Communication

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Communication

  1. 1. CLIL: Dealing with communication ATFP - Eines i estratègies metodològiques per impartir anglès en els cicles formatius d’FP Module 2: Content and Language Integrated Learning
  2. 2. LANGUAGE TEACHING… CLIL is not simply translating into the TL what we do in L1. In CLIL settings, language learning includes language using, developing communicative skills : listening, speaking, reading, writing and interaction, depending on the resultat d’aprenentatge established in the curriculum.
  3. 3. …or LANGUAGE LEARNING? In CLIL settings, learners usually have different levels of cognitive competence and linguistic competence. Therefore, teachers need to plan language carefully, analising what type of language learners are going to use and eventually learn.
  4. 4. COMMUNICATION The language triptych (Coyle, 2002) could help teachers carefully plan the language. This language comes from the subject content and should be determined according to the job profile. It should help teachers integrate demanding content learning with language using and learning.
  5. 5. COMMUNICATION Language of learning CLIL linguistic Progression Language for learning Language learning and language using Language through learning Ref: Coyle, Hood, Marsh (2010). CLIL. Cambridge University Press.
  6. 6. Language of learning Language needed for learners to access basic concepts and skills related to the content. - Key vocabulary, grammar structures and functional language for specific subjects. Ex. Shareholders, employees, interest If interest fell, savers would be affected. Language for predicting.
  7. 7. Language for learning Language needed to operate in a foreign language environment. Related to the completion of activities. - Language related to pair work, asking questions, debating, drawing conclusions, etc. Ex. From my point of view, Who is next?, I think that, This is what we should do now, Do you need anyone else in your group?
  8. 8. Language through learning Language that emerges during the learning process. Capturing language as it is needed by individual learners during the learning process. - Vocabulary and structures It cannot be predicted in advanced! The use of diccionaries is essential.
  9. 9. COMMUNICATION ning s Plan ation ic mpl i When planning activities, teachers should think ahead what language of learning and language for learning students should understand and produce. Then, provide students with scaffolding in order to help them to learn the content and develop high order thinking skills and intercultural awareness.
  10. 10. COMMUNICATION ning s Plan ation ic mpl i When planning activities, teachers should think ahead what language of learning and language for learning students should understand and produce. Then, provide students with scaffolding in order to help them to learn the content and develop high order thinking skills and intercultural awareness.

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