ceip andres garcia soler

1. Enrique Ruiz Cano
Head of the English and CLIL department & Erasmus projects co-ordinator
Successful management of a CLIL department

2. Different ways of approaching CLIL in a school
1. Subject teacher and Language teacher teach different lessons.
L2 is the main purpose. L2 teacher places emphasis on students´ FL ability.
2. Subject teacher and Language teacher teach different lessons.
L2 is the main purpose. L2 teacher orientates the lesson towards the subject.
3. Subject and language teacher teach in the same lesson. Subject teacher speaks
in the mother tongue and L2 teacher uses the FL.
4. Subject and language teacher teach in the same lesson. Both subject and language teachers
speak in the FL.
5. Subject teacher speaks in L1. Written materials are in L2 though.
6. Subject teacher speaks in L1 but get pupils to speak, listen to (through other sources), read
and write in L2.
7. Subject teacher teaches on their own in L2.

3. Role of the head of the CLIL department
o Meet the school management team at the outset and
end of the school year minimum and with the Ofsted
o Design the timetable for Tas.
o Co-ordinate with the rest of the CLIL teachers to
distribute back-up classes or support classes.
o Work cooperatively with both language and subject
teachers.
o Cooperate with the rest of the teachers.
o Attend to “CCP” meetings.
o Promote projects within the department.
o Cooperate with other CLIL schools.
o Partipate in training activities and/or seminars.

4. What does CLIL include?
CLIL comprises 7 Cs: (Dr. Hicks, D.)
1. Collaboration
2. Communication
3. Colegiality
4. Choice
5. Criticality
6. Cognition
7. Creativity

5. COLEGIALITY
1. At a school level:
• Teachers from the CLIL department should work cooperatively when
It comes to Primary schools. In Secondary schools, both the subject and the language teacher.
How??
- Language teacher supporting subject teachers linguisitically.
- Job shadowing your fellow colleagues´ classes.
- Regular meetings
• CLIL teachers coordianting with Spanish language teachers.
• CLIL and English teachers meeting the school management team on a frequent basis.

6. COLEGIALITY
2. At local, regional or national level:
•Sharing resources with ohter CLIL schools.
•Attending seminars and/or talks organised by the Educational Authorities.
• Using the blog as an istrument of communication.
3. At an European level:
•Etwinning. https://live.etwinning.net/home
• Videoconferencing, pen pals´exchanges.
•Erasmus +.
• School Education Gateway http://www.schooleducationgateway.eu/en/pub/index.htm

7. COLEGIALITY
Decisions should be made corcerning:
•Co-ordination with Nursery Education.
•Use of TAs.
• How to cater for mixed-ability classes (TAs, support teachers, etc.)
• Complementary activities (play in English, 2 days trip in English, etc.)
• Use of textbooks.
•English speaking countries celebrations.
•External exams.
•Cambridge YLT and/ or Trinity College

8. CO-ORDINATION WITH NURSERY EDUCATION
• How to approach English: Use of Jolly Phonics together with other types of activities eg
songs, stories, etc.
USE OF JOLLY PHONICS
It is a UK based programme to teach pupils to read.
Children learn the 42 letter sounds of the English language, rather than the alphabet. They are
then taken through the stages of blending and segmenting words to develop reading and
writing skills.
BENEFITS: It improves pupils´ reading, listening and reading comprehension sills over whole
words.
Dechiphering unfamiliar words.
DRAWBACKS: The iregularity of English means a restriction of vocab, children can be saying
words outside meaningful vocabulary, need for fine auditory discrimination.

9. Use of textbooks
o What criteria do you to select textbooks?
o Does it offer visual support?
o Is the content presented within meanigful
contexts?
o Does it offer activities for low and high
achievers?
o Do the activities help you cater for different
learnign styles?
o Do the activities provide scaffolding?
o Do the units include a list of the key words in
L1?

10. Pen pals´ exchanges
Exchanges with
École Elementaire Publique Pierre Vincent – Alissas, France
And Zakladna Skola - Slovakia

11. Let´s think of the pros and cons of the
following strategies when using CLIL
1. Pair weaker with stronger students
2. Pair students with a partner of similar ability
3. Use mixed ability groups
4. Use groups of similar ability
5. Provide alternative tasks for weaker students and extension
activities for stronger
6. Monitor the weaker students yourself and give extra help
7. Use a strong student as an expert helper

12. DEALING WITH MIXED-ABILITY
GROUPS- Graded tasks
- Open-ended tasks
- “Happy medium” between mixed-ability and homogeneous
groups.
- Scaffolding.
- Teaching Science in Spanish and then in English or
swtiching back and forth between both languages with
those students whose linguistic level is not up-to-scratch.

13. DIFFERENTIATION
- Not every child is the same.
- Take small homogeneous groups outside
the class.

14. Role of Language Assistants
Think about how you use TAs in your class:
1.To present the input.
2.To take some students outside the class for conversation classes.
3.To help you with weaker students in the class.
4.To devide the class into 2 or 3 groups (depending upon how many teachers
teach at the same time) and each one is in charge of one group (different ability
groups). These groups swap and they do different work.
5.To help you linguistically wise.
6.To be in charge of speaking tests.
7.To help you with the blog, English speaking countries celebrations, and so on

15. Link the school work with
families and other stakeholders
- Website or blog
http://www.clilenglishags.com/
- Facebook group
- Twitter group
- Etwinning through twinspace
- https://twinspace.etwinning.net/11246
- Educational Authorities website

16. Cambridge or Trinity College tests
• They make pupils aware of their level within the
CEFR.
• They give evidence of their progress learning
the language.
• They are so motivating.
• They keep written record of what they are able
to do.
• They provide a challenge for students

17. Prime importance of integrating CLIL areas
• Pupils learn in a holistic way.
• It helps teachers develop the 4 Cs more
effIciently.

18. Integrating Natural Science, Art and
Crafts and English Literacy
Plants

20. Enrique Ruiz Cano
Head of the English and CLIL department & Erasmus projects co-ordinator
CLIL as a vehicle for change in the English
Literacy classroom

21. What do we do at school?
We teach Science and Art and Crafts through the English
language using a “hard” CLIL approach
BUT we also use CLIL when teaching English as a Foreign Langauge
We teach 4-5 hours of English a week!

22. Theoretical framework
LOE
Children perceive reality in a holistic way
CLIL
BICS CALP
The different functions of classroom language

23. COMPETENCE-BASED PROJECTS
ENGLISH LITERACY
School year 2014-15
Summer term: Local heritage and cities
from the three countries
School year 2015-16
Autumn term: Tudor times
Spring term: Famous people

24. COMPETENCE-BASED PROJECTS
ENGLISH LITERACY
School year 2014-15
Summer term: Local heritage and cities
from the three countries
https://www.youtube.com/watch?v=bfAXrSO8OKQ&feature=youtu.be
(Example of a part of a final task)

25. ASPECTS WHICH ARE WORTH MENTIONING
Wide range of activities
Multimodal input
Different ways of dealing with heterogeneous groups
Prime examples of TBT (task before text)
Progression from more controlled activities to freer activities
HOTS from the very outset of the unit
Global development of Key competences.
Pupils become more resilient both linguistically and coginitively wise.
UNIT 7

26. COMPETENCE-BASED PROJECTS
ENGLISH LITERACY
Spring term: Famous people
https://www.youtube.com/watch?v=QWlwLEzedKU
(Example of a part of a final task)

27. BENEFITS
- Motivation
- Faster development of communicative competence
- Memorable learning experience
- Shift from using the language for its own sake to actually using it to learn content.
- More interaction.
- Develop of key competences.
- Improvement of pupils´ competence in L1.
- Cater for a wider scope of learning styles.
- Pupils become socioculturally competent.
- Impulse for schools (Erasmus + or Cambridge tests).

28. School years: 2014-2015 y 2015-2016
CLIL as a tool for change in the Primary
classroom
REINO UNIDO
ESPAÑA
LETONIA

29. Thank you for coming! 
Enrique Ruiz Cano
enrique.ruiz.cano@hotmail.com