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TEACHING IN
ENGLISH
Basic Concepts in
CLIL
Montse Irun - CLIL
 ‘The best teachers
are those who
equip students to
THINK for
themselves’
CONTENTS
 CLIL Definition
 The 4 Cs
 Assessment in CLIL
Montse Irun - CLIL
CLIL Definition
Montse Irun - CLIL
CLIL DEFINITION
CONTENT
Montse Irun - CLIL
LANGUAGE
LEARNINGINTEGRATED
CONTENT
Montse Irun - CLIL
 Backdoor language
teaching
 Additional subject
teaching
 A way of dumbing
down the subject
content
...
CLIL is NOT
Montse Irun - CLIL
 A threat to subject
specialism
 Elitist and only for
more able students
 For foreign te...
CLIL is:
“CLIL is dual–focussed encompassing both subject
or thematic and language development although,
depending on the ...
“CLIL models are by no
means uniform. They are
elaborated at a local level to
respond to local conditions
and desires. Ind...
THERE ARE
Montse Irun - CLIL
pedagogical principles underlying CLIL
 several tools to help ensure that some of the
share...
ACRONYMS
Montse Irun - CLIL
ADVANTAGES & DISADVANTAGES?
Montse Irun - CLIL
ADVANTAGES
 A natural way of learning a language
 Different people, different learning style
 A real way of approaching...
DRAWBACKS
 Lack of linguistic competence in English
 Lack of materials
 Not all pupils feel motivated to learn a FL.
 ...
The 4 CS
Montse Irun - CLIL
Foundation: The 4 Cs
Montse Irun - CLIL
CULTURE
(Community)
Communi
cation
CognitionContent
• COMMUNICATION
refers to
Language of Learning
Language for Learning
Language through
Learning
• COGNITION refers to
The p...
Montse Irun - CLIL
COGNITION
1. Remembering the
equipment, parts of the field,
rules, scoring
2. Applying the rules of the...
CONTENT
Montse Irun - CLIL
1.- Content 2.- Cognition
3.-
Communication
Montse Irun - CLIL
1.- Which content?
Montse Irun - CLIL
Considering content
 Which is the most appropriate content for
our CLIL setting?
 How will I select new knowledge, skill...
Montse Irun - CLIL
cognition
Montse Irun - CLIL
1.- Content
2.-
Cognition
3.-
Communication
Montse Irun - CLIL
COGNITION
 Mental process of knowing (awareness, perception,
reasoning, & judgment).
 Thinking skills = kind of activiti...
 What kind of questions must I ask in order to go
beyond “display” questions?
 Which tasks will I develop to encourage h...
LEARNING PYRAMID
Montse Irun - CLIL
Montse Irun - CLIL
The Jabberwocky Poem
’Twas brillig, and the slithy toves
gyre and gimble in the wabe;
All mimsy were the borogoves,
And th...
The Jabberwocky Poem
’Twas brillig, and the slithy toves
gyre and gimble in the wabe;
All mimsy were the borogoves,
And th...
The Jabberwocky Poem
’Twas brillig, and the slithy toves
gyre and gimble in the wabe;
All mimsy were the borogoves,
And th...
The Jabberwocky Poem
’Twas brillig, and the slithy toves
gyre and gimble in the wabe;
All mimsy were the borogoves,
And th...
The Jabberwocky Poem
’Twas brillig, and the slithy toves
gyre and gimble in the wabe;
All mimsy were the borogoves,
And th...
The Jabberwocky Poem
’Twas brillig, and the slithy toves
gyre and gimble in the wabe;
All mimsy were the borogoves,
And th...
Can learners create new products?
Can learners justify a position?
Can learners break the information into
parts and see r...
BLOOM TAXONOMY OF LEARNING DOMAINS
Montse Irun - CLIL
Classification of activities
Montse Irun - CLIL
COGNITION
4. List the parts of the circulatory system.
1. Tell what happened during the experiment
and explain why that ha...
Montse Irun - CLIL
Communication
Montse Irun - CLIL
1.- Content 2.- Cognition
3.-
Communication
Montse Irun - CLIL
Make your students use English
communicatively and effectivelyMontse Irun - CLIL
 There si no point in learning how to use
the verbal tenses if they don’t know how
to use them communicatively
What’s the...
Which language?
Montse Irun - CLIL
CLIL is NOT simply
“translating“ content
learning from the first
language into another
...
Communication
Many CLIL learners have a
cognitive level higher than
their linguistic level of the
vehicular CLIL language....
Communication
CLIL teachers need to
give a special support
for language, and,
therefore,
plan language carefully,
analysin...
Using language
demands teachers systematically plan for, teach,
monitor and evaluate
Montse Irun - CLIL
Language of
Langua...
Montse Irun - CLIL
3 stages: Analyse, Add & Apply
ANALYSE
 Analyse content for the language needed
 Identify key words (specialised context...
3 stages: Analyse, Add & Apply
ADD
 Language experiences which enable the learner to
operate effectively in a CLIL settin...
3 stages: Analyse, Add & Apply
APPLY / ASSURE
 Emerges from the active involvement of learners
thinking and asking.
 Spo...
- The 3rd harmonic in the inverter output
disappears
- It’s a real of engineering.
- The ship? There would be today, but f...
Language of learning
Montse Irun - CLIL
Language of learning
Linked to the content - linked to an analysis
of content, thematic, syllabus demands -
grammar, vocab...
Language of learning
 Type of language (genre)?
 Content-obligatory language?
 Effective way of teaching?
Montse Irun -...
LANGUAGE FOR LEARNING
Let's CLIL
Montse Irun - CLIL
Language for learning
Linked to the task. Classroom
language
Montse Irun - CLIL
builds up learner
repertoire linked to
met...
LANGUAGE THROUGH
LEARNING
Let's CLIL
Montse Irun - CLIL
Language through learning
Emerging
through
language.
Unexpected
 emergent knowledge
building & skill
development,
cogni...
Scaffolding
Montse Irun - CLIL
 teaching technique that involves providing students
with the supports needed to complete a task or
facilitate their lear...
Do we need to plan scaffolding?
Montse Irun - CLIL
Yes!!!!
Montse Irun - CLIL
Need to scaffold learning
The need of scaffolding is essential for CLIL, because CLIL
aims to guide language processing an...
Make language salient
Highlight the
language
to learn
for learning
through
learning
Montse Irun - CLIL
Control Teacher Talk
 Use body language
 Use simple language
 Question ALL students
 Check understanding
 Signposting...
Grade tasks, not texts
 Give a reason for reading / listening to the
text
 Make them pay attention to what they
already ...
Difficult text? On the theory of relativity
Einstein stated that the theory of relativity belongs to the class
of princip...
Give Receptive Skills
Strategies
 Prepare the context
 Ask them to infer & predict
 Pre teach key vocabulary
 Set task...
Guide input Complete the
mind map by
reading the
text.
Montse Irun - CLIL
Provide productive skills
strategies
 Provide models
 Highlight key words
 Use visual organisers
 Use word banks, tabl...
GOOD OR BAD ENERGY?
Before you can fill in the table below, you need to consider some criteria for judging the issue of
po...
Work in groups on other energies
Energy Advantages Disadvantages A candidate for
the future
Hidro-electric No pollution,
c...
Scaffolding and embedding
© Keith kelly
Montse Irun - CLIL
Montse Irun - CLIL
Montse Irun - CLIL
Diet and disease – core content
Montse Irun - CLIL
Visuals: flow charts,
Montse Irun - CLIL
Visual: graphic organiser
Montse Irun - CLIL
Speaking Frame (PE lesson on long
jump)
Your
Run up
Take off
Position in the air
landing
is
Too slow
Unsteady
Too early
To...
Resources to create own reading /
listening scaffolding tasks
 Teacher's Pet is a toolbar for word processor for making
f...
Possible sources
CD-roms
Flashcards
Flow charts
Diagrams
Graphic organisers
Maps
To Sum up
Let's CLIL
CUMMINS’ MATRIX
Montse Irun - CLIL
The CLIL Matrix adapted from Cummins (1984) by Coyle et al (2010:43-44) is
a useful tool which enables the teacher to bala...
CUMMINS MATRIX
High linguistic
demands
High cognitive demands
Low cognitive demands
12
43Low linguistic
demands
instilling...
CULTURE
Montse Irun - CLIL
1.- Content 2.- Cognition 3.-
Communication
Montse Irun - CLIL
Montse Irun - CLIL
Authentic material
dealing with real-life habits,
traditions and reality in
other places in the world
sts can identify pri...
Culture and language
 Different cultures
 use language differently
 formality
 express the same content in a different...
MAIN ISSUES FOR
ASSESSMENT IN CLIL
Montse Irun - CLIL
Montse Irun - CLIL
A debate
Montse Irun - CLIL
Some issues
 What do we assess: content or language
or both?
 In what language do we assess?
 What tools can be used fo...
Let’s reflect on these main
issues
Montse Irun - CLIL
3 BASIC ISSUES
Do we assess
content, language,
or both?
Which is more
Important?
How do we do this?
(Who assesses,
When, h...
TIPS
1. Clear learning objectives, content / skills first, then
language.
2. Not everything is assessed
3. A mixture of fo...
TIPS
4. Learners should be aware of assessment instruments
and success criteria, expressed in a student-friendly
format.
5...
TIPS
7. If assessment is orally-based, then WAIT time is
crucial.
8. Scaffolding is not cheating. We need to assess
what s...
Montse Irun - CLIL
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Teaching in english clil

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This is a summary of the main concepts in CLIL.
A must-know for all CLIL teachers.

Published in: Education
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Teaching in english clil

  1. 1. TEACHING IN ENGLISH Basic Concepts in CLIL
  2. 2. Montse Irun - CLIL  ‘The best teachers are those who equip students to THINK for themselves’
  3. 3. CONTENTS  CLIL Definition  The 4 Cs  Assessment in CLIL Montse Irun - CLIL
  4. 4. CLIL Definition Montse Irun - CLIL
  5. 5. CLIL DEFINITION CONTENT Montse Irun - CLIL LANGUAGE LEARNINGINTEGRATED CONTENT
  6. 6. Montse Irun - CLIL  Backdoor language teaching  Additional subject teaching  A way of dumbing down the subject content CLIL is NOT:
  7. 7. CLIL is NOT Montse Irun - CLIL  A threat to subject specialism  Elitist and only for more able students  For foreign teachers  Teaching what students already know
  8. 8. CLIL is: “CLIL is dual–focussed encompassing both subject or thematic and language development 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 Montse Irun - CLIL
  9. 9. “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 development in Europe show a great variety of solutions. ... It is the combination of the choices with respect to the variables that produces a particular CLIL project. Coonan (2003, 27) CLIL is flexible Montse Irun - CLIL
  10. 10. THERE ARE Montse Irun - CLIL pedagogical principles underlying CLIL  several tools to help ensure that some of the shared principles are observed despite CLIL’s inherent flexibility
  11. 11. ACRONYMS Montse Irun - CLIL
  12. 12. ADVANTAGES & DISADVANTAGES? Montse Irun - CLIL
  13. 13. ADVANTAGES  A natural way of learning a language  Different people, different learning style  A real way of approaching a language  Fosters the language and thinking skills  Social and cultural dimensions that CLIL offers  Its ICT potential  Students make more cognitive effort Montse Irun - CLIL
  14. 14. DRAWBACKS  Lack of linguistic competence in English  Lack of materials  Not all pupils feel motivated to learn a FL.  Not all workmates and parents see a need to foster CLIL methodology  No clear preference for any particular subjects  The need for teacher training more focused on CLIL Montse Irun - CLIL
  15. 15. The 4 CS Montse Irun - CLIL
  16. 16. Foundation: The 4 Cs Montse Irun - CLIL CULTURE (Community) Communi cation CognitionContent
  17. 17. • COMMUNICATION refers to Language of Learning Language for Learning Language through Learning • COGNITION refers to The process involved in thinking. We must help the learner to build up their own learning. • CONTENT refers to the learner constructing their own knowledge and developing skills • CULTURE refers to Intercultural awareness Montse Irun - CLIL
  18. 18. Montse Irun - CLIL COGNITION 1. Remembering the equipment, parts of the field, rules, scoring 2. Applying the rules of the game. CONTENT 1. Understand the development of the game. 2. Know how to use the bat, ball and wickets. 3. Know the different parts of the pitch 4. Applying the rules 5. Playing the role of the bowler, batsmen, wicket keeper and fielders. COMMUNICATION 1. Language of: •ball, bat, wickets (3 stumps + 2 bails), wicket keeper, pitch, boundaries, batter, bowler, score, bowl, hit, catch. 2. Language for: • Body language to illustrate oral explanations • Language for correcting technique mistakes • Language for students’ interaction. 3. Language through: • Answering doubts & questions • Analyzing situations emerging from the exercises and games CULTURE To know where cricket is practiced within the Common Wealth and beyond. 2. To understand why cricket is played in those countries
  19. 19. CONTENT Montse Irun - CLIL
  20. 20. 1.- Content 2.- Cognition 3.- Communication Montse Irun - CLIL
  21. 21. 1.- Which content? Montse Irun - CLIL
  22. 22. Considering content  Which is the most appropriate content for our CLIL setting?  How will I select new knowledge, skills and understanding of the topic to choose?  What will the students learn?  Do I have to prioritise the content to be included? Montse Irun - CLIL
  23. 23. Montse Irun - CLIL
  24. 24. cognition Montse Irun - CLIL
  25. 25. 1.- Content 2.- Cognition 3.- Communication Montse Irun - CLIL
  26. 26. COGNITION  Mental process of knowing (awareness, perception, reasoning, & judgment).  Thinking skills = kind of activities a learner should be able to do.  Thinking skills can be classified in low-order (LOTs) and high-order thinking skills (HOTs) (Bloom) Montse Irun - CLIL
  27. 27.  What kind of questions must I ask in order to go beyond “display” questions?  Which tasks will I develop to encourage higher order thinking – what is the language (communication) as well as the content implications?  Which thinking skills, which are appropriate for the content, will we concentrate on ? COGNITION Montse Irun - CLIL
  28. 28. LEARNING PYRAMID Montse Irun - CLIL
  29. 29. Montse Irun - CLIL
  30. 30. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ Montse Irun - CLIL
  31. 31. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 1.- What were the slithy toves doing in the wabe? Montse Irun - CLIL
  32. 32. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 2.- How would you describe the state of the borogroves?? Montse Irun - CLIL
  33. 33. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 3.- What can you say about the mome rath? Montse Irun - CLIL
  34. 34. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 4.- Were the borogoves right to feel miserable? Montse Irun - CLIL
  35. 35. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 5.- How effective was the mome rath’s strategy? Montse Irun - CLIL
  36. 36. Can learners create new products? Can learners justify a position? Can learners break the information into parts and see relationships? Can learners use the information in another situation? Can learners explain? Can learners remember? Low Order Thinking - LOT High Order Thinking - HOT BLOOM TAXONOMY OF LEARNING DOMAINS Montse Irun - CLIL
  37. 37. BLOOM TAXONOMY OF LEARNING DOMAINS Montse Irun - CLIL
  38. 38. Classification of activities Montse Irun - CLIL
  39. 39. COGNITION 4. List the parts of the circulatory system. 1. Tell what happened during the experiment and explain why that happened. 6. What do these graphs in relation to the annual production mean? 3. What is the relationship between oil production and consumption? 2. Compare and contrast two experiments on photosynthesis. 5. Design a lighting circuit for a greenhouse which comes on at sunset and goes off at sunrise. REMEMBERING UNDERSTANDING APPLYING ANALYSING EVALUATING CREATING Montse Irun - CLIL
  40. 40. Montse Irun - CLIL
  41. 41. Communication Montse Irun - CLIL
  42. 42. 1.- Content 2.- Cognition 3.- Communication Montse Irun - CLIL
  43. 43. Make your students use English communicatively and effectivelyMontse Irun - CLIL
  44. 44.  There si no point in learning how to use the verbal tenses if they don’t know how to use them communicatively What’s the point of knowing when to use a verbal tense if it is not used in communication? Montse Irun - CLIL
  45. 45. Which language? Montse Irun - CLIL CLIL is NOT simply “translating“ content learning from the first language into another language. So, what is language learning in CLIL?
  46. 46. Communication Many CLIL learners have a cognitive level higher than their linguistic level of the vehicular CLIL language. So, what can we do to allow our learners to access language fully and use it? Montse Irun - CLIL
  47. 47. Communication CLIL teachers need to give a special support for language, and, therefore, plan language carefully, analysing what kind of language learners will be using. Montse Irun - CLIL
  48. 48. Using language demands teachers systematically plan for, teach, monitor and evaluate Montse Irun - CLIL Language of Language through Language for LEARNING
  49. 49. Montse Irun - CLIL
  50. 50. 3 stages: Analyse, Add & Apply ANALYSE  Analyse content for the language needed  Identify key words (specialised contextualised vocabulary)  Identify phrases, grammatical functions for concept formation and comprehension. language of learning stage 1. Montse Irun - CLIL
  51. 51. 3 stages: Analyse, Add & Apply ADD  Language experiences which enable the learner to operate effectively in a CLIL setting (eg strategies for reading & understanding a difficult text).  meta-cognitive or learner strategies, classroom talk, discussion, task demands  scaffold e.g. through the use of language frames language for learning stage 2 (puts the focus on the learner) Montse Irun - CLIL
  52. 52. 3 stages: Analyse, Add & Apply APPLY / ASSURE  Emerges from the active involvement of learners thinking and asking.  Spontaneous language  Captured during the learning process, then recycled and developed later  It cannot be predicted in advance language through learning stage 3. Montse Irun - CLIL
  53. 53. - The 3rd harmonic in the inverter output disappears - It’s a real of engineering. - The ship? There would be today, but for the controversy stirred up by Greenpeace. - The initiative is an educational framework for producing the next generation of engineers. - What is a toxic ? - It drives me to see someone take a data point from a 2-inch 0-10000 psig pressure gauge as 119.547 psig when it is calibrated in 250 psig increments feat voltage she CDIO substance nuts Montse Irun - CLIL
  54. 54. Language of learning Montse Irun - CLIL
  55. 55. Language of learning Linked to the content - linked to an analysis of content, thematic, syllabus demands - grammar, vocabulary, structures, functions Montse Irun - CLIL
  56. 56. Language of learning  Type of language (genre)?  Content-obligatory language?  Effective way of teaching? Montse Irun - CLIL
  57. 57. LANGUAGE FOR LEARNING Let's CLIL Montse Irun - CLIL
  58. 58. Language for learning Linked to the task. Classroom language Montse Irun - CLIL builds up learner repertoire linked to meta-cognitive skills & talk for learning in contexts real for the learners CLASS-TALK MUMIS-ENGLISH
  59. 59. LANGUAGE THROUGH LEARNING Let's CLIL Montse Irun - CLIL
  60. 60. Language through learning Emerging through language. Unexpected  emergent knowledge building & skill development, cognitive development Montse Irun - CLIL
  61. 61. Scaffolding Montse Irun - CLIL
  62. 62.  teaching technique that involves providing students with the supports needed to complete a task or facilitate their learning of new concepts. Scaffolding Montse Irun - CLIL
  63. 63. Do we need to plan scaffolding? Montse Irun - CLIL
  64. 64. Yes!!!! Montse Irun - CLIL
  65. 65. Need to scaffold learning The need of scaffolding is essential for CLIL, because CLIL aims to guide language processing and support language production in the same way as ELT by teaching strategies for reading and listening and structures and lexis for spoken or written language. Need to provide the students with:  Visuals; flashcards, posters, etc.  PP presentations  Frames  Lists of words or sentences  Recordings  Showing how to do it Montse Irun - CLIL
  66. 66. Make language salient Highlight the language to learn for learning through learning Montse Irun - CLIL
  67. 67. Control Teacher Talk  Use body language  Use simple language  Question ALL students  Check understanding  Signposting  Summarise Montse Irun - CLIL
  68. 68. Grade tasks, not texts  Give a reason for reading / listening to the text  Make them pay attention to what they already know (key words, context, grammatical knowledge, etc) Montse Irun - CLIL
  69. 69. Difficult text? On the theory of relativity Einstein stated that the theory of relativity belongs to the class of principle theories. As such, it employs an analytic method. This means that the elements which comprise this theory are not based on hypothesis but on empirical discovery. The empirical discovery leads to understanding the general characteristics of natural processes. Mathematical models are then developed which separate the natural processes into theoretical mathematical descriptions. Therefore, by analytical means the necessary conditions that have to be satisfied are deduced. Separate events must satisfy these conditions. Experience should then match the conclusions. The special theory of relativity and the general theory of relativity are connected. As stated below, special theory of relativity applies to all physical phenomena except gravity. The general theory provides the law of gravitation, and its relation to other forces of nature. Montse Irun - CLIL
  70. 70. Give Receptive Skills Strategies  Prepare the context  Ask them to infer & predict  Pre teach key vocabulary  Set task in advance  Use reading / listening techniques explicitly Montse Irun - CLIL
  71. 71. Guide input Complete the mind map by reading the text. Montse Irun - CLIL
  72. 72. Provide productive skills strategies  Provide models  Highlight key words  Use visual organisers  Use word banks, tables or sentence starters  Encourage collaborative work Montse Irun - CLIL
  73. 73. GOOD OR BAD ENERGY? Before you can fill in the table below, you need to consider some criteria for judging the issue of positives and negatives. Use these Five: (a)Ecological consequences (b)Availability (c)Renewability (d)Expense (e)Practicality So, for example: Looking at Hydro-Electric energy, we could work through the criteria then try to decide whether it is a ‘Candidate for the future’. In other words, does it have a valid future as a source of energy? (a)Ecological consequences? Seems ok. Uses naturally flowing water to generate electricity. Does not cause any pollution. Dams sometimes cause controversy because they divert rivers. (b) Availability? It depends on the country and its type of landscape. Mountains and rivers are needed. (c) Renewability? Good. (d) Expense? Cheap, because it uses a natural resource. (e) Practicality? (c) Phil Ball Support output Montse Irun - CLIL
  74. 74. Work in groups on other energies Energy Advantages Disadvantages A candidate for the future Hidro-electric No pollution, cheap, abundant, … Only in some countries yes geothermical Although hydroelectricity has some disadvantages such as the problem of needing mountains and rivers, it has many more advantages such as ... Montse Irun - CLIL
  75. 75. Scaffolding and embedding © Keith kelly Montse Irun - CLIL
  76. 76. Montse Irun - CLIL
  77. 77. Montse Irun - CLIL Diet and disease – core content
  78. 78. Montse Irun - CLIL
  79. 79. Visuals: flow charts, Montse Irun - CLIL
  80. 80. Visual: graphic organiser Montse Irun - CLIL
  81. 81. Speaking Frame (PE lesson on long jump) Your Run up Take off Position in the air landing is Too slow Unsteady Too early Too late With the wrong foot Too high Not high enough On one foot Excellent Good Fine perfect Montse Irun - CLIL
  82. 82. Resources to create own reading / listening scaffolding tasks  Teacher's Pet is a toolbar for word processor for making fun and effective worksheets in DOC or PDF format. This resource allows you to create:  Pair-matching puzzle (matching heads and tails)  Paragraph breaker (sequence)  Move selected words to the end (fill in gaps)  Hot Potatoes enables you to create interactive Web- based teaching exercises which can be delivered to any Internet-connected computer equipped with a browser. Montse Irun - CLIL
  83. 83. Possible sources CD-roms Flashcards Flow charts Diagrams Graphic organisers Maps
  84. 84. To Sum up Let's CLIL
  85. 85. CUMMINS’ MATRIX Montse Irun - CLIL
  86. 86. The CLIL Matrix adapted from Cummins (1984) by Coyle et al (2010:43-44) is a useful tool which enables the teacher to balance linguistic and cognitive demands, generally aiming to avoid either low or high cognitive demands on both content and language at the same time, and thus to prevent demotivation being caused by tasks which are either too easy or too difficult. Cummins Matrix High cognitive demands Low cognitive demands High linguistic demands 12 43 Low linguistic demands Montse Irun - CLIL
  87. 87. CUMMINS MATRIX High linguistic demands High cognitive demands Low cognitive demands 12 43Low linguistic demands instilling confidence familiar work cooperative group work practise the new language in different ways new language and new content introducing abstract concepts whilst using visuals recycled language Montse Irun - CLIL
  88. 88. CULTURE Montse Irun - CLIL
  89. 89. 1.- Content 2.- Cognition 3.- Communication Montse Irun - CLIL
  90. 90. Montse Irun - CLIL
  91. 91. Authentic material dealing with real-life habits, traditions and reality in other places in the world sts can identify principles, make comparisons, assume positions, etc Montse Irun - CLIL
  92. 92. Culture and language  Different cultures  use language differently  formality  express the same content in a different way Montse Irun - CLIL
  93. 93. MAIN ISSUES FOR ASSESSMENT IN CLIL Montse Irun - CLIL
  94. 94. Montse Irun - CLIL
  95. 95. A debate Montse Irun - CLIL
  96. 96. Some issues  What do we assess: content or language or both?  In what language do we assess?  What tools can be used for assessment?  Provided we assess in English, how can we minimize the effect of the language in the content assessment? Montse Irun - CLIL
  97. 97. Let’s reflect on these main issues Montse Irun - CLIL
  98. 98. 3 BASIC ISSUES Do we assess content, language, or both? Which is more Important? How do we do this? (Who assesses, When, how) Montse Irun - CLIL
  99. 99. TIPS 1. Clear learning objectives, content / skills first, then language. 2. Not everything is assessed 3. A mixture of formal/informal assessment, which is both task-based and assignment based, is used. Montse Irun - CLIL
  100. 100. TIPS 4. Learners should be aware of assessment instruments and success criteria, expressed in a student-friendly format. 5. Content knowledge should be assessed using the simplest form of language 6. Language should be assessed for a real purpose in a real context – accuracy and communicative competence / fluency. Montse Irun - CLIL
  101. 101. TIPS 7. If assessment is orally-based, then WAIT time is crucial. 8. Scaffolding is not cheating. We need to assess what students can do with support, before we assess what they can do without it. Montse Irun - CLIL
  102. 102. Montse Irun - CLIL

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