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Clil session for Applied Linguistics class
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Clil session for Applied Linguistics class


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    • 1. Content and Language Integrated Learning CLIL attack
    • 2. Activity 1. Mind map of the research article • Divide the paper in the group. • Establish the main factors of the paper. • Summarize what you perceive as the main items of the paper. • Present the map
    • 3. What drives the core-features? THINKING drives the teaching/learning process; COGNITION drives the good CLIL practice. THINKING = COGNITION It is the mental faculty of knowing which includes: Perceiving Recognizing Judging Reasoning Conceiving imagining
    • 4. CLIL GOALS • The holistic development of learners; • To guide students towards becoming capable and motivated; • To form independent students • To put the focus on SUBSTANCE • Not only provide with new information but also permit the connection between that new information and the existing knowldge, skills and attitudes.
    • 5. CLIL MODEL MEANING-MAKING is both a personal and social process (COMUNITY) The new knowledge and skills develop through: Personal and cooperative reflection (COGNITION) A communicative process (COMMUNICATION)
    • 6. THE FOUR PRINCIPLES • These principles can serve as a reference point for lessons planning • They contribute to successful outcomes COGNITION COMMUNITY – CONTENT - COMMUNICATION
    • 7. How does CLIL work for students? CLIL classes work: To create life experiences; To tap into the innate language learning ability we all have. Communication and learning take place in the CLIL language
    • 8. Conceptual map for understanding CLIL: holistic, symbiotic view (developed by Do Coyle) context t con ten cul tur e context n re tio ltu ica cu un mm co context cognition culture context
    • 9. Language Triptych
    • 10. Three interrelated types of language • L of learning – content obligatory language related to the subject theme or topic • L for learning – language needed to operate in foreign language environment (for pair/ group work, asking questions, debating, etc.) • L through learning- new language that cannot be planned. This emerging language needs to be captured, recycled and developed so that it becomes a part of a learner’s repertoire
    • 11. Lexical rather than grammatical approach • Language that has real purpose and is dictated by the context of the subject • Attention to collocations, semi-fixed expressions, set phrases and subject specific and academic vocabulary • Chunks of language that can be picked up and used immediately • There is no grading for language! • Learners are not afraid to make mistakes • Learner styles are taken into account
    • 12. Benefits of CLIL • The whole that is greater than the sum of the parts (synergy effect) • Accelerates learning • Is authentic • Nurtures a feel good (fun!) and can do attitude • Fires the brain up, fires the neurons, rejuvenates teaching • Serves as a platform for ultimate students’ interest in other languages and cultures • Gives feelings of professional satisfaction and cooperation to teachers • Parents are for it • Beneficial for the school
    • 13. Discouraging factors/ limitations • CLIL is complex • There is no single model for CLIL – the context is to be taken into account • Who is to teach CLIL (language or subject teachers), and how to combine both? • New concepts are always difficult to accept • Threat to the native language, if any? Do academic language and terminology develop? • Insufficient understanding of content through the medium of foreign language • CLIL methodology and assessment are not clear – teachers have to be supported • Teacher overload, shortage of materials
    • 14. Current ELT interest in CLIL • CLIL programs are becoming common place in numerous countries in Europe (Austria, Finland, Spain (all subjects in Basque country), the Netherlands) • Language teachers help subject teachers. The aim is to have subject teachers teaching CLIL by themselves.
    • 15. CLIL lessons around the world • • • v=RYsG52Vw5do&feature=related • v=KsSGFsgWNVg&feature=related
    • 16. Sources • Book: “Uncovering CLIL”,by Peter Mehisto, Maria-Jesus Frigols, and David Marsh. (Chapter 2: Getting ready for CLIL) • Youtube lessons
    • 17. superheroes
    • 18. What is a superheroe? Do they exist? Explain why yes or not
    • 19. Identify the heroe by his/her logo
    • 20. Recognize superheroes powers
    • 21. The New Superheroes
    • 22. Answer the following questions 1. Which are the new powers of superheroes? 2. Why do you consider old superheroes have changed? 3. What can you infer in Superman, Batman and Aquaman´s reactions? 1. Why were they excited? 2. Why is Batman questioned about his superpowers? 3. Why is Ben highlighted by the other superheroes?
    • 23. Create your own superheroe for Colombian problems • Draw him/her • He/she should have one Colombian characteristic • Explain his/her superpowers • Explain briefly his/her story • Name and describe his/her enemies
    • 24. Thank you Let`s change the world