9. the, what the why and the how of clil

778 views
641 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
778
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
10
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

9. the, what the why and the how of clil

  1. 1. The, What the How and the Why of CLIL Ma. Ed. Cecilia Rosas Delgado Coordinadora Académica de InglésColegios Peruanos – INNOVA Schools 2013
  2. 2. Overview In today´s session we´ll try to cover the following points:  Background and setting of CLIL:  What is CLIL  The three principles of CLIL  The 4 C’s  The 3ª’s  What is it and why use it?  Teaching a Geography lesson with CLIL  Make your own lesson Plan
  3. 3. What is CLIL ? Cooking Life In London Canned Lions Increased Literacy Cats Love Italian Lasagna Content Language Integrated Learning
  4. 4. CLIL Features: MatchC ontent the languageL anguage the topic or subject matter the thinking skills required / developed toI ntegration manage this fusion.L earning the new fusion of both content and language learning goals.
  5. 5. What is CLIL?  An approach?  A methodology?  Nothing new?  A philosophy?  A process?  Good?
  6. 6. By any other name….. Content-based Instruction (CBI)  Teaching Content Through English Content-based Language Instruction (CLII)  Teaching English Through Content Content-based Language Teaching (CBLT)  Foreign Language Medium Instruction Integration of Content and Language (FLMI) Content and Language Integrated  Teaching Through Foreign Languages Classrooms (TTFL) English-enriched Content Teaching  Teaching Content in a Foreign Language (TCFL) Content-enriched English Teaching  Dual-focused Language Instruction English-focused Content Teaching  Content-support ELT Content-focused English Teaching  Adjunct / Linked Language courses Content-centered English Teaching  Integration of Languages and Disciplines English-centered Content Teaching (BILD) Content-driven English Teaching  Four-handed foreign language instruction English-driven Content Teaching  Learning with Languages English-sensitive Content Teaching  Learning through an additional language Content-sensitive English Teaching  Foreign Language Immersion Program Content-oriented Language Learning (FLIP) Content-infused Language Teaching  Plurilingual Instruction Theme-based Language Teaching  Foreign Languages Across the Curriculum Topic-based Language Teaching (FLAC) Discipline-based ESL Instruction  Extended Second Language Learning Sheltered Subject Matter Teaching  Language-enhanced Content Instruction  Integrated Curriculum
  7. 7. Li st en ng in g a diReSp e ak ing it ing r W
  8. 8. What are the differences Think pair share: Up to know, what are the main differences between EFL and CLIL?
  9. 9. A definition CLIL refers to any dual-focused educational context in which an additional language is used as a medium in the teaching and learning of non-language content.
  10. 10. Another definition CLIL is the meeting point of content and language in space (the classroom) and time (the lesson).
  11. 11. The three principles of CLIL1. Increase comprehensibility2. Increase interaction3. Increase thinking skills
  12. 12. Messages Every teacher is by definition a language teacher. Language is the principal means of making sense of knowledge. Every school should have a language policy.
  13. 13. CLIL in the classroom Communicative approach Process rather than product Message rather than medium Integration rather than isolation Learner potential rather than teacher input Language across the curriculum
  14. 14. CLIL and ELT  CLIL curriculum  CLIL teachers  CLIL lessons
  15. 15. The CLIL curriculum All or some subjects are taught through a foreign or second language More content will be taught as language competence increases There is no language syllabus CLIL should start in elementary school
  16. 16. CLIL lessons Contain the 4 Cs Are not language lessons or subject lessons delivered in a foreign language The subject matter determines the language needed to learn. Language is not graded. Are often based on reading or listening texts
  17. 17. CLIL teachersCLIL teachers are: Subject matter teachers who can also teach language Language teachers who can teach content Competent in the target language (FCE) Properly trained and involvedCLIL teachers should be good at: identifying the core language of a subject designing tasks and projects using technology
  18. 18. Interconected dimensions of CLIL The 4Cs Teaching Framework: content/subject matter/project/theme communication/language cognition/thinking, learning culture or citizenship/integration of environment and citizenship University of Nottingham
  19. 19. LIFE UNDER THE SEA
  20. 20. The 4Cs framework of CLIL: mindmap K e y Fg ih s, in vu olr ca ay b Nn ua tt l rio i or nie m a n prg re ei sn v vo af le u es cts oe sm y arig nd dn ta fh is La ag ne gu mes td ho Ca ta a ln Oig Fn la er n fh is m as rt k e Se a le if a nd dr as ng e an us ct i o K e y sr es ae h o La ag ne g u str tcs ru u e CT O NT E N CNN OA MT MO U II C F O R tel oe na b Fr ih sf o lag en r ni sh pe c F oo d eg aa tn id n (ne lg aa ug cs h ai n fh ifr so pn as tr) e da etn ci o ro Ban ara st d ip cs ccts htii arc re as La ag ne g u o fs fh i TU HH ROG lag en r ni c r a b To yf pe s jlfh e y is Rt ec as la f en xg it si aa na ddt len i:iig fl & v ons e a nv on ng -i l i nl atr ua L IE F tn h ig s La ag ne gu F& L OR A U N D ER s h ar k cg oo m iu nt FA AU N TH E we iit tn hh dn o lh p i SE A dp em ve en lt o fh is ols feo tes hsn c lm a Dig icn su ss ats bih o u f Cig lsn as if y us a ge s e a An nig als y en lm et e s s e a Cus os nn se cs i o de a ma g ob foig ny tu n lb or s t e sfh ma li s ss tfh ar iPnlnaag n i Cc otg ni sn t r u CE U LT U Rdtnissi e co CIN O GN IO T a s ea en nm ve in rt o sa tg ir ny Ieig dy n tn i f Ae ws as r en L itg sin ou cs to p Tpc hoe er it man oig fa c rn te yo p s f en lm etes ia ndf o o oit fsh fhe in ate bh os ue ta fh is slod Mn ea de ira tn e eot nm ve in rn ia nh f is c h ai n d it e m a rt k e
  21. 21. Peruvian
  22. 22. Key vocabulary, grammatical functions, useful Phrases (related to the Content) Language/ skills needed to function in a foreign language environment (classroom) Thinking/ skills needed tolearn this topic, and talk about it
  23. 23. B LOOM‘STAXONOMY
  24. 24. Cognition...1. Which thinking skills seem appropriate for this topic?2. How can we encourage the use of higher order thinking?3. What kind of questions can I ask to go beyond the lower level skills and present ss with challenging, problem- solving, hypothesizing, analysing and evaluation tasks?4. What kind of questions do I want the Ss to ask?5. How do I know what they have learned? Will they be discussing their new knowledge and understanding? How?6. What final product will they produce/present?
  25. 25. CULTURE & CITIZENSHIPPeruvian
  26. 26. What are the advantages In pairs, list 5 advantages of using CLIL to teach
  27. 27. Using language to learn,Learning to use the language A 4Cs teaching framework requires a re-conceptualisation of language from language learning per se towards an integrated model which actively involves the learner in using and developing Learning of Language Language for Learning Learning through Language
  28. 28. The 3As lesson planning tool• Analyse: language of learning• Add: language for learning• Apply: language through learning
  29. 29. The 3As lesson planning tool (Coyle)
  30. 30. Reconceptualising Language Learning Learning of Language (Content) Language learning and language using Language for learning Learning through Language(What type of language do I need (What thinking skills will I need to learn that content) and use to learn that content)
  31. 31. 3 As lesson planning tool (communication process)Language of learning COMMUNICATION Language OF learning: - Key phrases needed * Key vocabulary: fish, octopus, - Key vocabulary dolphin, starfish, jellyfish, shark, angelfish, living/non-living things, sunlit, twilight and midnight, eat/Language for learning live in/live up to/weigh/jump/ swim up to. * Key structures: under the sea, in the - Learning how to learn water, are the main enemies of..., can it breathe/move/excrete/ - Language for pair group get food/reproduce? - Understanding instructions Language FOR learning: - How to deal with not understanding I can see, We can find, there is/are. I would like to know more about... I am sorry but I don’t agree …Language through learning Language THROUGH learning: - Language needed to express previous knowledge and experiences related to - ‘Dictionary use’ for vocabulary extension the sea depths - Previous knowledge - Thinking skills - Final product - Assessment
  32. 32. Language of learning1. What type of language (genre) does your topic use?2. What is the content-obligatory language? (key words, phrases and functions etc)3. What kind of talk to learners need to engage in?4. How would you teach the language of learning for this topic? (specific tasks, presenting grammar rules, discovery activity etc..)
  33. 33. Language for learning.1. What are the possible language demands of typical tasks and classroom activities?2. Which language skills will need to be developed?3. How can learning be scaffolded? (language used to ask for help, ask for additional information etc.)4. How will students practice their new language and recycle familiar language?
  34. 34. Thank you very much Happy CLILing! Cecilia Rosas Delgadocecilia.rosas84@hotmail.com
  35. 35. Language of learning Language needed for learners to access basic concepts and skills relating to the subject theme or topic. (grammar & vocabulary) Learners need to aquire language specific to the subject and the thematic content. This means shifting lingistic progression from a dependancy on grammatical levels of difficulty towards functional and notional levels of difficulty demanded by the content.
  36. 36. Language for learning The kind of language needed to function in a foreign language environment or in the classroom (how to ask and answer questions, how to give opinions, how to interrupt, etc). Strategies to help them use the foreign language effectively. The learner needs to be supported in developing skills such as those needed for pairwork, cooperative group work, asking questions, debating, chatting, enquiring, thinking, memorizing etc.
  37. 37. Language through learning Effective learning cannot take place without active involvement of language and thinking. When learners are encouraged to articulate their understanding, then a deeper level of learning takes place. This emerging language needs to be captured by the teacher, but it is difficult to predict beforehand what will emerge.
  38. 38. Language through learning.1. What language functions and notions are students already familiar with?2. How can these be practicesd and extended?3. What strategies can they use to access new language for themselves?4. How can we define language progression for this topic?
  39. 39. Low order High order Bloom’s Taxonomy
  40. 40. Reconceptualización del proceso de enseñanza de la lenguaAprendizaje de la lengua COMMUNICATION Language OF learning: - Frases escenciales * Key vocabulary: fish, octopus, dolphin, starfish, jellyfish, shark, angelfish, living/non-living - Vocabulario básico things, sunlit, twilight and midnight, eat/ live in/live up to/weigh/jump/ swim up to.Lengua para el aprendizaje (estrategias) * Key structures: under the sea, in the water, are the main enemies of..., can it breathe/move/excrete/ get food/reproduce? - Aprender a aprender - Vocabulario para trabajo en grupos - Entender y seguir instrucciones - Como enfrentar el no entender Language FOR learning: I can see, We can find, there is/are.Aprendizaje a travéz de la lengua I would like to know more about... Language THROUGH learning: - ‘Dictionary use’ for vocabulary extension - Language needed to express previous knowledge and experiences related to the sea depths
  41. 41. Cummin’s Matrix High cognitive demands 3 4 (LIFE UNDER HighLow linguistic THE SEA) linguistic demands demands 2 1 Low cognitive demands

×