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ABCs of CLIL
 

ABCs of CLIL

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Placing equal emphasis on content ...

Placing equal emphasis on content
learning and language learning
2 Encouraging the use of authentic
materials (e.g. webpages, newspaper)
3 Giving multimodal input (i.e. written/
spoken texts, graphics, statistics, videos)
4 Using various levels of thinking skills
(i.e. LOTS and HOTS)
5 Giving many tasks
6 Making the most of cooperative learning
(e.g. pair work, group work)
7 Providing scaffolding in content and
language
8 Incorporating elements of cross-
cultural understanding and global issues
9 Integrating the four skills
10 Instructing learning skills

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    ABCs of CLIL ABCs of CLIL Presentation Transcript

    • The ABCs of CLIL Makoto Ikeda Sophia University makoto-i@sophia.ac.jp
    • Mapping CLIL GTM AL CLT (strong) TBI Submersion ‘sink or swim’ EFL EFL/ESL ESL CLT (weak) PPP CLIL CBI EFL = English as a foreign language CLT = Communicative Language Teaching ESL = English as a second language PPP = Presentation-Practice-Production GTM = Grammar translation method TBI = Task-based instruction AL = Audiolingualism CBI = Content-based instruction Immersion Structure-based instruction Communicative instruction Natural acquisition
    • Many faces of CLIL ‘What is CLIL to you?’ - methodology - facilitation of language - approach - fusion/synergy - systematic learning - mindset/attitude - education Narrow definition Broad definition
    • Do Coyle’s ‘the 4Cs of CLIL’ Content Cognition Community CLIL Communication
    • Communication Language through learning Language for learning Language of learning Communication
    • Cognition HOTS (Higher Order Thinking Skills) LOTS (Lower Order Thinking Skills)
    • Community World Region Country Town/city School Classroom
    • 10 principles of CLIL 1 Placing equal emphasis on content learning and language learning 2 Encouraging the use of authentic materials (e.g. webpages, newspaper) 3 Giving multimodal input (i.e. written/ spoken texts, graphics, statistics, videos) 4 Using various levels of thinking skills (i.e. LOTS and HOTS) 5 Giving many tasks
    • 6 Making the most of cooperative learning (e.g. pair work, group work) 7 Providing scaffolding in content and language 8 Incorporating elements of cross- cultural understanding and global issues 9 Integrating the four skills 10 Instructing learning skills
    • Types of CLIL Soft CLIL Hard CLIL Language teaching Content teaching Partial CLIL Total CLIL Part of class Whole class Japanese & English English Bilingual CLIL Monolingual CLIL Regularly Light CLIL Heavy CLIL Once in a while Objective Frequency Proportion Language use
    • CLIL books