CLIL-AICLE-EMILECLIL : Content and Language Integrated Learning.AICLE: Aprenentatge integrat de continguts illengua estrangera.EMILE: Enseignement de Matières par Integrationd’une Langue Etrangère
CLIL Definition CLIL is an approach to integrate learning of non- linguistic subject content and a foreign language, with specific support to allow the development of communication and cognitive skills, embedded in a multicultural context to foster awareness raising of self and others. communication content culture cognition
Content Previous knowledge Core competences Hands on Closer environment
Communication Language functions (discussing, giving reasons, presenting, reporting... Key vocabulary and Language needed for task specific language and completion and classroom grammar structures management) related to the content forLanguage Learning of through Difficult to predict before carrying out the Language that comes out in the process. activities. This is why, besides looking up the dictionary and searching the web, which can probably be included in advance, it would be good to go back to the mindmap and complete this section after the implementation of the unit.
On the way..., scaffolding
Cognition: Bloom’s Taxonomy revisited High cognitive demand - reasoning required Creating Generating new ideas, products, or ways of viewing things: Designing, constructing, planning, producing, inventing Evaluating Justifying a decision or course of action: Checking, hypothesising, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships: Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation: Implementing, carrying out, using, executing Understanding Explaining ideas or concepts: Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information: Recognising, listing, describing, retrieving, naming Low cognitive demand - little reasoning required
Fighting with the 4Cs
Cummins Matrix High Cognitive Demands 3 4 Low High Linguistic Linguistic Demands Demands 2 1 Low Cognitive Demands CLIL Matrix adapted from Cummins (1984) (Coyle, 2002)
Teaching I taught the dog to whistle!
Outcomes I don’t hear him whistling!
Learning? I said I taught him, I didn’t say he learned it
The Jabberwocky problem ‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. 1. What were the slithy toves doing in the wabe? 2. How would you describe the state of the borogoves? 3. What can you say about the mome raths? From Gold Dust Resources http://excellence.qia.org.uk/Golddust/index.html