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.
Implementing Content-Based Language Instruction in your Classroom Joe McVeigh
This workshop will focus on the needs of teachers using content-based language instruction in the classroom. Participants will learn basic concepts and examine methods to connect and integrate content learning and language instruction. We will look at sample materials and tasks for the classroom and consider how best to structure lessons. We will discuss methods for simplifying content to make difficult ideas easier to understand. We will also focus on the need for attention to subject-specific academic vocabulary. Finally we will look briefly at different models for assessing student work.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
A PowerPoint presentation on various constructs and applications on how to activate prior knowledge and interest among students, in the context of content-area reading.
Implementing Content-Based Language Instruction in your Classroom Joe McVeigh
This workshop will focus on the needs of teachers using content-based language instruction in the classroom. Participants will learn basic concepts and examine methods to connect and integrate content learning and language instruction. We will look at sample materials and tasks for the classroom and consider how best to structure lessons. We will discuss methods for simplifying content to make difficult ideas easier to understand. We will also focus on the need for attention to subject-specific academic vocabulary. Finally we will look briefly at different models for assessing student work.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
A PowerPoint presentation on various constructs and applications on how to activate prior knowledge and interest among students, in the context of content-area reading.
This presentation was given on Methodology Day on 18 April 2014 by Olga Goncharova.
"Learning a subject in a foreign language is becoming a popular trend, but not all schools need this as a core programme. However, CLIL elements integrated properly in regular English classes can motivate students and therefore help them learn more effectively. My talk is going to briefly introduce the main principles of CLIL methodology for those who are new to it, and then show ways of implementing CLIL for increasing YLs' motivation in the context of general English courses."
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/CLIL
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Is there any instructional method to teach content through English as a foreign language?
Different Approaches to an Instructional Model
Manuel F. Lara Garrido - lara25@bepnetwork.com
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
This presentation is a part of my academic activity i...
I'm dying my masters in English literature in India ..
Where I have english language teaching paper in. This paper we have topic task based language learning were i presented what is the tblt and it's some of the information and at the end of the presentation i have en based one video in last conclusion slide so have a look at the slides ... Presentation and evaluate .. give me comments and marks so that I can improve more ..Thanks for visiting
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JALT2015 CLIL presentation Laura MacGregor
1. CLIL: Content and
Language Integrated
Learning
Laura MacGregor
Gakushuin University
laura.macgregor@gakushuin.ac.jp
Saturday, November 14, 15
2. In this Poster Presentation:
• CLIL definitions from the literature
• 3 key models in CLIL
• CLIL vs. CBI
• The Study: Overview, Results, Observations
• CLIL in Japan: Future considerations
• Ideas from you, Resource lists from me
Saturday, November 14, 15
3. CLIL is~
“CLIL is an umbrella term adopted by the European Network of Administrators, Researchers. It
encompasses any activity in which a foreign language is used as a tool in the learning of a non-
language subject in which both language and subject have a joint role (Marsh 2002:58). The
adoption of a specific term was a move towards defining more clearly the nature of CLIL midst a
plethora of related approaches such as content-based instruction, immersion, bilingual education and
so on. Whilst CLIL shares certain aspects of learning and teaching with these, in essence it operates
along a continuum of the foreign language and the non-language content without specifying the
importance of one over another.” (Coyle, 2014, p. 2)
CLIL encompasses a lot of different ways of
teaching.... One teacher says:
“A CLIL teacher motivates his students to use
language as much as possible in class while
stimulating higher order thinking.” CLIL media.
Retrieved from <http://clilcoursesonline.com/
clilmedia/>
In CLIL classrooms, more emphasis may be put on either
content or language at times, but teaching and learning in
CLIL classrooms aim to always include both content and
language. It is this “innovative fusion of both” (Coyle,
Hood, and Marsh 2010: 1) that distinguishes CLIL from
other approaches. (Cited in Ohmori, 2014).
“CLIL is a European solution to a European need” (Marsh, 2002, p.11).
Saturday, November 14, 15
4. 3 key models for thinking about CLIL:
(i)The 4Cs framework
The 4Cs framework for CLIL (Coyle, 2014, p. 10)
Saturday, November 14, 15
5. The 4 Cs (cont’d)
All 4 Cs interact with
each other
Content: the subject matter.This
element must lead the way and be the
driver of the lesson/syllabus/unit.
CLIL “uses authentic materials in
authentic ways” (Pinner, 2013).
Communication: learning and using language.The
language has to be at an appropriate level in order
for students to learn at an appropriate level.
Cognition: the thinking skills students use
to engage with and understand the content,
solve problems, to reflect on their learning.
The learning has to be appropriate to the
age level and not compromised because
linguistic demands are too high.
Culture:
aims to develop cultural
awareness, global citizenship,
cultural understanding.Various
cultural circles - classroom,
family, community,
country, world.
All 4 Cs interact with
each other
All 4 Cs interact with
each other
Saturday, November 14, 15
6. (ii)Bloom’s Taxonomy
Image from Duke University. (2015). "The landscape of EE." Retrieved from http://
sites.duke.edu/eelandscape/2015/03/31/blooms-taxonomy/
Saturday, November 14, 15
7. Six elements of Bloom in two groups
Lower Order Thinking Skills (LOTs)
Remembering (i.e., recalling facts, memorizing lists)
Understanding (i.e., translating, summarizing, demonstrating, discussing)
Applying (i.e., problem solving, experimenting, designing)
+
Higher Order Thinking Skills (HOTs)
Analyzing (i.e., identifying and analyzing patterns and trends; organizing ideas)
Evaluating (i.e., assessing, rating, judging; comparing; evaluating outcomes)
Creating (i.e., using old/known concepts to create new ideas; inventions)
See http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf for lists of keywords, questions that
can be asked, and assessment methods for each of the six elements.
CLIL teachers aim to use both LOTs and HOTs in their lessons.
Saturday, November 14, 15
8. (iii)The language triptyque
(based on Coyle, Hood, & Marsh, 2010, p.36)
Language of learning: language skills (content
obligatory language related to the subject theme or
topic:- i.e., vocabulary, grammar)
Language for learning: learning skills (how to
work in pairs/groups, how to facilitate discussions, how to
describe, how to ask and answer questions, how to make
conclusions, negotiate arguments, write paragraphs,
essays, do research)
Language through learning: applying what is
learned (the language that emerges as students learn
about a subject. **Teachers need to collect this language
and create opportunities for recycling and extending it to
make it part of students’ repertoire. **This is key to
support language and cognitive development.
Saturday, November 14, 15
10. CLIL and CBI compared
From Dale & Tanner, 2012, p. 4
CBLT CLILCLIL Immersion
Who
teaches?
language teachers
CLIL language teachers (in
language lessons)
CLIL subject teachers
(in subject lessons)
Immersion subject
teachers
What kind of
language
work do they
do?
work on language
through content
work on general language
while supporting subject-
related topics and language
related to them in their
language lessons
work on the language
as it comes up in the
subject teaching
little or no
attention to
language per se as
teaching is done in
another language
What is the
aim?
to teach language to teach language
to teach content and
some language
to teach content
What do
they teach?
non-curricular
subject matter
(extra topics) in
another language
the language curriculum as
well as the language of the
subject to support subject
teachers
subject matter and
subject language
subject matter
More language More content
Saturday, November 14, 15
11. CLIL in Japan
The term CLIL was coined in 1994, and has gained
momentum in Japan since the early part of the 2000s, as can
be seen in the CLIL literature as it relates to Japan (see
handout).The number of universities offering CLIL courses or
full CLIL programs are among the number of 194 universities
offering some form of English-medium instruction (EMI)
(Iyobe & Li, 2013).The move to more classes conducted in
English is a result of the increasing number of international
students at Japanese universities, and government mandates to
globalize Japan (i.e., Global 30 and Global Jinzai; Brown &
Iyobe, 2013).
Saturday, November 14, 15
12. This study:
Overview
• 30-90 minute interviews with 12 university English teachers; some
working in a CLIL program, some working independently
• experience ranging from 2-20+ years
• How do you define CLIL?
• How do you teach CLIL (activities, assessment)?
• What do you think of CLIL?
Study population and method
Research questions
Saturday, November 14, 15
13. Interview results: CLIL definitions
• At least half of respondents said they had been teaching according to CLIL principles all along and
didn’t know they were doing CLIL until they happened to hear about it.
• CLIL is dual focused where students are gaining linguistic ability and new content knowledge.
• CLIL is teaching through content. Lessons are structured around a topic/subject, not around
grammatical forms or other aspects of language.
• CLIL is task-based.
• CLIL is a teaching approach to develop language skills with a focus on content.
• CLIL is teaching content. On the side agenda is language.
• CLIL is content teaching with good language support.
• At its basic level, CLIL is good teaching practice, implementing TBL, CBI, cooperative learning, critical
thinking, etc.
• CLIL is a learner centred approach.
• CLIL is exposure to content over an extended period of time.
• CLIL is teaching a subject using a textbook/materials written in English. CLIL is NOT teaching English
using a text that covers a certain subject.
• In CLIL, teachers need to plan for both language and content learning outcomes. In a nonCLIL class,
teachers need to plan only for language learning outcomes.
• Not sure of the difference between CBI and CLIL:“CLIL puts more focus on the language than CBI.”
Saturday, November 14, 15
14. Core features of CLIL methodology
that came up in the interviews
among the “30 essential elements of good practice in CLIL and in education in general” (Mehisto, Marsh, & Frigols, 2008), pp. 27-29
*content-driven
*authentic materials
*scaffolding
*routine activities and discourse
*students help set content, language and learning skills, outcomes
*students evaluate their progress
*peer cooperative work
*teachers are facilitators
*fosters critical thinking
Saturday, November 14, 15
15. Interview results: CLIL activities
• Jigsaw reading, jigsaw listening
• Activities that train students to ask questions
• Give an article in class; HW: students find a related reading, present it in class
and facilitate discussion with questions they have made
• Information gaps
• Dictogloss
• Pair share
• Researching and writing
• Read, take notes, present to classmates, develop paper
• Support reading by highlighting keywords, pronouns, repeated nouns, structural
markers in text margins.Train students to navigate texts efficiently and
productively (recognize connections between ideas)
***Text-based activities dominate
Saturday, November 14, 15
16. Interview results:Assessment
• Self-assessment (journals)
• Peer assessment; Peer editing
• Clear goals and rubrics to show students strengths and weaknesses
• Graded discussions (oral and pragmatic skills, content ideas, vocabulary use)
• Essays (10-20% readability; 80-90% content, structure, flow, cohesion)
• Extensive reading
• Papers of 600-1,000 words
• Formative & summative assessment
• Tests that are visual (esp. for lower levels)
• Paragraph writing in response to a prompt (relating to classwork)
***Common assessment forms: papers, projects, presentations
***Important to assess both content knowledge and language
development (% vary)
Saturday, November 14, 15
17. Interview results: Opinions about CLIL
• There is no single CLIL - the type of CLIL you teach depends on the institution, the level of the
student, and the expected outcomes. Over the duration of a course, the type of CLIL you teach
can change.
• CLIL classes are highly motivating for teachers.
• Academic subjects work best (i.e., economics, psychology, science).
• CLIL suits language teachers because they know what students can and cannot do in terms of
language - they can monitor students’ language needs and evaluate materials for class.
• In CLIL, students need to talk a lot.To support meaningful discussion and cognitive development,
students need to be trained to be discussion participants and discussion leaders (facilitators).
• CLIL teaches towards a goal. Students are doing something worthwhile in English in an academic
context.
• CLIL is natural learning. CLIL moves students out of studying English as a subject and putting
them into a comfortable zone where they can use it.
• CLIL is a good way to give students the motivation to get their language skills more developed.
• CLIL is natural learning. CLIL moves students out of studying English as a subject and putting
them into a comfortable zone of using it.
• CLIL is worth doing.
• CLIL is best for students who are going to study or work in English.
Saturday, November 14, 15
18. Interview results: Mixed opinions (1)
• CLIL reading classes work well, but it is difficult to teach listening skills with CLIL.
• CLIL is not the final word. If students take only CLIL classes, their language weaknesses may not
be adequately addressed.The best scenario is for them to take CLIL classes and language classes
(reading, writing).
• By teaching content,“language does not develop magically.” On the other hand, CLIL is good for
developing reading comprehension, reading speed, and the ability to put things together from
different sources.
• CLIL focuses away from language (form) - there isn’t time to go into bigger issues of grammar. I
have to address language problems through individual feedback and sometimes give general
feedback. [time]
• CLIL is a hard sell for someone who wants very identifiable language goals to be achieved.
Students can’t see how many new words they learned, or which grammar point they learned.
• Students need to be prepared to do a lot of the work themselves, be proactive, follow their
interests, and share what they have learned, or what language they learned. [motivation]
• Content - what content? It’s hard to choose appropriate materials at a suitable level that
students are interested in and in which there is some learning value and potential for future
work.
• It’s hard to choose interesting materials that motivate students to make the effort with the
language
Saturday, November 14, 15
19. Interview results: Mixed opinions (2)
• The literature and materials are mostly from Europe, and CLIL is mostly being used in
alpha-based L1 settings - how to approach CLIL in the context of Japan?
• Teachers are expected to be both content (subject) teachers and language teachers.
• It’s hard to teach content that you are not a specialist in so that students are learning
and you are not just showing.
• It’s hard to evaluate content./It’s hard to evaluate critical thinking.
• Depending on student level, it can take a lot of time to do project work - i.e. poster
presentations, research presentations, academic papers.Takes time to scaffold all the
necessary skills.
• It all depends on the level of the students.
• There is not enough time to adequately address study skill needs and language needs in
addition to working with the content.
• CLIL works best when topics are taught over a span of several weeks; this is different
from the way many EFL textbooks are organized.
• There is a lack of suitable materials - class materials take a long time to prepare.
• Getting too far towards hard CLIL can overlook students’ language needs.
Saturday, November 14, 15
20. Results:The bottom line
• Soft CLIL really suits Japan, but needs teachers who know what
they are doing.
• Before we can think about JHS/SHS CLIL in Japan, it should be
used at university.
• CLIL is a brand.
• CLIL is what CBLT is called in Europe.
• CLIL is really how we approach normal teaching.
• CLIL could be the answer.
Saturday, November 14, 15
21. Observations based on the interviews
• Materials and methods are mostly text-based;Teachers didn’t
talk about multimodal input or multimodal output beyond
presentations and papers.
• Teachers didn’t mention the 4Cs, though according to the
literature, the 4Cs are the cornerstone of CLIL: what defines
it, and what makes it different from other approaches
(Coyle, Hood, & Marsh, 2010; Ikeda, 2012; personal
communication, 2015).
• Scaffolding language came up in the interviews, but teachers
didn’t mention scaffolding thinking skills, content knowledge,
or study skills.
Saturday, November 14, 15
22. One possible model for Japan based on
the interviews with language teachers
CBLT
CLIL in Japan:
one model
CLIL Immersion
Who
teaches?
language teachers
CLIL language teachers (in
language lessons)
CLIL subject teachers
(in subject lessons)
Immersion
subject teachers
What kind of
language
work do they
do?
work on language
through content
work on subject-related
topics and support the
learning with the language
related to them
work on the language
as it comes up in the
subject teaching
little or no
attention to
language per se
as teaching is
done in another
language
What is the
aim?
to teach language
to teach a subject through
the target language
to teach content and
some language
to teach
content
What do
they teach?
subject matter
(extra topics) in
another language
the language curriculum as
well as a subject and its
related language to support
advanced subject courses
taught in English
subject matter and
subject language
subject matter
More language More content
Saturday, November 14, 15
23. The future of CLIL in Japan?:
Considerations
As the interviews demonstrate, CLIL is alive and active in
Japan.What next?
• Teacher training
• Japan-based materials
• *Japan-based research
• Institutional recognition and support
• CLIL teacher networks
* There is a growing body of research conducted in Japan.
Please pick up a handout with a selection of Japan-based references.
Saturday, November 14, 15
24. What is your view of CLIL?
Please add your ideas:
integrated
content-driven
dual-focused
uses authentic materials
flexible
multimodal input
Saturday, November 14, 15
25. Thank you for coming today.
Before you leave, please take a handout
with references and resources.
If you are interested in talking with me
further about CLIL in Japan, please write
your name and contact information on
the clipboard.
Saturday, November 14, 15