CLIL as a dual-focused educational approach could help achieve both the teaching of content and the mastery of the English language. It will also help teachers challenge the students’ cognitive skills, resulting in more engaged and motivated students in the class.
• presenting CLIL features and parameters to EFL teachers who have never used CLIL .
• distinguishing and comparing EFL and CLIL features.
• enumerating the thinking skills and highlighting the importance of developing them as a valuable tool to achieve lifelong learning.
• identifying the features of CLIL materials, and exemplify them with Eleanitz English CLIL project as a model in order to analyze the way in which the sequences and activities are organized and designed.
• CLIL-ing an EFL course book unit in order to adapt the current class material to suit CLIL’s parameters and features.
1. LICENCE TO ‘CLIL’
CLIL-ing an EFL course book to exemplify the process of
CLIL (Content Language Integrated Learning)
1
aliciartusi@gmail.com
http://englishmixsite.blogspot.com
2. PART 1 ON CLIL
PARAMETERS AND FEATURES
COMPARISON AND CONTRAST BETWEEN EFL AND CLIL
THE IMPORTANCE OF THINKING SKILLS
3. It’s competence-led
Content is a 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 the experts: Mehisto and Lucietto, 2010
http://www.ccn-clil.eu/index.php?name=File&nodeIDX=5060
6. 6
EFL CLIL
Draw a line to the corresponding box. Then complete the chart on the following slide.
http://www.kubbu.com/teacher/
7. 7
EFL English as a 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
works on 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.
10. judging how well one 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 CLIL MATERIAL
THE 4CS
INTO THE 4CS
EXPLORING A CLIL PROJECT
CLIL-ING A COURSEBOOK UNIT
ASSESSING THE OBJECTIVES
15. 15
New content
Assessable objectives
A conceptual 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 of Inventions 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-ing MATERIAL
CLIL-ING A COURSEBOOK UNIT
ASSESSING THE OBJECTIVES
18. 18
CLIL-ing a course book unit
Engage Level 3 Unit 4, Oxford University Press, 2008, See Appendix 5
19. 19
BEFORE CLIL-ing
Check on:
•Scope and 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
Formative assessment
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
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.