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Licence to clil
The document discusses the integration of Content Language Integrated Learning (CLIL) into English as a Foreign Language (EFL) courses, emphasizing the importance of thinking skills and various strategies for effective learning. It outlines the differences between EFL and CLIL, presents definitions from experts, and highlights assessment methods specific to CLIL, including both formative and summative approaches. Additionally, it provides guidance on structuring CLIL course material and evaluating student progress.
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Licence to clil
- 1. LICENCE TO ‘CLIL’ CLIL-ingan EFL course book to exemplify the process of CLIL (Content Language Integrated Learning) 1 aliciartusi@gmail.com http://englishmixsite.blogspot.com
- 2. PART 1 ONCLIL PARAMETERS AND FEATURES COMPARISON AND CONTRAST BETWEEN EFL AND CLIL THE IMPORTANCE OF THINKING SKILLS
- 3. It’s competence-led Content isa slave to illustrate language structures It’s for an elite It suits the mixed-ability phylosophy Teachers do not transmit the content Students learn concepts and skillsrequires extra time in the curriculum Subjects are taught thru foreign language requires high level of L2 Isolates language learning It integrates content and language 2 3 4 5 6 Which numbers hide the truth about CLIL? 1 7 8 9 Skill-based focus of learning10 It provides reasons for learning11 13 Language mastery is assessed12 14Language is not assessed15
- 4. 4 Definitions from theexperts: Mehisto and Lucietto, 2010 http://www.ccn-clil.eu/index.php?name=File&nodeIDX=5060
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- 6. 6 EFL CLIL Draw aline to the corresponding box. Then complete the chart on the following slide. http://www.kubbu.com/teacher/
- 7. 7 EFL English asa foreign language CLIL Content language integrated learning language-driven language sequencing language oriented PPP Presentation Practice Production language Procedure Concept topics are vehicles content is accommodated to teach the structure of the foreign language accurate input accurate output presents and transmits. content-driven conceptual sequencing task –oriented. PPP Production Practice Presentation CPL Concept Procedure Language language as a vehicle dual-focus content and language are accommodated rough input and rough output uses schemata. Guess and click to disclose the information
- 8. 8 drills and personalizes workson study skills uses visuals to illustrate vocabulary or make the page attractive. uses explicit scaffolds Linguistic and communicative competences may require social and learning strategies, and cooperative work. may cater for the mixed-ability nature of the classroom Evaluation as evidence of the mastery of the L2 (pass/fail criterion) Summative assessment prevails over formative assessment. requires complex problem solving. sharpens cognitive skills uses visuals, models and diagrams in order to make content understandable uses of embedded or explicit scaffolds. Competence-led requires social skills and learning strategies. Encourages cooperative work. tasks designed for the mixed-ability nature of the class evaluation as basis for improvement. Uses formative and summative ways of collecting evidence or progress.
- 9. 9 http://popplet.com/app/#/222029 Thinking Skills: cognitivestrategies: mental manipulation of the material by Kaufman and Crandall (2005) adapted concepts from Chamot &O’Malley (1987)
- 10. judging how wellone has accomplished and setting new goals. planning the parts, sequence, ideas, language to be expressed. Go through the material in order to preview ideas and concepts. checking one’s own performance, accuracy and appropriateness of one’s own production. 10 Thinking Skills Metagognitive strategies Planning and monitoring one’s production. Discover what it includes. Click on each strategy. Advanced organizing Organizational planning attending to specific aspects of input by scanning key words, concepts and linguistic markers. Self monitoring Self evaluating Selectively attending
- 11. 11 Social affective strategies:interacting with another person to assist a learning task. Questioning for clarification Cooperating Self-affirming Thinking Skills. Social affective strategies: interacting with another person to assist a learning task.
- 12. Lower Order thinking(LO) Remembering Understanding Appying Higher order thinking (HO) Analysing Evaluating Creating = Knowledge 12 The Cognitive Process Anderson and Krathwohl (2000) revised version of Bloom’s Taxonomy
- 13. PART 2 CLILMATERIAL THE 4CS INTO THE 4CS EXPLORING A CLIL PROJECT CLIL-ING A COURSEBOOK UNIT ASSESSING THE OBJECTIVES
- 14. The 4 Csframework by Coyle, Hood and Marsh
- 15. 15 New content Assessable objectives Aconceptual sequence Tasks before texts Content and language scaffolds Visual scaffolds Interwoven Language work Different activity types Retrieval tasks Resources Assessment checklists How do the 4Cs translate into what a CLIL unit should include
- 16. 16 EXPLORE The World ofInventions Eleanitz English Teacher’s notes + part of the class material and see: Teacher’s notes Didactic objectives Sequence Activity types – scaffolds Assessment Class material How content is sequenced How language structures are worked EXPLORING A CLIL PROJECT: The World of Inventions http://www.eleanitz.org/web/default.php
- 17. 17 PART 3 CLIL-ingMATERIAL CLIL-ING A COURSEBOOK UNIT ASSESSING THE OBJECTIVES
- 18. 18 CLIL-ing a coursebook unit Engage Level 3 Unit 4, Oxford University Press, 2008, See Appendix 5
- 19. 19 BEFORE CLIL-ing Check on: •Scopeand sequence + objectives •Extra material/ backmatter of the coursebook CLIL-ing •Reorganize objectives •Write conceptual sequence •Write activity list. Change, skip and add •Embed language structures and vocabulary •Add a retrieval task after each stage of the lesson •Assess AFTER CLIL-ling •Assess and evaluate •CLIL again CLIL-ing a course book unit
- 20. 20 Assessing students’ progress Formativeassessment Project work Portfolios /e-portfolios Interviews Writing tasks Oral reports Self-evaluations Summative assessment tests Assessing content + language Possible criteria: Content (factual, cultural, etc) Language Communication Team work General presentation and delivery Possible Measuring standards: Advanced Proficient Basic Minimal
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Editor's Notes
- #4 Answers: 1,4,6,7,9,10,11,14 Read Appendix 1 and 2 What is CLIL and Defining CLIL parameters.
- #5 http://www.ccn-clil.eu/index.php?name=File&nodeIDX=5060
- #19 Some ideas for activity types at the orientation stage Associating, predicting, guessing, inferring, spotting sth different, finding similarities/differences, recognizing (circling, highliting, underlining, matching, numbering, removing) defining ( labeling, completing sentence starters, a chart), ticking/crossing out, ordering, classifying, completing, memorizing, recalling from memories and experiences, bringing personal photos/objects/pets/plants to class, finishing a sentence/drawing, miming, copying. Support porvided by teacher: Using BICS (Basic interpersonal communication skills) Eliciting, brainstorming, triggering,asking, prompting, repeating giving examples, using L1,ranking/sequencing key words, using graphs, using realia, miming, involving students in a hands-on self- explanatory activity, showing a video/ listening to music, supplying key words, visual support, suggested websites and ICTools.