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Clil Chapter 4


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Putting Clil in motion

Putting Clil in motion

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  • 1. CLIL Putting CLIL in motion. (Chapter 4)
    • CLIL´s winning game plan:
    Content-related learning outcomes. Language-related learning outcomes that Support the acquisition of content. Outcomes related to general learning skills
    • What a student knows and can do thanks to what he or she has learnt.
    • Provide a focus for instruction
    • Provide guidelines for learning
    • Provide targets for assessment
    • Provide a vehicle for involving students in setting personal targets
    • Facilitate the communication of non-negotiable expectations
    • Convey instructional intent to others
    • Provide a framework for final evaluation of learning
    • Provide a framework for assessment of teaching
  • 5. Supporting language learning in content classes
    • Language the students must know to master the content: Content Obligatory Language.
    • Technical vocabulary
    • Special expressions
    • Multiple meaning of words
    • Syntactical features
    • Language functions
  • 6.
    • Create a psychologically and physically safe environment.
    • Consistently use one language
    • In the beginning, it is acceptable for sts to use L1
    • Speak slowly and articulate clearly
    • Use an appropiate level of language
    • Use facial expressions, gestures and pictures to reinforce meaning.
    Supporting language learning in content classes: tips.
  • 7.
    • Repetition is required
    • Make it meaningful
    • Provide a variety of language models
    • Create a wealth of opportunities to use the language
    • Communication is of primary importance
    • Create a wide variety of opportunities to develop all four language skills
    Supporting language learning in content classes: tips.
  • 8.
    • Work systematically to build equally status for language used in the school.
    • Set high, but realistic expectations
    • Find ways of recognizing student effort and success (display sts work, exhibit project work) .
    Supporting language learning in content classes: tips.
  • 9.
    • How to create language support:
    Supporting language learning in content classes: tips. verb charts Group according to categories Graphic organizers Pictorial dictionaries
  • 10.
    • Content teachers are partners with language teachers.
    • Agree on weekly language goals/outcomes
    • Use textbook as a reference tool and work with material from content classes.
    • Materials sometimes need to be re-written to help stress in a given point.
    • Take time to plan together.
    Supporting content learning in language classes.
  • 11. Working through cross-curricular themes and projects.
    • They create bridges between subjects.
    • They reflect better the daily life.
    • They require social, affective, cognitive and personal interaction.
    • Students are likely to be more engaged and learn more
  • 12. Working through cross-curricular themes and projects. Primary School All about me My day/school/family/home Autumn, Winter Spring, Summer My country Food and drink Adventures Treasure Hunts The Environment Our continent
  • 13. Working through cross-curricular themes and projects. Secondary School Climate change Globalization People who changed The world Trade Nobel laureates Conflict resolution Environmental Issues
  • 14. Working through cross-curricular themes and projects. Vocational Education Client centered service Entrepeneurship Marketing Consumer awareness Sustainable development Safety and security Respect Information and Communication Technology
  • 15. Working through cross-curricular themes and projects.
    • Benefits
    • connects learning to real world
    • helps synthesize the information
    • engages the individual and fosters co-operation
    • promotes constructive interaction
    • builds respect for others
    • promotes active learning
    • accomodates different learning styles
    • accomodates different ability levels
    • Promotes in-school agreements on outcomes
    • Challenges
    • takes extra planning time
    • difficult to agree on common content
    • scares some staff
    • difficult to get staff to cooperate
    • hard to agree on assessment
    • may require an investment in terms of training
    • some sts may not really work.
  • 16. Reflecting on learning
    • Feeds cognitive development
  • 17. Key reasons for organizing assessment:
    • To determine existing student knowledge
    • To determine student achievement levels
    • To understand student interests, attitudes and learning styles
    • To involve students in taking responsibility for their learning
    • To obtain information about how to improve learning
  • 18. Assessment in CLIL Planning for learning by doing Advanced planning Planning for assessment
  • 19. Areas assessed in CLIL:
    • Achievement of content and language goals
    • Achievement of learning skills goals
    • Use of language for various purposes
    • Ability to work with authentic materials
    • Feeling safe to experiment with language and content
    • Ongoing growth
    • Effort
    • Level of engagement
    • Preffered learning styles
    • Day-to-day work
    • All four language skills
    • Day-to-day communication
    • Oral presentations
    • Projects
    • Planned and spontaneous assignments
    • Partner and groupwork
    • Social and emotional development
    • Balance between co-operation and self-reliance
  • 20. Assesment is done: through st conferences with the teacher based on planned curriculum outcomes based on pre-established criteria by collecting anecdotal information about each st through st self-evaluation through peers through st portfolios through files of st work by using evaluation grids by means of checklists
  • 21. Guided reflection
  • 22. Thoughts and feelings
    • The best part of this work is…
    • I most enjoyed…
    • I was worried about…
    • The hardest part of this piece of work was…
  • 23. Student as learner
    • I’m getting better at…
    • When I did this work I learnt…
    • I would like help with…
    • I don’t understand…
  • 24.
    • I want to improve…
    • Next time, before I start writing I will…
    • Next time, I want to learn…
    • I will…
  • 25.
    • Achievement of learning outcomes
    • My learning goals were…
    • My subject goals were…
    • The attitude I worked to develop was…
  • 26. Teaming up with fellow teachers
    • Reasons
    • Content and language knowledge find their application in another context.
    • Effective co-operation contributes to improved student achievement
  • 27.
    • Establishing commonality
    • Recognizing achievement
    • Agreeing on learning skills outcomes
    Suggestions for what to focus on