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Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
Clil: What´s Clil?
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Clil: What´s Clil?

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Power point presentation based on the first chapter of the book Uncovering Clil (2008) Macmillan

Power point presentation based on the first chapter of the book Uncovering Clil (2008) Macmillan

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  • 1. CLIL Content and language integrated learning
  • 2. What is CLIL ?
    • It is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language .
  • 3. Where does CLIL come from?
    • It was coined in 1994, but the first known CLIL -type programme dates back some 5000 years to what is now Iraq.
    • CLIL seeks to support second-language learning while also favouring first-language development
  • 4. The rise of CLIL
    • By the mid-90s globalization was placing greater linguistic demands on mainstream education.
    • It has made the world interconnected.
    • The world is becoming a mixed global village.
  • 5. Mindset
    • The Generation Y (1982-2001)
    • Focused on immediacy as in “learn as you use, use as you learn”
    • The Cyber Generation (after 2001)
    • Influenced by their own early, personal, hands-on experience with integrated technologies
  • 6. CLIL strategies
    • A language that is not the student’s native language
    • Content teachers
    • Language teachers in CLIL programmes supporting content teachers
  • 7. Integration
    • Language learning is included in content classes
    • Content from subjects is used in language-learning classes
  • 8. CLIL content goals are supported by language goals
    • In addition to a focus on content and language there is a third element
    • The development of learning skills
  • 9.  
  • 10. The many faces of CLIL
    • Language showers
    • CLIL camps
    • Student exchanges
    • Local projects
    • International projects
    • Family stays
    • Modules
    • Work-study abroad
    • One or more subjects
    • Partial immersion
    • Total immersion
    • Two-way-immersion
    • Double immersion
  • 11. Language showers
    • For students between 4-10 years old
    • Between 30 minutes/1 hour of exposure per day
    • Strategies: games, songs, visual, realia and handling of objects and movements
    • Teacher: speaks in CLIL language
    • Goals: * be aware of the existence of different languages, * be prepared for language learning
    • Suggested activities:
    • Routine activities (lunchtime, get dressed)
    • Strategies: repetition, maiming, gesturing pointing, songs to teach new vocabulary
  • 12. CLIL camps
    • For students coming from one school
    • Purpose-designed location
    • Length: 5 days
    • Organization: * students are sub-divided into teams, * there are rules (all participants must use the CLIL language), * could be a system of tokens and fines
    • Goals: * experience success in living a second-language environment, * have fun and associate the CLIL language with an enjoyable experience, * motivate students to continue second-language study, * inspire students to continue learning the CLIL language
  • 13. CLIL camps
    • Suggested activities for children from 9 years old: * hiking and orienteering, * a final talent show, * student teaching
    • Suggested activities for very young children: * a walkabout in the nature environment, * planning and building birdhouses, * doing competitive and non-competitive sports
  • 14. International projects
    • Need to lead to concrete accomplishments and enable students to connect with new ideas, sources and people
    • Schools can either join existing projects or create a project of their own
    • Goals: * help students assume greater responsibility for their learning, * motivate students, * create opportunities for contact and communication with other speakers of the CLIL language, * develop skills in communication, information and communication technologies, teamwork and problem solving, * develop reasoning, enquiry, critical and creative thinking and evaluation skills
  • 15. Suggested activities
    • http://www.scienceacross.org/index.cfm?fuseaction=content.showhomepage&CFID=1219843&CFTOKEN=94713940
    • To choose a topic and develop it with the help of parents, members of the local community, etc.
  • 16. Total immersion programmes
    • Begin in kindergarten or during the first year of school
    • The curriculum is delivered through the medium of the first language
    • Teacher: * speaks the immersion language, * puts stress on communication skills (emphasis on fluency than on accuracy)
    • Strategies: repetition and gestures
    • Language: presented systematically and unsystematically
    • Goals: * functional fluency in a second language, * development of their mother tongue, * curriculum expectations in all subjects, * an appreciation on their own culture (s) and the culture (s) related to the immersion language
  • 17. Bumps in the road to good practice in CLIL
    • Grasping the concept and grappling with misconceptions
    • Attitude
    • Interfering with content acquisition
    • Suitable for the brightest students
    • Just-in-case approach
  • 18.
    • The shortage of CLIL teachers
    • Greater workload for teachers; shortage of materials
    • School administrators understanding the implications of CLIL programming

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