1.
<ul><li>Backdoor language teaching </li></ul><ul><li>Additional subject teaching </li></ul><ul><li>‘ Dumbing down’ of subject content </li></ul><ul><li>Threatening subject specialism </li></ul><ul><li>Elitist for more able students only </li></ul><ul><li>Foreign teachers </li></ul><ul><li>Teaching what students already know </li></ul>CLIL is not :

2.
CLIL is dual– focussed encompassing both subject or thematic and language develop-ment although, depending on the context and variables within, there may be a predominance of one over the other but never to exclusion. However, it is the interpretation of the integration of content and language in CLIL which has major implications for and impact on the development of CLIL pedagogies . Do Coyle CLIL is:

3.
Do Coyle

4.
Content vs. language content language

5.
CLIL models are by no means uniform. They are elaborated at a local level to respond to local conditions and desires. Indeed the characteristics of CLIL developments in Europe show a great variety of solutions... It is the combination of the choices in respect to the variables that produce a particular CLIL. Coonan (2003, 27) CLIL is flexible

6.
<ul><li>a particular CLIL pedagogy (scientific research on CLIL experiences is only starting to arise) </li></ul><ul><li>a prescriptive model for planning modules and lessons in CLIL (CLIL practices are strongly dependent on different contexts) </li></ul>There IS NOT

7.
<ul><li>pedagogical principles underlying CLIL </li></ul><ul><li>some tools for ensuring that some shared principles are observed despite CLIL’s flexibility </li></ul>There ARE

8.
Pedagogical principles <ul><li>Constructivist </li></ul><ul><li>Model </li></ul><ul><li>Vygotsky (1932) </li></ul><ul><li>Bruner (1960) </li></ul><ul><li>Language-acquisition Model </li></ul><ul><li>Krashen (1983) </li></ul><ul><li>Van Lier (1999) </li></ul>

9.
The 4Cs conceptual framework for CLIL Coyle (1999, 2005)

10.
<ul><li>It includes the knowledge to be taught, and it is the main principle as the three remaining ones are subject to it. CLIL is not possible if the underlying content is not clear. </li></ul>CONTENT

11.
<ul><li>It is devoted to the language skills. Language should be carefully planned for CLIL to be successful, as it determines the shape of thoughts and the learner’s grade of competence. </li></ul>COMMUNICATION

12.
Coyle 2005 The 3As lesson planning tool

13.
<ul><li>It stands for thinking skills, or the kind of activities a learner should be able to do. </li></ul>COGNITION

14.
Low order High order

15.
The lartey frimps krolacked blinfly in the detchy shilbor <ul><li>Read the sentence above and answer the following: </li></ul><ul><li>What kind of frimps were they? </li></ul><ul><li>What did the frimps do? </li></ul><ul><li>How? </li></ul><ul><li>In what kind of shilbor did they krolack? </li></ul><ul><li>Which word is the subject in this sentence? </li></ul><ul><li>Which is the verb? </li></ul>

16.
The lartey frimps krolacked blinfly in the detchy shilbor <ul><li>Read the sentence above and answer the following: </li></ul><ul><li>Explain why the frimps were krolacking in the detchy shilbor. Be prepared to justify your claims with facts. </li></ul><ul><li>If you had to krolack in the shilbor, which one item would you choose to have with you and why? </li></ul>

17.
Support: SCAFFOLDING

18.
Uftor overslagrakning och svara med heltal. a) 3,56 . 7,2 b) 10,6 . 3,3 c) 5,9 . 9,7 Try and answer the question below: <ul><li>What do you think the question is asking you to do? </li></ul><ul><li>On what do you base your judgements? </li></ul>

19.
Uftor overslagrakning och svara med heltal. a) 3,56 . 7,2 b) 10,6 . 3,3 c) 5,9 . 9,7 Try and answer the question below: <ul><li>Does the cartoon help you understand the activity? </li></ul>

20.
Writing frames

21.
<ul><li>It is an embedding principle, as any learning skill should contain a cultural awareness, either in content, language or cognition. </li></ul>CULTURE

22.
CUMMINS’ MATRIX High cognitive demands Low cognitive demands High linguistic demands Low linguistic demands 1 2 4 3 x x x x x x x x x x

23.
Vygotsky (1932) Bruner (1960) cultural mediation thought & language interrelation ZPD scaffolding modes of reasoning Krashen (1983) acquisition / learning hypothesis affective filter hypothesis van Lier (1999) prolepsis teacher's active role (different realities) culture's core position in 4Cs language through learning ( A pply) (3As) scaffolding use of Bloom's taxonomy fostering communicative situations in the classroom creating appropriate ethos language through learning ( A pply) (3As) CLIL flexibility CLIL PEDAGOGY CLIL practices CLIL practices CLIL practices CLIL practices