This document discusses CLIL (Content and Language Integrated Learning) and provides examples of how it can be implemented in a primary school classroom. It begins by outlining the five dimensions of CLIL - cultural, environmental, language, content, and learning. It then provides more details about each dimension. It explains that CLIL allows for natural language development by exposing children to the target language in real-life contexts. When designing a CLIL lesson, the document stresses the importance of clear aims, appropriate content, relevant language skills, and engaging procedures like group work and poster design. The lesson example provided focuses on teaching children about the environment and pollution through English.
Aqui podemos apreciar la importancia de la educacion bilingue y algunos estudios que se han hecho sobre la forma que se aprende el Ingles como segunda lengua
Placing equal emphasis on content
learning and language learning
2 Encouraging the use of authentic
materials (e.g. webpages, newspaper)
3 Giving multimodal input (i.e. written/
spoken texts, graphics, statistics, videos)
4 Using various levels of thinking skills
(i.e. LOTS and HOTS)
5 Giving many tasks
6 Making the most of cooperative learning
(e.g. pair work, group work)
7 Providing scaffolding in content and
language
8 Incorporating elements of cross-
cultural understanding and global issues
9 Integrating the four skills
10 Instructing learning skills
Aqui podemos apreciar la importancia de la educacion bilingue y algunos estudios que se han hecho sobre la forma que se aprende el Ingles como segunda lengua
Placing equal emphasis on content
learning and language learning
2 Encouraging the use of authentic
materials (e.g. webpages, newspaper)
3 Giving multimodal input (i.e. written/
spoken texts, graphics, statistics, videos)
4 Using various levels of thinking skills
(i.e. LOTS and HOTS)
5 Giving many tasks
6 Making the most of cooperative learning
(e.g. pair work, group work)
7 Providing scaffolding in content and
language
8 Incorporating elements of cross-
cultural understanding and global issues
9 Integrating the four skills
10 Instructing learning skills
The multilingual turn in languages education: A critical movement in education RMBorders
Presentation by Gabriela Meier at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
A comprehensive introduction to Content Language Integrated Learning - CLIL created to help pre and in-service EFL teachers understand the basics of this approach.
Education is about providing students with knowledge, and about giving tools to help them learn the best way they can. Just like our world, the classroom is diverse. It is diverse ethnically, spiritually, linguistically, and in many other differences. There are many ways teachers can accommodate their lesson plans for diverse learners. Our groups focused on students who may also be emergent bilingual or multilingual, and who may need accommodations. Our presentation will provide real life situations, an overall understanding of bilingual education, tips and statistics. Each slide will provide either an audio or video excerpt to further explain each topic.
The multilingual turn in languages education: A critical movement in education RMBorders
Presentation by Gabriela Meier at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
A comprehensive introduction to Content Language Integrated Learning - CLIL created to help pre and in-service EFL teachers understand the basics of this approach.
Education is about providing students with knowledge, and about giving tools to help them learn the best way they can. Just like our world, the classroom is diverse. It is diverse ethnically, spiritually, linguistically, and in many other differences. There are many ways teachers can accommodate their lesson plans for diverse learners. Our groups focused on students who may also be emergent bilingual or multilingual, and who may need accommodations. Our presentation will provide real life situations, an overall understanding of bilingual education, tips and statistics. Each slide will provide either an audio or video excerpt to further explain each topic.
1. Practice II – Practical N° 9
I)
1) The five dimensions of CLIL are:
The Cultural Dimension (CULTIX)
The Environmental Dimension (ENTIX)
The Language Dimension (LANTIX)
The Context Dimension (CONTEX)
The Learning Dimension (LEARNTIX)
No, they do not act in isolation; they are inter-related in CLIL practice, that is to say, a school will to achieve
successful outcomes in relation to more than one dimension at the same time.
2)
The Cultural Dimension:
Build intercultural knowledge and understanding
Develop intercultural communication skills
Learn about specific neighboring countries/regions and/or minority groups
Introduce the wider cultural context
The Environment Dimension:
Prepare for international, specifically EU integration
Access International Certification
Enhance school profile
The Language Dimension:
Improve overall target language competence
Develop oral communication skills
Deepen awareness of both mother tongue and target language
Develop plurilingual interests and attitudes
Introduce a target language
The Content Dimension:
Provide opportunities to study content through different perspectives
Access subject-specific target language terminology
Prepare for future studies and/or working life
The Learning Dimension:
2. Complement individual learning strategies
Diversity methods of classroom practice
Increase learner motivation
3) CLIL can offer a natural situation for language development which builds on other forms of learning. This
means that CLIL creates real-life situations in which young children can acquire the language. It is proved
that these opportunities are more fruitful than the artificial classes at weare used to.
4)Children are exposed to the target language in a meaningful way; they learn it in real-life contexts. First,
they learn the subject in their L1 and then they study it in a foreign language, in this case, English. This can
be considered a learning strategy that helps children process the input in order to prepare them to develop
higher-level thinking skills in the subject. Children possess language awareness, and because of that, they
can understand that there are differences and similarities between their L1 and L2.Besides, that language
awareness helps children to develop the intercultural knowledge and understanding; that is to say, children
realize that there are culture differences. ICT can be a learning strategy and can also allow children to
interact and communicate with children of other cultures.
III)CLIL class for Primary School level.
Aims:
To study the environment and human actions that affect the former.
To name the consequences of these human actions.
To review vocabulary related to the environment and pollution.
To use the modal SHOULD/SHOULDN´T to give advice.
To design posters in order to inform the whole school about the human actions that affect the
environment.
To design posters giving advices about what people should and shouldn´t do to help the
environment.
Content:
The environment.
What people should or shouldn´t do in order to help the environment and reduce pollution.
Language:
Lexis related to the environment.
Modal SHOULD/SHOULDN´T.
Skills: speaking and writing.
Procedure:
Ask pupils what they know about the environment and the factors that affect it.
Analyze pictures about different situations caused by the pollution of the environment.
3. Ask children if they do something to reduce pollution.
Collect ideas on the board to make sure that all children have a complete list of
human actions that affect the environment and
what people should and shouldn´t do in order to reduce pollution.
In groups of 4/5 students each, design two different kind of posters according to the ideas
mentioned before. They can work with the help of …………… teacher.
Extension:
Students produce a Power point presentation applying all they have learnt.
Upload the Ppt to the blog that they have already created to share it with students from other parts
of the world.