So the focus is not on language but there is a huge language improvement
Meaningful learningactivities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
CLIL PRINCIPLES 1Content matter is not only about
acquiring knowledge and skills it is about the learner creating their own knowledge and understanding and developing skills (personalised learning)
2Content is related to learning and
thinking (cognition)
3This language needs to be
transparent and accessible
CHUNKS OF LANGUAGE
4 Interaction in the learning context is fundamenta l to learn ing Th i s has implications when the learning context operates through the medium of a foreign language The relationship between cultures and languages is complex 5 Intercultural awareness is fundamental to CLIL Its rightful place is at the core of CLIL
What does CLIL expect to achieve The overall goals of CLIL can be wide-ranging but should include Develop intercultural communication skills Prepare for internationalism Provide opportunities to study content through different perspectives Access subject-specific target language terminology Improve overall target language competence Develop oral communication skills Diversify methods and forms of classroom practice Increase learner motivation These are often expressed as the lsquo4Cs
It gives opportunity to learn the content through different perspectives It leads to achieve a deeper understanding of the subject
The key factor is the emphasis on communication and interaction It focuses on oral communicative skills and fluency
It promotes the development of thinking skills
CLIL can help develop intercultural communication and learning about European countriesrsquo culture
4C Content subject matter progression in new
knowledge skills and understanding Cognition learning and thinking processes
engagement in higher-order thinking and understanding problem solving and accepting challenges and reflecting on them
Culture developing intercultural understanding and global citizenship lsquoselfrsquo and lsquootherrsquo awareness identity citizenship and progression towards multicultural understanding
Communication language learning and using interaction progression in language using and learning
Cohexistence of L1 and L2
The use of two languages is not a factor for failure in bilingual classes Language strengths not limitations come from the combination of both languages under adequate pedagogic conditions Unsatisfactory results are due to inappropriate use of teaching resources and methods
The lsquodual icebergrsquo hypothesis knowledge tranfers across languages what has been learnt in one language does not need to be learnt again it just need to find the words that best label this common knowledge
L1 L2
Advantages in students working with CLIL modules
Listening and understanding speaking reading Fluency and a large quantity of spoken language Vocabulary Morphology Technical language (specific of each school subject) Creativity risk-taking collaborative skills development thinking skills (cognitional development)
Motivation
Motivation may increase when lsquoreal issuesrsquo become the centre of study
Learners who are interested in a particular topic are motivated to acquire language in order to communicate So the focus is not on language but there is a huge language improvement
Meaningful learningactivities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
4 Interaction in the learning context is fundamenta l to learn ing Th i s has implications when the learning context operates through the medium of a foreign language The relationship between cultures and languages is complex 5 Intercultural awareness is fundamental to CLIL Its rightful place is at the core of CLIL
What does CLIL expect to achieve The overall goals of CLIL can be wide-ranging but should include Develop intercultural communication skills Prepare for internationalism Provide opportunities to study content through different perspectives Access subject-specific target language terminology Improve overall target language competence Develop oral communication skills Diversify methods and forms of classroom practice Increase learner motivation These are often expressed as the lsquo4Cs
It gives opportunity to learn the content through different perspectives It leads to achieve a deeper understanding of the subject
The key factor is the emphasis on communication and interaction It focuses on oral communicative skills and fluency
It promotes the development of thinking skills
CLIL can help develop intercultural communication and learning about European countriesrsquo culture
4C Content subject matter progression in new
knowledge skills and understanding Cognition learning and thinking processes
engagement in higher-order thinking and understanding problem solving and accepting challenges and reflecting on them
Culture developing intercultural understanding and global citizenship lsquoselfrsquo and lsquootherrsquo awareness identity citizenship and progression towards multicultural understanding
Communication language learning and using interaction progression in language using and learning
Cohexistence of L1 and L2
The use of two languages is not a factor for failure in bilingual classes Language strengths not limitations come from the combination of both languages under adequate pedagogic conditions Unsatisfactory results are due to inappropriate use of teaching resources and methods
The lsquodual icebergrsquo hypothesis knowledge tranfers across languages what has been learnt in one language does not need to be learnt again it just need to find the words that best label this common knowledge
L1 L2
Advantages in students working with CLIL modules
Listening and understanding speaking reading Fluency and a large quantity of spoken language Vocabulary Morphology Technical language (specific of each school subject) Creativity risk-taking collaborative skills development thinking skills (cognitional development)
Motivation
Motivation may increase when lsquoreal issuesrsquo become the centre of study
Learners who are interested in a particular topic are motivated to acquire language in order to communicate So the focus is not on language but there is a huge language improvement
Meaningful learningactivities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
What does CLIL expect to achieve The overall goals of CLIL can be wide-ranging but should include Develop intercultural communication skills Prepare for internationalism Provide opportunities to study content through different perspectives Access subject-specific target language terminology Improve overall target language competence Develop oral communication skills Diversify methods and forms of classroom practice Increase learner motivation These are often expressed as the lsquo4Cs
It gives opportunity to learn the content through different perspectives It leads to achieve a deeper understanding of the subject
The key factor is the emphasis on communication and interaction It focuses on oral communicative skills and fluency
It promotes the development of thinking skills
CLIL can help develop intercultural communication and learning about European countriesrsquo culture
4C Content subject matter progression in new
knowledge skills and understanding Cognition learning and thinking processes
engagement in higher-order thinking and understanding problem solving and accepting challenges and reflecting on them
Culture developing intercultural understanding and global citizenship lsquoselfrsquo and lsquootherrsquo awareness identity citizenship and progression towards multicultural understanding
Communication language learning and using interaction progression in language using and learning
Cohexistence of L1 and L2
The use of two languages is not a factor for failure in bilingual classes Language strengths not limitations come from the combination of both languages under adequate pedagogic conditions Unsatisfactory results are due to inappropriate use of teaching resources and methods
The lsquodual icebergrsquo hypothesis knowledge tranfers across languages what has been learnt in one language does not need to be learnt again it just need to find the words that best label this common knowledge
L1 L2
Advantages in students working with CLIL modules
Listening and understanding speaking reading Fluency and a large quantity of spoken language Vocabulary Morphology Technical language (specific of each school subject) Creativity risk-taking collaborative skills development thinking skills (cognitional development)
Motivation
Motivation may increase when lsquoreal issuesrsquo become the centre of study
Learners who are interested in a particular topic are motivated to acquire language in order to communicate So the focus is not on language but there is a huge language improvement
Meaningful learningactivities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
It gives opportunity to learn the content through different perspectives It leads to achieve a deeper understanding of the subject
The key factor is the emphasis on communication and interaction It focuses on oral communicative skills and fluency
It promotes the development of thinking skills
CLIL can help develop intercultural communication and learning about European countriesrsquo culture
4C Content subject matter progression in new
knowledge skills and understanding Cognition learning and thinking processes
engagement in higher-order thinking and understanding problem solving and accepting challenges and reflecting on them
Culture developing intercultural understanding and global citizenship lsquoselfrsquo and lsquootherrsquo awareness identity citizenship and progression towards multicultural understanding
Communication language learning and using interaction progression in language using and learning
Cohexistence of L1 and L2
The use of two languages is not a factor for failure in bilingual classes Language strengths not limitations come from the combination of both languages under adequate pedagogic conditions Unsatisfactory results are due to inappropriate use of teaching resources and methods
The lsquodual icebergrsquo hypothesis knowledge tranfers across languages what has been learnt in one language does not need to be learnt again it just need to find the words that best label this common knowledge
L1 L2
Advantages in students working with CLIL modules
Listening and understanding speaking reading Fluency and a large quantity of spoken language Vocabulary Morphology Technical language (specific of each school subject) Creativity risk-taking collaborative skills development thinking skills (cognitional development)
Motivation
Motivation may increase when lsquoreal issuesrsquo become the centre of study
Learners who are interested in a particular topic are motivated to acquire language in order to communicate So the focus is not on language but there is a huge language improvement
Meaningful learningactivities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
4C Content subject matter progression in new
knowledge skills and understanding Cognition learning and thinking processes
engagement in higher-order thinking and understanding problem solving and accepting challenges and reflecting on them
Culture developing intercultural understanding and global citizenship lsquoselfrsquo and lsquootherrsquo awareness identity citizenship and progression towards multicultural understanding
Communication language learning and using interaction progression in language using and learning
Cohexistence of L1 and L2
The use of two languages is not a factor for failure in bilingual classes Language strengths not limitations come from the combination of both languages under adequate pedagogic conditions Unsatisfactory results are due to inappropriate use of teaching resources and methods
The lsquodual icebergrsquo hypothesis knowledge tranfers across languages what has been learnt in one language does not need to be learnt again it just need to find the words that best label this common knowledge
L1 L2
Advantages in students working with CLIL modules
Listening and understanding speaking reading Fluency and a large quantity of spoken language Vocabulary Morphology Technical language (specific of each school subject) Creativity risk-taking collaborative skills development thinking skills (cognitional development)
Motivation
Motivation may increase when lsquoreal issuesrsquo become the centre of study
Learners who are interested in a particular topic are motivated to acquire language in order to communicate So the focus is not on language but there is a huge language improvement
Meaningful learningactivities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Cohexistence of L1 and L2
The use of two languages is not a factor for failure in bilingual classes Language strengths not limitations come from the combination of both languages under adequate pedagogic conditions Unsatisfactory results are due to inappropriate use of teaching resources and methods
The lsquodual icebergrsquo hypothesis knowledge tranfers across languages what has been learnt in one language does not need to be learnt again it just need to find the words that best label this common knowledge
L1 L2
Advantages in students working with CLIL modules
Listening and understanding speaking reading Fluency and a large quantity of spoken language Vocabulary Morphology Technical language (specific of each school subject) Creativity risk-taking collaborative skills development thinking skills (cognitional development)
Motivation
Motivation may increase when lsquoreal issuesrsquo become the centre of study
Learners who are interested in a particular topic are motivated to acquire language in order to communicate So the focus is not on language but there is a huge language improvement
Meaningful learningactivities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Advantages in students working with CLIL modules
Listening and understanding speaking reading Fluency and a large quantity of spoken language Vocabulary Morphology Technical language (specific of each school subject) Creativity risk-taking collaborative skills development thinking skills (cognitional development)
Motivation
Motivation may increase when lsquoreal issuesrsquo become the centre of study
Learners who are interested in a particular topic are motivated to acquire language in order to communicate So the focus is not on language but there is a huge language improvement
Meaningful learningactivities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Motivation
Motivation may increase when lsquoreal issuesrsquo become the centre of study
Learners who are interested in a particular topic are motivated to acquire language in order to communicate So the focus is not on language but there is a huge language improvement
Meaningful learningactivities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching Learning can occur if learners are involved in meaningful interaction with others The task for CLIL teachers then is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
TIPS 1) Always start from the pupilsrsquo perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content it can be a
talk a film a poster an interview a mind map a dialogue a quiz an experiment etc These products need to be seen watched listened to perceived by others by classmates teachers parents or other pupils
4) Use textbooks and texts written in the second language These only become too challenging if pupils do not learn how to work efficiently with them Specialist terms play a key role in subject texts
5) Create opportunities for communication about the subject in the second language in every lesson Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important providing arguments to support their views This does not take up much time but brings major benefits The introduction of complicated specialist terms in a foreign language is easier when illustrations are used
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
Rich input classroom materials should be meaningful challenging and authentic so that new topics enhance motivation and link to prior knowledge This may include Video clips flash-animations web-quests pod-casts or other interactive materials on foreign language websites Such materials can offer challenging tasks creative thinking and create opportunities for meaningful language output
Scaffolding it is a support students and enable them to accomplish a given task through appropriate supportive language production by providing phrases subject-specific vocabulary and collocations needed to complete assignments
Rich interaction and pushed output Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching TBLT focuses on bringing authentic communication into the classroom Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning
Intercultural communication students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them
Thinking skills the intersection of content cognition and language the ability to express complex thought processes appropriately Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking Students need to be shown how to express their thoughts in an increasingly complex manner
REALLY IMPORTANT
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Put in the right order taxonomy game
httpeneducaplaycomenlearningresources2284041unscramble_taxonomyhtm
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Bloomrsquos taxonomy
Blooms taxonomy (2)doc
httpswwwyoutubecomwatchv=6ySwJpGIW-sampfeature=youtube
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
httpfarr-integratingitnetTheoryCriticalThinkingrevisedcog-creatinghtm
types of thinkingpdf
Table of cognitive skills-1pdf
Thinking skills_UVIC-1pdf
httpswwwyoutubecomwatchv=GvWZtiSfuo8
LOTS= Low order thinking skills HOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Table 1 adapted from Anderson and Krathwohl 2001
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
WHAT HAPPENS IN NORMAL FL LESSONS
Generally in the normal FL lessons there is insufficient exposition to the language Very often in these lessons the language the children are exposed to is composed precisely of the language items that are to be Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
What is LEARNING
Learning is an active process of making sense
The starting point of playing CLIL is to see learning as an active mental process of making sense of the world Learning aims for understanding for giving meaning to experience There are infinitely numerous ways of experiencing the world and giving mean ing to i t (e g f rom var ious perspectives or affective states)
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Scaffolding Scaffolding is the process of supporting
students during their learning process and gradually removing that support as your students become more independent
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Scaffolding
Language and Learning You can scaffold both the language as well as
the learning process of students Scaffolding a language can be done by
providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead This can also be an example exercise
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Language of learninglanguage for learning Language through learning
Language of learning It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject It is language specific to the subject so it can be related to the genre For instance a CLIL lesson of History would include terms and vocabulary related to houses clothes customs etc together with descriptions and generalizations and the use of for example the past tense
Language for learning It is the language that learners will need to use during the lessons so that they can develop and do the tasks and activities efficiently It is related to the classroom language This type of language would include a vast number of examples
Language through learning It is the kind of language that cannot be planned in advance and which will lsquoemergersquo through the learning process
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Resources and materials for CLIL lessons in the web iTunes You tube Teacher tube httpwwwteachertubecom Teachers TV httpwwwteacherstv Learning English (BBC) httpwwwbbccoukworldservicelearningenglish Learn English (British Council) httplearnenglishbritishcouncilorgen English central httpwwwenglishcentralcomwatch Voxy httpvoxycom Yappr httpesenglishyapprcomwelcomeVideoListaction Ted subtitles httpwwwtedcomtranslatelanguagesspa Scoopit httpwwwscoopitclil20resources
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Lesson planning has to take into account the following aspects
bull choice of a subject content or a portion of it appropriate for the age and included in the school curriculum bull examination of childrenrsquos language proficiency and cognitive skills required to deal with the content bull consideration of childrenrsquos learning styles and multiple intelligences bull definition of content objectives in terms of what children will learn or do bull definition of language objectives in terms of receptive and productive skills academic language functional language bull choice of strategies to activate childrenrsquos background experiences and prior learning (see ldquotuning inrdquo activities in the planning format) bull choice of appropriate activities aimed to facilitate language and content learning organise knowledge develop higher-order thinking skills (observe recognize locate identify collect distinguish categorize select construct etc) and apply knowledge to new
bull choice of outcomes
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Tools for planning a CLIL modulelesson
httplearningdesignerorg
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Lesson plan samples
httpwwwonestopenglishcomclil httpwwwteachingenglishorguk
teaching-kidsresourcesclil
httpmultidictnetclilstore
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
Some references
bull Coyle D Hood P Marsh D (2010) CLIL Content and Language Integrated Learning Cambridge University Press Cambridge
bull Coonan CM (2014) I principi base di CLIL I Quaderni della Ricerca Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria Torino Loescher Editore
bull Marsh D Wolff D (2007) Diverse contexts ndash Converging goals CLIL in Europe Peter Lang Francoforte
bull Marsh D Mehisto P Wolff D Frigols M J (2010) European Framework for CLIL Teacher Education A framework for the professional development of CLIL teachers European Centre for Modern Languages Graz
bull Marsh D (2013) The CLIL Trajectory Educational Innovation for the 21st century iGeneration University of Cordoba
bull Mehisto P Marsh D Frigols MJ (2008) Uncovering CLIL Macmillan bull Serragiotto G (2014) Dalle microlingue disciplinari al CLIL Torino UTET bull Bentley K (2010) The TKT Course ndash CLIL Module Cambridge University Press bull Dale L Tanner R (2012) CLIL Activities A resource for subject and language
teachers Cambridge University Press bull Last modified Monday 23 November 2015 409 AM
