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Clilassi
Clilassi
Clilassi
Clilassi
Clilassi
Clilassi
Clilassi
Clilassi
Clilassi
Clilassi
Clilassi
Clilassi
Clilassi
Clilassi
Clilassi
Clilassi
Clilassi
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Clilassi

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  1. Multiple Intelligences Student Centered Approach > Input Hypothesis Cognitive Linguistics > cognitive processes Cultural Elements > Realia Creativity Experimental Method Language revisited ICT
  2. De algunos de estos principios llevamos a cabo alguna actividad. Intento que sean actividades originales y motivadoras, cosas que te hayan resultado prácticas de tu experiencia, etc... Tras esto hablo un poco de aprendizaje globalizado, ya que en mi colegio estamos apostando por ello y hay varios autores que defienden este enfoque en primaria. Luego trato el tema de
  3. , Language Assistants y comentamos un poco algunos "trucos" que pueden ir bien, aquí participa bastante el grupo ya que tienen experiencia. Por último me gusta hacer algún juego de Physical Education adaptado al aula y hablamos de Citizenship que la tenemos dentro del proyecto.
  4. <ul><li>C L I L </li></ul><ul><li>METHODOLOGY IN BILINGUAL EDUCATION </li></ul><ul><li>Content and Language Integrated Learning </li></ul><ul><li>ANNIE P. M. </li></ul><ul><li>Teacher in a Bilingual Project </li></ul>
  5. SESSION OUTLINE <ul><li>TEACHING LANGUAGES </li></ul><ul><li>BASIS OF THE BILINGUAL PROJECT </li></ul><ul><li>CLIL CONTENT AND LANGUAGE INTEGRATED LEARNING </li></ul><ul><li>IN THE SCHOOL </li></ul><ul><li>EXAMPLES </li></ul><ul><li>REFERENCE BOOKS </li></ul>
  6. TEACHING LANGUAGES <ul><li>THE ACQUISITION OF L2 </li></ul><ul><ul><li>THE FIRST LANGUAGE THAT MUST BE DEVELOPED IS L1 (Mother tongue) </li></ul></ul><ul><ul><li>Spanish has to be developed in favour of L2 </li></ul></ul>
  7. TEACHING LANGUAGES <ul><li>THE ACQUISITION OF SEVERAL LANGUAGES AT THE SAME TIME (MULTICULTURAL CLASSES) </li></ul><ul><li>L1 : Mother tongue, the language he/she speaks the most </li></ul><ul><li>L2 : The language of immersion </li></ul><ul><li>L3: A language taught at school </li></ul><ul><li>L4 : Other language to take into account </li></ul>L3 L4 L2 L1
  8. BASIS OF THE BILINGUAL PROJECT <ul><li>C L I L </li></ul><ul><ul><li>CONTENT AND LANGUAGE INTEGRATED LEARNING </li></ul></ul>
  9. BASIS OF THE BILINGUAL PROJECT <ul><li>Bilingual programmes </li></ul><ul><li>Immersion programmes </li></ul><ul><li>Content-based learning </li></ul><ul><li>EMI (English as the medium of instruction) </li></ul><ul><li>EAL (English as an additional language) </li></ul><ul><li>LAC (Language(s) across the curriculum) </li></ul><ul><li>ICL (Integrating Language and Content) </li></ul>
  10. CLIL CONTENT AND LANGUAGE INTEGRATED LEARNING European term (1994) better reflects the integration of language and content in a classroom setting.
  11. CLIL DEFINITIONS “ CLIL is an umbrella term adopted by the European Network of Administrators, Researchers and Practitioners (EUROCLIC) It encompasses any activity in which ‘a FL is used as a tool in the learning of a non-language subject in which both language and the subject have a joint role” Marsh 2002:58
  12. CLIL DEFINITIONS “ In short, CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” Mehisto, Marsh and Frigols 2008:9
  13. CLIL PRINCIPLES <ul><li>The three dimensions </li></ul><ul><li>Socio-European </li></ul><ul><li>Linguistic </li></ul><ul><li>Educational </li></ul>Pérez Vidal 2005
  14. CLIL PRINCIPLES SOCIO-EUROPEAN <ul><li>Promotes linguistic diversity </li></ul><ul><li>Enforces a plurilingual and pluricultural approach </li></ul><ul><li>Takes into account different cultural perspectives </li></ul><ul><li>Promotes European citizenship </li></ul>
  15. CLIL PRINCIPLES LINGUISTIC <ul><li>Emphasizes natural language acquisition </li></ul><ul><li>Resembles more L1 acquisition than L2 learning </li></ul><ul><li>Unconscious and unplanned. </li></ul>Krashen 1985
  16. CLIL PRINCIPLES LINGUISTIC “ When I learn History in English, I don’t realise I learn English, but I do learn History. Then I go to my English class and I get better marks than before.” Student 1º ESO, Boadilla del Monte, Madrid
  17. CLIL PRINCIPLES EDUCATIONAL <ul><li>Cross-curricular approach to language learning </li></ul><ul><li>Learning context demands higher concentration and favors creative thinking </li></ul><ul><li>Learning is achieved by “ deduction not instruction” </li></ul><ul><li>Wolff 2006 </li></ul>
  18. CLIL PRINCIPLES EDUCATIONAL <ul><li>Deeper thinking and more retention of content. </li></ul><ul><li>“ Cover less but uncover more” </li></ul><ul><li>Walqui and Koelsch 2006 </li></ul>
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  20. LEARN AS YOU USE; USE AS YOU LEARN <ul><li>LISTENING </li></ul><ul><li>SPEAKING </li></ul><ul><li>READING </li></ul><ul><li>WRITING </li></ul><ul><li>CONVERSATION </li></ul>
  21. IN THE SCHOOL <ul><li>OUR ROLE WITH CHILDREN </li></ul><ul><ul><li>ENGLISH SPEAKERS </li></ul></ul><ul><ul><li>SOURCES OF CULTURAL BACKGROUND </li></ul></ul><ul><ul><li>INSTRUCTORS IN POLITENESS </li></ul></ul><ul><li>THE SCHOOL MUST BE CONSIDERED AS A PLACE WHERE ENGLISH SPEAKING IS COMPULSORY. </li></ul>
  22. <ul><li>OUR ROLE WITH OTHER ENGLISH TEACHERS </li></ul><ul><li>WHEN STUDENTS ARE AROUND US, ANYWHERE IN THE SCHOOL, WE MUST SPEAK ENGLISH TO EACH OTHER. </li></ul>IN THE SCHOOL
  23. IN THE SCHOOL <ul><ul><li>OUR ROLE WITH SPANISH TEACHERS </li></ul></ul><ul><ul><ul><li>WE SHOULD TRY TO SPEAK TO THEM BEFORE THE BEGINNING OF EACH SESSION, OUTSIDE OF THE CLASSROOM… </li></ul></ul></ul>
  24. IN THE SCHOOL <ul><ul><ul><li>WE SHOULDTRY TO AVOID SPEAKING IN SPANISH IN FRONT OF THE STUDENTS. </li></ul></ul></ul>
  25. ASSISTANTS: LANGUAGE TOOLS <ul><li>HELP TEACHERS TO: </li></ul><ul><ul><li>SHARE THEIR BACKGROUND AS A PART OF A CULTURE </li></ul></ul><ul><ul><li>CORRECT STUDENTS´ USE OF LANGUAGE </li></ul></ul><ul><ul><li>IMPROVE STUDENTS’ ENGLISH SKILLS </li></ul></ul><ul><ul><li>INTRODUCE SOME ACTIVITIES, EXPERIMENTS… </li></ul></ul><ul><ul><li>COLLABORATE MAKING DISPLAYS, SUMMARIES, CONCEPTUAL MAPS, FIELD TRIPS, ETC. </li></ul></ul><ul><ul><li>LOOK FOR ON-LINE AND ADDITIONAL MATERIAL </li></ul></ul>
  26. EXAMPLES:
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  36. REFERENCE BOOKS <ul><li>TEACHING ENGLISH IN THE PRIMARY CLASSROOM ( LONGMAN ) </li></ul><ul><ul><li>It has lots of games and activities to be adapted to any unit or subject </li></ul></ul><ul><li>SCIENCE STUDY DICTIONARY ( OXFORD ) </li></ul><ul><ul><li>Nice for taking further information </li></ul></ul><ul><li>CURRICULAR CONTENT : RESOURCES FOR PRIMARY ( OXFORD ) </li></ul><ul><ul><li>Photocopiable worksheets and activities </li></ul></ul>
  37. REMEMBER… “ CLIL is no magic potion, it’s not a panacea, which will unleash waves of bi-, tri, quad-, multilinguals, within or across borders! It is an approach with potential, which is extensive, in time, space and kind. It is an approach, which can provide alternative access to language learning” Maljers and Marsh 1998

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