CLIL

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A presentation about CLIL

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CLIL

  1. 1. WORKING THROUGH CONTENT BASED LEARNING/TEACHING IN THE CLASSROOM JMBG. CLIL.
  2. 2. OVERVIEW JMBG. CLIL. <ul><li> Teaching through content: what does this mean? </li></ul><ul><li> What are the advantages/disadvantages for teachers and students? </li></ul><ul><li>How does one plan for teaching language through content in the classroom? </li></ul><ul><li> Conclusions. </li></ul>
  3. 3. TEACHING THROUGH CONTENT: What does this mean? JMBG. CLIL. content culture language social context learning Educational Project Introduction of a variety of topics (CONTENT) that come from the academic disciplines or the CULTURE of the target language and transferring through the means of LANGUAGE. These conversations promote an appropriate social context in which communication occurs ,and therefore, a content LEARNING. (Tedick, 2003:8)
  4. 4. TEACHING THROUGH CONTENT. ADVANTAGES. JMBG. CLIL.  Content teaching creates a context where meaningful communication takes place because the focus is on content and not the language.  The opportunities to use the L2 are more frequent and lead to increased motivation and interest.  Content-based information is easier to remember than information based on aspects of grammar and thus leads to deeper learning.  Integrating content and language takes into account the interests, needs and cognitive levels of students.  Speaking and thinking in another language not only improves communication skills but also cognitive skills.
  5. 5. JMBG. CLIL. TEACHING THROUGH CONTENT. DISADVANTAGES.  Language teachers lack knowledge on the subjects while subject teachers have minimal knowledge of foreign languages.  Possible differences between the professors responsible for non-linguistic and linguistic areas (of teaching).  The production of materials . (Finding materials).  Content specific expressions in the L2 can be a barrier in the process of teaching / learning.  The assessment of student performance. What/How to evaluate?
  6. 6. HOW TO PLAN CONTENT LEARNING IN THE CLASSROOM? JMBG. CLIL.  OBJECTIVES: concepts  CONTENT: (academic and cultural)  LINGUISTIC ADAPTATION (required / compatible)  LEARNING THROUGH TASKS a. Pre-task b. Task c. Post-task (Follow-up)  WORK INDIVIDUALLY, IN PAIRS AND IN GROUPS  CRITERIA FOR EVALUATION
  7. 7. CONCLUSION JMBG. CLIL.  Teaching through content is a useful educational strategy in multilingual education.  The emphasis is on content (with grammar embedded within) and on communication.  Implications for teaching and learning process in L2.
  8. 8. JMBG. CLIL. POINTS TO THINK ABOUT -What do you notice about the instruction in science class? How does the class in the video differ from our typical science classes? -Have you heard before about this type of learning/teaching? -Do you believe team-teaching is positive or negative in CLIL? -Do you agree or disagree with our Autonomic Government's strategies to prepare teachers for bilingualism or multilingualism classrooms? -Do you think CLIL is here to stay or it is only something temporary? -Do you believe the school have to spend more time in literacy and maths instead of this kind of projects?
  9. 9. JMBG. CLIL. VOCABULARY CLIL: Content and Language Integrated Learning. mother tongue: the first language that you learn when you are a baby, rather than a language learned at school or as an adult. english teachers (Language teachers): teachers that teach English or other languages. subject teachers (Non-linguistic teachers): teachers that don’t teach languages. team-teaching: two or more teachers teach in the same classroom at the same time. chunk /tʃʌŋk/ a part of something, especially a large part. collocation /ˌkɒl.ə ʊ  ˈkeɪ.ʃən/ a word or phrase which is often used with another word or phrase, in a way that sounds correct to people who have spoken the language all their lives, but might not be expected from the meaning. content /ˈkɒn.tent/ the ideas that are contained in a piece of writing, a speech or a film. counterbalance /ˈkaʊn.təˌbæl.ən t  s/ to have an equal but opposite effect on something so that it does not have too much of a particular characteristic. daunting /ˈdɔːn.tɪŋ/ making you feel slightly frightened or worried about your ability to achieve something. focus /ˈfəʊ.kəs/ the concentration of attention or energy on something. integrate /ˈɪn.tɪ.greɪt/ to combine two or more things in order to become more effective. language /ˈlæŋ.gwɪdʒ/ a system of communication consisting of sounds, words and grammar, or the system of communication used by the people of a particular country or profession. learning /ˈlɜː.nɪŋ/ the activity of obtaining knowledge. liaison /liˈeɪ.zɒn/ communication between people or groups who work with each other. literacy /ˈlɪt.ər.ə.si/ the ability to read and write. overlook /ˌəʊ.vəˈlʊk/ to fail to notice or consider something. recap /ˈriː.kæp/ to repeat the main points of an explanation or description. resource /rɪˈzɔːs/ a useful or valuable possession or quality of a country, organization or person. strategy /ˈstræt.ə.dʒi/ a detailed plan for achieving success in situations such as war, politics, business, industry or sport, or the skill of planning for such situations. subject /ˈsʌb.dʒekt/ an area of knowledge which is studied in school, college or university. syllabus /ˈsɪl.ə.bəs/ the subjects or books to be studied in a particular course, especially a course which leads to an examination. task /tɑːsk/ a piece of work to be done, especially one done regularly, unwillingly or with difficulty. teach /tiːtʃ/ to give someone knowledge or to train someone; to instruct. total physical response (TPR) is a method developed by Dr. James J. Asher, a professor emeritus of psychology at San José State University, to aid learning second languages.

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