Cultivating the CORE Competencies of English Language Learners

Cultivating the CORE Competencies of English

Language Learners

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Overview• What is CLIL

• CLIL Approaches

• The 4Cs of CLIL

• Benefits of CLIL

• The Four Strand Theory

Activity 1: Ideas Continuum

• What Do Good Readers Do?

• Walkthrough Unit of CORE Nonfiction Reading

(Integration of CLIL and the Four Strand Theory)

Activity 2: Picture Association

Activity 3: Close Your Book

• Follow Up Activities

Activity 4: Speaking Strings

Activity 5: Say It!

Today’s ELT buzzword is…

When did it begin?

What is CLIL?

CLIL stands for Content and Language Integrated Learning.

It is an approach concerning languages or intercultural

knowledge and understanding (Marsh, 2002); it is a meaning-

focused learning method (Van de Craen, 2006) and an

“umbrella” term used to talk about bilingual education

situations (Gajo, 2007).

According to TKT CLIL handbook (The TKT Course, CLIL

module, Kay Bentley, CUP 2010) CLIL is an evolving

educational approach to teaching and learning where subjects

are taught through the medium of a non-native language.

What is CLIL?

It is an approach to teaching the content of curricular subjects

through a medium of non-native language. In a CLIL course,

learners gain knowledge and understanding of the curricular

subject while simultaneously learning and using the target

language (English).

CLIL has previously been known as ‘Content-Based

Instruction', 'English Across the Curriculum' and 'Bilingual

Education'.

CLIL Approaches

① A learner’s L2 is used as the medium of instruction for other

subjects.

• Math, Science, Social Studies, Art, Music, etc.

② Content from other subject areas is introduced into the

learner’s L2 classroom.

• Vocabulary about Exploring Caves (geology)

• Text about Bold Viking Explorers in the New World

(history)

• Names of Phobias (psychology)

• Infographics about Extreme Sports (physical education)

The 4Cs of CLIL (Coyle, 1999)

The 4Cs of CLIL (Conceptual Framework)

• Integrating content from across the curriculum through

high-quality language interaction


• Engaging learners through higher order thinking and

knowledge processing


• Using language to learn and mediate ideas, thoughts

and values


• Interpreting and understanding the significance of

content and language and their contribution to identity

and citizenship

Benefits of CLIL

• Introduces learners to new concepts through another

language

• Improves learner’s L2 production

• Improves learner’s L2 performance

• Increases learner’s L2 confidence

• Develops critical thinking skills

4 Strand Theory (Paul Nation)

Meaning-focused input• Learning through listening/ reading – using language receptively

• Attention is on the ideas and messages conveyed by the language

Conditions

a. Most of what learners are listening to or reading is already familiar

b. The learners are interested in the input and want to understand it

c. Learners learn from context clues and background knowledge

d. Large quantities of input are present

Activities

• Extensive reading, shared reading, listening to stories, watching TV or

films, being a listener to a conversation

4 Strand Theory Overview (Paul Nation)

Meaning-focused output• Learning through speaking and writing – productive skills

• Attention on conveying ideas/ messages to another person

Conditions

a. Learners write and talk about things that are largely familiar to them

b. Main goal is to convey their message to someone else

c. Learn from communication strategies, dictionaries/ previous input

d. Plenty of opportunities to speak and write are available

Activities

• Talking in conversations, giving a speech or lecture, writing a letter,

writing a note to someone, keeping a diary, telling a story and telling

someone how to do something


Language-focused learning • Learning through the deliberate attention to language items and

language features (pronunciation, vocabulary, grammar)

• Use of language-learning strategies

Conditions

a. Learners give deliberate attention to language features

b. Opportunities to give spaced, repeated attention

c. Features should be simple and not dependent on developmental

knowledge that learners do not have

d. Features that are studied in this strand should occur often in the

other three strands of the course

Activities

• Intensive reading/listening, pronunciation practice, using substitution

tables and drills, learning vocabulary form word cards, translation,

memorizing dialogs, feedback about writing


Fluency development• Developing fluent use of known language items and features over the

four skills (listening, speaking, reading & writing)

• Developing speed and reinforcing learning

Conditions

a. All of what the learners are listening to, reading, speaking, or writing

is largely familiar to them

b. There is some pressure or encouragement to perform at a faster

than usual speed

c. There is a large amount of input and output

d. Learners’ focus is on receiving or conveying meaning

Activities

• Speed reading, repeated retelling, ten-minute writing and listening to

easy stories


Provide a roughly equal balance of the

four strands of meaning-focused input,

meaning-focused output, language-

focused learning, and fluency

development. Keep a record of the

activities done in the course, the strand

they fit into, and the amount of time

spent on them.


Let’s take a look

at a sample unit from

CORE Nonfiction Reading

Ideas ContinuumThis activity helps students to think about how much

they know about a topic and share ideas with each other.

① Draw a horizontal line on the board. At one end write “I know a lot

about this.” and at the other end write “I know very little about this.”

② Now list some topics that relate to the text you want to read in class.

Students decide how much knowledge they already have about the

topics and write them on the line in their notebooks.

③ Students compare with each other their existing knowledge. Those

who know a little about one of the topics should find someone who

knows more than them and they tell each other what they know.

I know

very little.

I know

a lot.

What Do Good Readers Do?

① Use background knowledge to make predictions

② Identify key areas in the text that they are reading

③ Be aware of, and familiar with, text structures

④ Monitor their own comprehension and adjust their

reading strategies if needed

⑤ Use a variety of reading strategies effectively

⑥ Start to form opinions and critical thinking

⑦ Summarize the reading to the best of their

language skills

What Are the Steps

to Reading Effectively?

Activate Prior Knowledge and

Vocabulary

Use Reading Skills

Check Reading Comprehension

Check Vocabulary

Comprehension

Extensive Reading

&

Extension Activities

Activating Prior Knowledge

Activating prior knowledge is ESSENTIAL for second language learners.

① Describe the picture (using specific language structures or vocabulary)

② Give students 1 minute to brainstorm all the words they can think of related to a unit title

③ Discuss pre-reading questions (from the book or have students generate their own ideas)

④ Have students work in groups to predict what they think they will be reading about (general or specific)

⑤ For advanced learners, assign a pre-reading research assignment

Before You Read① Find a picture that is associated with your text.

You can use any image related to the text.

② Show the students the picture and tell them it is related to the text

that they are about to read. Then place the picture on the board.

③ Tell students to work in pairs, A and B. Write two key words from the

text on the board next to the picture. Ask the As to tell the Bs what

they think the text will be about, based on the picture and the two

words. Give a couple of minutes, then stop them.

④ Write two more key words, and ask the Bs to do the same, explaining

to A what they think the text is about and including the key words.

After two minutes, stop them as well.

⑤ Repeat steps 3 and 4, adding more words each time.

⑥ When you’ve completed 10 or more words, distribute the text for the

students to read to themselves. Whose predictions were closer?

Before You Read

Honey

Nutrition

Symptoms

Collapse

Media

Crops

Before You ReadCLIL- Culture,

Communication

Meaning-focused output

Pre-reading questions focus students

on the topic and integrate skills by

allowing them to discuss the topic they

will read about.

*Sample answers are provided

Activating Vocabulary

Students need to know 90%-95% of the words in a text to be

able to understand what they are reading.

① Think about the unit topic

② Look at the layout (design and text) for clues about the

reading

③ Put words in categories

(everyday words, academic words, new words, etc.)

④ Make logical guesses about the meaning of any unknown

words

Why Is Vocabulary Important?

① Reading comprehension depends on the

meaning students give to words

② The more words students know, the more they

can read and understand

③ In order to be able to remember new words,

students must practice and apply.

Why Is Vocabulary Important?

How many times do we need to see and practice new

vocabulary and language structures to be able to

remember them?

http://www.nadapedaleacorre.com/wordpress/2012/02/crioterapia-para-reducir-las-agujetas-si-o-no/hielo/

http://www.nadapedaleacorre.com/wordpress/2012/02/crioterapia-para-reducir-las-agujetas-si-o-no/hielo/

Word BoosterCLIL- Content

Language-focused learning

This vocabulary activity introduces

students to words that they are likely

unfamiliar with in order to boost their

comprehension of the passage.

Sentences that use the vocabulary

words in the passage are

paraphrased here, giving the

students a preview of the content of

the passage.

This ensures that students feel

challenged but not overwhelmed by

the reading.

Main ReadingCLIL- Content, Culture


Each unit includes an infographic,

a visual aid that reinforces and

expands on the reading topic.

*Learning about agriculture, insects,

process of how honey is made

Main ReadingCLIL- Content, Culture


Quantitatively analyzed reading

passages ensure that target

language is appropriate.

The passage includes a picture that

further reinforces the reading. The

passage is followed by a text mark-

up activity to make sure that

students have interacted with the

reading and infographic rather than

just scan through passively.

Main ReadingCLIL- Content, Culture,

Cognition


Multiple choice questions, labeled

by type, assess student’s

comprehension and requires that

they revisit the text to locate

information.

Fill-in-the-blank summary reviews

the content and vocabulary that has

been introduced.

Main Reading

Main Reading① Tell students to hide the text.

(close their books, or turn the page)

② Choose a paragraph or two from the text (if it’s a short text you read

the entire passage). Explain that you are going to read the

paragraph(s) aloud and that, when you pause, the students should

provide the missing word.

③ Read the text and pause at different points. Pause before words that

should be easily guessed. This could be to highlight grammatical

features (pausing before a certain preposition, or verb form) or lexical

features (pausing before a collocation, or new word that the students

learnt during the lesson).

④ When you pause, raise your eyes and wait for students to call out the

missing word. When they call out the correct word, continue reading.

Linked SkillsCLIL- Content, Cognitive,

Communication, Culture

Meaning-focused input

Meaning-focused output

Fluency development

A multi-step approach to get

students practice their

communication skills.

Students reinforce learning by

interacting with vocabulary

and content in a variety of

contexts.

Reading Skill

AppendixCLIL- Content, Cognitive



Each activity focuses on a

specific organization pattern

so that students can become

familiar with these standards

and improve their

comprehension and note-

taking skills.

Speed Reading(Extensive Reading)CLIL- Content


Fluency development

These passages are topically

related to those in the student

book, but less challenging. By

completing a timed reading

practice with the passages,

students are able to improve

their reading speed and

efficiency.

Speed ReadingCLIL- Content


Fluency development

Multiple choice questions

assess whether learners have

simply skimmed through the

passage or have read it

efficiently.

Speed Reading Progress Chart

Allows students to

record their progress of

reading fluency. A

second chart allows

them to practice again.

Digital Portfolio

Digital Portfolio

Teachers can…

• Create and manage classes

• Monitor student progress

• Email feedback directly to students

• Download audio MP3 files and other resources

Students can…

• Practice online and on mobile devices

• Listen to full audio tracks of reading passages

• Join classes and submit assignments

Why Are Follow-Up Activities

Important?① They integrate the skills learned throughout the unit through a

variety of activities.

② They reinforce vocabulary and grammar in context.

③ They allow students to reflect on what they have learned.

④ They allow students to apply other strategies to reflect on what they

have learned.

Say It

① The learners work in groups (3-5 people).

② Text on class topics are provided to the learners.

③ A grid is placed on the board for learners

④ First discuss the text within the grid and make sure all learners

understand the content.

⑤ One learner chooses a square for the next learner to perform.

⑥ They will then perform the task written within the squares in the

“Say it!” grid.

⑦ This continues for the group to allow all learners to have a chance

to answer the questions.

⑧ The teacher can keep a tally of the correct answers.

Imagine you are a

superhero created

by Stan Lee. What

would you say to

your creator?

Imagine you are the

Hulk. Describe your

favorite dance and

show it.

Imagine you are

Captain Compass.

Explain your ELT

superpower.

Imagine you are

Stan Lee. Explain

why you created

Spiderman.

Imagine you are

Stan Lee. Create a

new superhero and

explain his/her

problems.

Imagine you are Stan

Lee. Create a new

superhero, explain the

powers while

speaking in a special

superhero voice.

Imagine you are

Spiderman. What

was your biggest

problem from

childhood.

Imagine you are

Stan Lee. What is

your favorite thing

to do today. (age 91)

Imagine you are

Iron Man. What

does the Hulk think

of you?

1

2

3

A B C

Speaking Strings① Divide students into groups

② Each group will need a string (~4 meters).

③ Each person in the group takes turns being the “string winder”,

“string police”, and “team support”. The string police go to another

group to make sure there’s no cheating!

④ The teacher announces a topic, e.g. BEES, and the string winder has

to talk about this topic while winding the string (not too tight!) around

one finger. If s/he is not speaking, they can’t wind. The string police

must say “stop!”.

⑤ If the winder can’t think of anything to say team support can provide

some ideas and suggestions.

⑥ The first winder to finish winding their string gets points for their team,

the second gets points and so on. When all the winders have finished,

the string goes to the next winder, string police change and we have

another round and another topic.

Get more from your reading classes!

It is important to:

① Preview the topic and vocabulary

② Read in different ways to achieve different goals

③ Use a variety of reading comprehension activities and

incorporate Extensive Reading

④ Review the vocabulary within context

⑤ Give extension opportunities

WHAT IS ONE NEW THING YOU WILL TRY IN

YOUR READING CLASSES?

Thank You!

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