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Clil: What´s Clil?
 

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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    Clil: What´s Clil? Clil: What´s Clil? Presentation Transcript

    • CLIL Content and language integrated learning
    • 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 .
    • 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
    • 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.
    • 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
    • CLIL strategies
      • A language that is not the student’s native language
      • Content teachers
      • Language teachers in CLIL programmes supporting content teachers
    • Integration
      • Language learning is included in content classes
      • Content from subjects is used in language-learning classes
    • 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
    •  
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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.
    • 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
    • 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
      • The shortage of CLIL teachers
      • Greater workload for teachers; shortage of materials
      • School administrators understanding the implications of CLIL programming