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CLIL and Cultural Diversity: a winning combination
1.
2. CLIL and cultural diversity:
a winning combination
Vicky Saumell, 09.01.2012
3. Contents
1. What`s culture?
2. What`s CLIL?
– Definition
– Benefits
3. CLIL types
– Models
– 4Cs curriculum
4. Transforming course book topic into CLIL opportunities
– Procedure
– Examples
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4. What`s culture?
“The set of shared attitudes, values, goals, and
practices that characterizes an institution,
organization, or group” Retrieved from Wikipedia
The twelve aspects of culture for grouping information when
studying countries are:
1. Food 7. Religion
2. Clothing 8. Transportation
3. Recreation 9. Economy
4. Government 10.Environment
5. Education 11.Culture
6. Language 12. Arts
Read more: http://wiki.answers.com/Q/What_are_the_12_aspects_of_culture#ixzz1gMtBkM36
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6. Benefits of CLIL
CLIL:
• builds intercultural knowledge and understanding
• develops intercultural communication skills
• improves language competence and oral communication skills
• develops multilingual interests and attitudes
• provides opportunities to study content through different perspectives
• diversifies methods and forms of classroom practice
• increases learners' motivation and confidence in both the language and
the subject being taught
Adapted from: http://ec.europa.eu/languages/language-teaching/content-and-language-
integrated-learning_en.htm
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7. 4Cs curriculum
From: Coyle, Do/Hood, Philip/Marsh, David 2010 CLIL: Content and Language Integrated Learning
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8. CLIL types
“Curriculum models for CLIL can vary in length from a single unit
comprising a sequence of 2-3 lessons to a more sustained experience
through modules lasting half a term or more. Some schools are
developing bilingual sections where subjects are taught through the
medium of another language for extensive periods.”
a) 'Integrated' or 'embedded' learning: primary children
practising/using elements of the TL in a number of different contexts
during the school week
b) Meanings that matter: choosing engaging, age-appropriate topics as
vehicles for language learning, drawing on content and/or activities
used in other subjects, in some cases linking with work pupils are
doing elsewhere
c) Bilingual or immersion learning: teaching a subject in a way that
involves learning another language, in addition to pupils having
'normal' language lessons
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9. Giving topics from course books a CLIL focus
Step 1 Select a topic from the course book you are 1. Food
using. You can use the aspects of culture as a guide 2. Clothing
3. Recreation
Step 2 Find a natural link between the material in the
4. Government
course book and real life
5. Education
6. Language
Step 3 Find authentic material that supports your
7. Religion
choice and ideas
8. Transportation
9. Economy
Step 4 Design a meaningful task to be done with the
10.Environment
authentic material found.
11.Culture
12. Arts
Step 5 Provide necessary scaffolding during task
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10. Food around the world
Elementary level example
Step 2
• What people eat
around the world
• Healthy and unhealthy
food and habits
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11. Food around the world
Step 3
What the world eats, photo essay
Link 1
Link 2
Link 3
Around the world
in 80 dishes
Link
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12. Educational systems
Elementary level example
Step 2
• Educational systems
around the world
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13. Educational systems
Step 3
Google search for
“Educational system”
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14. Business Travel
Pre-intermediate level example
Step 1
Step 2
• Social customs
around the world
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15. Business Travel
Step 3
Business etiquette
Link 1
Link 2
Link 3
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16. Travel Guides
Intermediate level example
Step 1
Step 2
• Travel guides
or brochures
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18. Step 4
Design a meaningful task to be done with the authentic material found.
Suggestions
• Food around the world: Ask students to choose one of the pictures
in the photo essay and do oral presentations where they can name
the food they see, analyse healthy and unhealthy choices, compare
with own typical diet.
• Educational Systems: Ask students to choose a country and make
posters comparing that educational system with their own, regarding
the levels, subjects, general organisation, etc.
• Business Travel: Ask students to choose a country and role play
situations in which they would have to act differently than in their own
culture.
• Travel Guides: Ask students to choose a country or their own
country (in multicultural settings) and design a travel brochure with
the main sights and landmarks
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19. Step 5
Provide necessary scaffolding during task
Suggestions
• Pre-teach necessary vocabulary through pictures, mindmaps, etc.
• Monitor students` work and provide language/grammar support as
needed, either individually or for the whole class.
• Organise rehearsals for oral presentations and role plays.
• Suggest ways/strategies to optimise learning and organisation.
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21. Thank you
My contact details
E-mail: saumell.vicky@gmail.com
Website: http://vickysaumell.blogspot.com/
Twitter: vickysaumell
References:
• Coyle, D., Holmes, B., King, L. (2009) Towards an integrated curriculum – CLIL National Statement and
Guidelines, The Languages Company
• Coyle, D., Hood, P., Marsh, D. (2010) CLIL: Content and Language Integrated Learning
• Hawkes, R. (2010) CLIL Presentation retrieved from
http://www.rachelhawkes.com/PandT/CLIL/CLIL.php
