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Clil presentation

  1. 1. CLIL Essentials (Content and Language Integrated Learning) Dalia-Ona Pinkevi čienė Loreta Zavadskienė
  2. 2. What is CLIL? <ul><li>An umbrella term covering a dozen of educational approaches (immersion, bilingual education, multilingual education, language showers, bains linguistiques ...) </li></ul><ul><li>A continuum of educational approaches devoted to two main components – language and content </li></ul><ul><li>CLIL is referred to as dual-focused education as lessons have two main aims, one related to particular subject or topic and one linked to language. (The British Council page) </li></ul><ul><li>Neither ‘translation’ of first language teaching into another language, nor ‘disguised’ systematic grammar. </li></ul>
  3. 3. Is it CLIL or not CLIL? <ul><li>Bilingual teaching </li></ul><ul><li>Immersion </li></ul><ul><li>LSP/ESP (Language/English for Specific Purposes) </li></ul><ul><li>Academic language teaching </li></ul><ul><li>International Baccalaureate </li></ul><ul><li>… </li></ul>
  4. 4. CLIL-Classroom principles <ul><li>Language is used to learn as well as to communicate </li></ul><ul><li>It is the subject matter which determines the language needed to learn </li></ul><ul><li>Subject is taught in simple easily comprehensible ways, using diagrams, illustrations, graphs, highlighted terms </li></ul><ul><li>Language – subject based vocabulary, texts and discussions. If needed, L 1 can be used </li></ul>
  5. 5. A successful CLIL lesson should combine elements of the following (the 4Cs): <ul><li>Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. (It should not repeat the content learnt in other lessons!) </li></ul><ul><li>Communication – Using language to learn and learning to use language. Language does not follow the grammatical progression found in language-learning settings </li></ul><ul><li>Cognition -Developing thinking skills which link concept formation (abstract and concrete), understanding and language </li></ul><ul><li>Culture - understanding of otherness and self, deepened feelings of community and global citizenship </li></ul><ul><li>(David Marsh) </li></ul>
  6. 6. Conceptual map for understanding CLIL: holistic, symbiotic view (developed by Do Coyle)
  7. 7. Language Triptych
  8. 8. Three interrelated types of language <ul><li>L of learning – content obligatory language related to the subject theme or topic </li></ul><ul><li>L for learning – language needed to operate in foreign language environment (for pair/ group work, asking questions, debating, etc.) </li></ul><ul><li>L through learning - new language that cannot be planned. This emerging language needs to be captured, recycled and developed so that it becomes a part of a learner’s repertoire </li></ul>
  9. 9. Lexical rather than grammatical approach <ul><li>Language that has real purpose and is dictated by the context of the subject </li></ul><ul><li>Attention to collocations , semi-fixed expressions , set phrases and subject specific and academic vocabulary </li></ul><ul><li>Cunks of language that can be picked up and used immediately </li></ul><ul><li>There is no grading for language! </li></ul><ul><li>Learners are not afraid to make mistakes </li></ul><ul><li>Learner styles are taken into account </li></ul>
  10. 10. Benefits of CLIL <ul><li>The whole that is greater than the sum of the parts (synergy effect) </li></ul><ul><li>Accelerates learning </li></ul><ul><li>Is authentic </li></ul><ul><li>Nurtures a feel good ( fun!) and can do attitude </li></ul><ul><li>Fires the brain up , fires the neurons, rejuvenates teaching </li></ul><ul><li>Serves as a platform for ultimate students’ interest in other languages and cultures </li></ul><ul><li>Gives feelings of professional satisfaction and cooperation to teachers </li></ul><ul><li>Parents are for it </li></ul><ul><li>Beneficial for the school </li></ul>
  11. 11. Discouraging factors / limitations <ul><li>CLIL is complex </li></ul><ul><li>There is no single model for CLIL – the context is to be taken into account </li></ul><ul><li>Who is to teach CLIL (language or subject teachers), and how to combine both? </li></ul><ul><li>New concepts are always difficult to accept </li></ul><ul><li>Threat to the native language , if any? Do academic language and terminology develop? </li></ul><ul><li>Insufficient understanding of content through the medium of foreign language </li></ul><ul><li>CLIL methodology and assessment are not clear – teachers have to be supported </li></ul><ul><li>Teacher overload , shortage of materials </li></ul>
  12. 12. Current ELT interest in CLIL <ul><li>CLIL programs are becoming common place in numerous countries in Europe (Austria, Finland, Spain (all subjects in Basque country), the Netherlands) </li></ul><ul><li>In Lithuania-mostly 35-40hour modules. Teachers work in tandems. Language teachers help subject teachers. The aim is to have subject teachers teaching CLIL by themselves. </li></ul>
  13. 13. Topics to be Covered <ul><li>Pollution of the Baltic Sea </li></ul><ul><li>Stabilization of sand dunes </li></ul><ul><li>Rising sea levels </li></ul><ul><li>Seaside littering </li></ul><ul><li>Recession of beaches </li></ul><ul><li>Oil platforms in the Baltic Sea </li></ul><ul><li>Coastal erosion & coastal defences </li></ul><ul><li>Saving flora & fauna of the Baltic Sea </li></ul><ul><li>Pollution of rivers </li></ul><ul><li>Surface water quality </li></ul><ul><li>Sunken ships at the coast of Denmark </li></ul>Water: Energy Estonia Things Latvia Water Lithuania
  14. 14. What is Ecology to do with CLIL? <ul><li>In CLIL, l anguage learning is based on characteristics of ecology, i.e. it is holistic, interactive, dynamic, non-linear, complex, unpredictable, and situated in a certain context. </li></ul><ul><li>For this, the teacher needs </li></ul><ul><li>creativity, initiative , and effort. </li></ul>SO LET’S GO GREEN IN TEACHIN G!
  15. 15. List of References <ul><li>Coyle, D., Hood, P. and D. Marsh 2010. CLIL Content and Language integrated Learning. CUP </li></ul><ul><li>Integruotas dalyko ir užsienio kalbos mokymas. Lietuvos Respublikos Švietimo ir mokslo ministerija, Vilnius, 2007 </li></ul><ul><li>Ceruti, M. A. On Solid Ground. Matching Practice and Theory in a CLIL Perspective. Studies about Languages 16/2010 </li></ul><ul><li>J ä rvinen, H. M. What is Ecology to do with CLIL? An Ecological Approach in CLIL. International CLIL Research Journal 2009 </li></ul><ul><li>Lasagabaster D. and Sierra J. M. Language Attitudes in CLIL and Traditional ELF Classes. International CLIL Research Journal 1/2009 </li></ul><ul><li>Janulien ė A. On the Use of CLIL at Lithuanian Schools. Verbum 2010 </li></ul>