This document discusses communication in CLIL (Content and Language Integrated Learning). It covers:
1. The difference between BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency), with CALP taking longer to develop but being important for academic success.
2. The need to systematically plan for, teach, monitor and evaluate the language of learning, language for learning, and language through learning.
3. The use of scaffolding techniques like filling in gaps, matching, charts and diagrams to support students' reading and listening in the CLIL classroom.
A comprehensive introduction to Content Language Integrated Learning - CLIL created to help pre and in-service EFL teachers understand the basics of this approach.
A comprehensive introduction to Content Language Integrated Learning - CLIL created to help pre and in-service EFL teachers understand the basics of this approach.
Vàrem iniciar un blog a internet amb la intencióIniciamos un blog en internet con la intención de aumentar la motivación de nuestros alumnos por lo que se refiere a la impartición de contenidos en una lengua extranjera (AICLE-CLIL) y posibilitar que pudiesen seguir los aprendizajes desde casa mediante internet. Además, nuestra idea era la de servir como fuente de recursos para otros maestros que estén impartiendo AICLE. Pretèn ser una eina útil per al professorat, com a banc de recursos i idees que fan referència a la impartició de l’àrea de Medi Natural en anglès al cicle mitjà i superior d’educació primària. CLIL (Content and Language Integrated Learning) o AICLE (Aprenentatge Integrat de Contingut i Llengua Estrangera) fa referència a les situacions en què tota una àrea o una part d’aquesta s’ensenya mitjançant una llengua estrangera amb l’objectiu doble d’estudiar els continguts propis de l’àrea i l’aprenentatge simultani de la llengua estrangera.
Vàrem iniciar un blog a internet amb la intencióIniciamos un blog en internet con la intención de aumentar la motivación de nuestros alumnos por lo que se refiere a la impartición de contenidos en una lengua extranjera (AICLE-CLIL) y posibilitar que pudiesen seguir los aprendizajes desde casa mediante internet. Además, nuestra idea era la de servir como fuente de recursos para otros maestros que estén impartiendo AICLE. Pretèn ser una eina útil per al professorat, com a banc de recursos i idees que fan referència a la impartició de l’àrea de Medi Natural en anglès al cicle mitjà i superior d’educació primària. CLIL (Content and Language Integrated Learning) o AICLE (Aprenentatge Integrat de Contingut i Llengua Estrangera) fa referència a les situacions en què tota una àrea o una part d’aquesta s’ensenya mitjançant una llengua estrangera amb l’objectiu doble d’estudiar els continguts propis de l’àrea i l’aprenentatge simultani de la llengua estrangera.
SIOP Refresher: Meeting the Needs of our ELLS Carla Huck
This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
This presentation is part of an on-line teacher development course run by Business Talk, Milan. For more details of our on-line courses, aimed at ELT teachers worldwide, please contact us via www.business-talk.it
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
9. Make your students use English
communicatively and effectively
Let's CLIL
10.
What’s the point
of knowing when
to use a verbal
There si no point in learning howis not
tense if it to
use the verbal tenses used in
if they don’t
know how to use them
communication?
communicatively
Let's CLIL
11. Which language?
CLIL is NOT simply
“translating“ content
learning from the first
language into another
language.
So, what is language
learning in CLIL?
Let's CLIL
12. 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?
13. 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.
14. Using language
demands teachers systematically plan for,
teach, monitor and evaluate
Language of
Language for
LEARNING
Language through
Let's CLIL
16. 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.
17. 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)
18. 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.
20. BICS and CALPS
Basic Interpersonal
Communication Skills
Cognitive Academic
Language Proficiency
Let's CLIL
21. BICS and CALPS
Basic Interpersonal
Communication Skills
The language necessary for day to day
living, including conversations with
friends, informal interactions.
Cognitive Academic
Language Proficiency
The language necessary to understand
and discuss content in the classroom
.
Let's CLIL
22. It’s all abour CALP
Specific subject-related discourse
(‘photosynthesis’/’hypotenuse’)
General academic discourse,
(‘thus/whereas’)
Formal, abstract, context reduced.
Let's CLIL
23. And what about BICS?
It helps for interaction……
Let's CLIL
24. School to university
is a gradual
process of
increasing CALP
(input & output)
Without CALP,
students fail.
We have to make
CALP salient
Let's CLIL
25. - The 3rd harmonic in the inverter output voltage
-
-
-
disappears
It’s a real feat of engineering.
The ship? There she would be today, but for the
controversy stirred up by Greenpeace.
The CDIO initiative is an educational
framework for producing the next generation of
engineers.
What is a toxic substance ?
It drives me nuts 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
Let's CLIL
26. BICS or CALPS?
a. Our names are Imma and Montse.
b. I am thirsty. May I please have a drink of water?
c. After we finished school in June, my family spent
our summer vacation visiting relatives in Eritrea.
Let's CLIL
27. BICS or CALPS?
d. Worms are called decomposers.
They have a special job, which is to
eat leaves, grass, and other things in
nature to help break them down into
smaller pieces. We are going to study
worms more closely by making a
compost bag.
Let's CLIL
28. BICS or CALPS?
e. Your math homework sheet is a
review of everything we have learned
so far this year: working long-division
problems with double-digit divisors,
calculating the area and perimeter of
various quadrilaterals, working with
fractions and decimals, and calculating
averages.
Let's CLIL
29. Issues of acquisition
CALP skills take a lot longer to develop than
BICS skills.
Learners with fluent BICS may be
surprisingly slow in the subject classroom
because they haven't yet developed L2
CALP.
CALP skills transfer from one language to
another.
Explicit CALP teaching in L1 is good for all
learners, but especially for those learning in
L2.
Adapted from http://www.onestopenglish.com/clil/methodology/articles/article-skills-for-clil/501230.article
31. Language of learning
Linked to the content - linked to an analysis
of content, thematic, syllabus demands grammar, vocabulary, structures, functions
Let's CLIL
34. Language for learning
Linked to the task. Classroom
language
builds up learner
repertoire linked to
meta-cognitive skills
& talk for learning in
contexts real for the
learners
CLASS-TALK
MUMIS-ENGLISH
Let's CLIL
40. Scaffolding
teaching technique that involves providing
students with the supports needed to
complete a task or facilitate their learning
of new concepts.
Let's CLIL
43. Need to scaffold learning
Need to provide the students with:
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.
Let's CLIL
44. Language Support for Speaking + Writing
• What language the task requires?
(Language Demands)
• Which strategies will you use to help
them to use English to perform the task?
(Language Support).
Let's CLIL
45. Language Support for Reading + Listening
1.
Filling the gaps exercises are ideal to focus on key words or on
critical information of a text.
2.
Matching exercises are good to reinforce the information of a text,
and help to retain it in a more permanent way.
3.
Fill in a chart provide one of the best reading or listening scaffolding.
They are perfect to have a sense of the connections between the
relevant information of a text, and to explore the way it is organised.
Flow charts are usually harder to prepare than matrices.
4.
Pictures / Diagrams / Maps: 'Labelling' exercises are perfect to have
a visual support of what is listened of read on a text ('a picture is
worth a thousand words'). They also highlight the most relevant
information of a text.
46. Language Support for Reading + Listening
5.
'Taking notes' Consists basically on writing frames. They are a good
support to pay attention in advance to the information of the text. They are
also good to establish relations between key sentences.
6.
'Sequence' exercises force the learners to read a text more than once.
Therefore, they provide a good support to retain the information longer.
They are also good to think about the coherence of a text when trying to put
the different paragraphs or sentences in the right order.
7.
'Sorting cards' exercises imply classification of information in most of the
cases. They are therefore high order thinking tasks, and are usually a
challenge for learners. Often, more than one answer is possible
8.
'Text marking' exercises are the easiest tasks to prepare, and do not
even require extra handouts. You can make learners highlight key words or
relevant information.
48. Control Teacher Talk
Use body language
Use simple language
Question ALL students
Check understanding
Signposting
Summarise
Let's CLIL
49. 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)
Let's CLIL
50. 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 toLet's CLIL forces of nature.
other
51. Give Receptive Skills Strategies
Prepare the context
Pre teach key vocabulary
Ask them to infer & predict
Set task in advance
Use reading techniques
explicitly
Let's CLIL
53. Provide productive skills strategies
Provide models
Highlight key words
Use visual organisers
Use word banks, tables or sentence
starters
Encourage collaborative
work
Let's CLIL
54. Support output
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. Let's CLIL
(e) Practicality?
(c) Phil Ball
55. 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 ...
Let's CLIL
63. Speaking Frame (PE lesson on long jump)
Your
Run up
Take off
Position in the air
landing
is
Let's CLIL
Too slow
Unsteady
Too early
Too late
With the wrong foot
Too high
Not high enough
On one foot
Excellent
Good
Fine
perfect
64. 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 Internetconnected computer equipped with a browser.
65. Visuals
Visual aids can be used to:
Provide interest and
motivation for students.
Increase retention of
information and learning.
Clarify something difficult.
Aid communication
Help students to organise concepts and ideas.
Save instructional time and preparation
time because they can be reused.
69. Teacher’s tools in clil
4Cs framework – a guide for subject
matter/project/theme
3As lesson planning tool
Cummins’ matrix – a tool for task and materials
design and evaluation
70. Cummins Matrix
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.
3
High cognitive
demands
4
Low linguistic
demands
High linguistic
demands
1
2
Low cognitive demands
71. CUMMINS MATRIX
High cognitive demands
new language and new content
recycled language
introducing abstract concepts
whilst using visuals
Low linguistic
demands
familiar work
practise the new language in different ways
3
4
2
1
cooperative group work
instilling confidence
Low cognitive demands
High linguistic
demands
72. CLIL – Language Matrix
High cognitive
3
4
Low
Linguistic
High
Linguistic
2
1
Low cognitive
Let's CLIL