Project Work and CLIL


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Brief presentation which looks at how project work can be used in CLIL classes. Practical suggestions and list of useful resources included.

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Project Work and CLIL

  1. 1. Project Work and CLIL Nina Lauder August 2008
  2. 2. Outline <ul><li>What is a ‘project’? </li></ul><ul><li>What is CLIL? </li></ul><ul><li>Project work and content based learning </li></ul><ul><li>Ideas and suggestions for projects in primary school </li></ul><ul><li>Useful resources </li></ul><ul><li>Biodata </li></ul>
  3. 3. What is a project? <ul><li>According to dictionary definitions a project is: </li></ul>An extensive task undertaken by a student or group of students to apply, illustrate, or supplement classroom lessons. A detailed study of a particular subject An in-depth investigation of a real world topic worthy of children's attention and effort.
  4. 4. What is CLIL? <ul><li>Generally speaking, CLIL (Content and Language </li></ul><ul><li>Integrated Learning) is seen as being a dual focussed approach as it aims to introduce pupils to content areas using a foreign language, in this case English, as the medium to teach all or part of the subject. </li></ul><ul><li>Essentially, English shifts from being used exclusively for language-based purposes and becomes a vehicle to teach and learn non-language content. </li></ul>CLIL focuses on learning content in a foreign language, rather than learning the language itself.
  5. 5. Project work and content based learning <ul><li>“ Although project work is not limited to content-based learning, it can, however, provide an excellent opportunity for children to synthesise content area knowledge, language and skills. Project work can be carried out with almost all ages and levels and allows teachers and children to bring together content and language in a personalised and meaningful way. It can be used to consolidate information from different parts of the curriculum very naturally and, at the same time, enables children to acquire skills such as how to research information, how to select information and how to present or communicate findings.” </li></ul><ul><li>- Nina Lauder, &quot;CLIL in the Primary Classroom&quot;, New Standpoints, January 2008 (Mary Glasgow Magazines/Scholastic) </li></ul>
  6. 6. Projects and CLIL have a number of things in common <ul><li>They both: </li></ul><ul><li>integrate language and skills; </li></ul><ul><li>involve the use of functional language, which is dictated by the topic being investigated or studied; </li></ul><ul><li>shift away from the ‘language-driven’ approach by presenting and working with English in a natural, realistic context; </li></ul><ul><li>give children the opportunity to use English beyond the realms of the language class; </li></ul><ul><li>provide a variety of stimuli for distinct learning styles, learners and levels. </li></ul>From: &quot;CLIL with Children“ (Nina Lauder) English Teaching Professional, Issue 57, July 2008 (Keyways Publishing Ltd.)
  7. 7. Types of Projects <ul><li>Types of projects suitable for young learners might include investigation projects, hands-on experiments, presentations, posters, short plays or a class newsletter. </li></ul>
  8. 8. Science <ul><li>Members of the class find out information on a nocturnal animal of their choice. They then present the information on a poster for the rest of the class to look at and evaluate. </li></ul>From JET: Projects Across the Curriculum © Scholastic 2006
  9. 9. Science <ul><li>Pupils look at what different objects are made of then make a collage or poster </li></ul>
  10. 10. Geography <ul><li>Pupils write a report or design a brochure on the natural wonder or capital city of their choice. </li></ul>
  11. 11. Health education <ul><li>Children develop a newsletter or poster explaining healthy habits to their classmates. </li></ul>From JET: Projects Across the Curriculum © Scholastic 2006
  12. 12. Art <ul><li>Children create a picture of their local landscape using recycled material </li></ul>From JET: Projects Across the Curriculum © Scholastic 2006
  13. 13. Final Thoughts <ul><li>You can teach students a lesson for a day; but if you can teach them to learn by creating curiosity, they will continue the learning process as long as they live. -- Clay P. Bedford </li></ul>
  14. 14. Useful Resources <ul><li>Burwood, S, Dunford H and Phillips, D Projects with Young Learners OUP 1999 </li></ul><ul><li>Deller, S and Price, C Teaching Other Subjects through English (CLIL) OUP 2007 </li></ul><ul><li>Fried-Booth, D L Project Work OUP 2002 </li></ul><ul><li>Lauder, N,. JET: Projects Across the Curriculum Mary Glasgow Magazines 2006( ) </li></ul><ul><li>Lauder, N., &quot;CLIL with Children&quot;, English Teaching Professional, Issue 57, July 2008 (Keyways Publishing Ltd.) </li></ul><ul><li>Lauder, N., &quot;CLIL in the Primary Classroom&quot;, New Standpoints, January 2008 (Mary Glasgow Magazines/Scholastic) </li></ul><ul><li>Mehisto, P, Frigols, M and Marsh, D; Uncovering CLIL , Macmillan, 2008 </li></ul>
  15. 15. Biodata: Nina Lauder <ul><li>Nina has been teaching at all levels since 1990 and for the past ten years has been involved in educational consulting and teacher training. She has given workshops all over Spain and has collaborated with the British Council and the Ministry of Education on professional development programmes. She has also led teacher training workshops in Croatia, Turkey, Serbia, Russia, Slovenia, Holland, Hungary, Switzerland and Poland. She is a materials writer for ELT and CLIL books and has published several articles. She currently works as a freelance author, teacher trainer and educational consultant. </li></ul>