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This document provides an overview of elements to consider when developing CLIL (Content and Language Integrated Learning) lessons, compared to traditional EFL (English as a Foreign Language) lessons. It discusses Coyle's 4Cs framework incorporating content, communication, cognition and culture. Lessons should also develop 21st century skills like critical thinking, creativity, communication and collaboration. An example is provided of planning a CLIL lesson on the water cycle using these elements.
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Flame
This document discusses the challenges and opportunities of using languages as a medium for education. It provides key messages about Content and Language Integrated Learning (CLIL), including that CLIL allows for academic progression across languages, focuses on meaning-making, and views languages as learning tools. Research from the ITALIC project found that learners perceive CLIL positively and want to continue with it. Both learners and teachers agree CLIL lessons should be challenging but not too difficult, interactive, and allow learners to communicate, engage with new concepts, and construct their own understanding. The document argues CLIL practitioners should focus on task sequencing, concept complexity, and developing learner literacies over time.
CLIL
CLIL refers to using an additional language as the medium for teaching non-language subjects. It benefits learners by providing a natural context for language development that enhances motivation. CLIL lessons focus on developing content knowledge, communication skills, thinking skills, and cultural understanding through the additional language. Resources and training are available to help teachers implement CLIL approaches.
Curriculum proposal
This document proposes integrating debate into the English curriculum at a Colombian high school. It suggests piloting debate classes for 8th and 9th grade students using one of their weekly English hours. The proposal would use a "mid-CLIL" approach of partially immersing students in English for debate instruction and practice. It aims to enhance students' English skills through critical thinking opportunities, language input/output, and motivation. The proposal details how classes would cover debate structure, arguments, and practice debates. Student progress would be assessed through debate grades and comparisons to results from other English assessments.
CLIL (Content and Language Integrated Learning) for juniors and teens
CLIL (Content and Language Integrated Learning) for juniors and teensThe BKC-IH Teacher Training Centre
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."CLIL Context: Europe, Catalonia, Benefits
This document discusses Content and Language Integrated Learning (CLIL), providing context on its implementation in different educational systems. It notes that CLIL advocates using a foreign language as the means of instruction for non-language subjects, with the goal of promoting both content knowledge and target language acquisition. The document then gives examples of CLIL programs in Canada, the US, Europe, and Catalonia, highlighting research that shows benefits such as increased language exposure and a more naturalistic approach to language learning when CLIL methods are used.
Scaffolding content and language
The document discusses the use of scaffolding in bilingual education programs. It describes some of the challenges schools face in their bilingual programs, including a lack of cooperation between language and content teachers. The author argues that effective bilingual education requires scaffolding content and language, as well as teacher training to achieve an integrated instructional approach. Scaffolding strategies like determining key vocabulary, structures and functions can help teachers design effective bilingual materials that support both language learning and content mastery.
BLOG CLIL AL PRÀCTIQUES 1
The document discusses using a blog to support CLIL (Content and Language Integrated Learning) in a primary school in Lleida, Spain. It outlines the school's CLIL projects, challenges of implementing CLIL, and how the blog is used to scaffold learning as students learn science through English. Updates to the blog provide resources for students and teachers. Future plans include reflecting on subjects and units to structure the blog to better meet student needs and improve CLIL implementation.
Licence to clil
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.
Recommended
Flame
This document discusses the challenges and opportunities of using languages as a medium for education. It provides key messages about Content and Language Integrated Learning (CLIL), including that CLIL allows for academic progression across languages, focuses on meaning-making, and views languages as learning tools. Research from the ITALIC project found that learners perceive CLIL positively and want to continue with it. Both learners and teachers agree CLIL lessons should be challenging but not too difficult, interactive, and allow learners to communicate, engage with new concepts, and construct their own understanding. The document argues CLIL practitioners should focus on task sequencing, concept complexity, and developing learner literacies over time.
CLIL
CLIL refers to using an additional language as the medium for teaching non-language subjects. It benefits learners by providing a natural context for language development that enhances motivation. CLIL lessons focus on developing content knowledge, communication skills, thinking skills, and cultural understanding through the additional language. Resources and training are available to help teachers implement CLIL approaches.
Curriculum proposal
This document proposes integrating debate into the English curriculum at a Colombian high school. It suggests piloting debate classes for 8th and 9th grade students using one of their weekly English hours. The proposal would use a "mid-CLIL" approach of partially immersing students in English for debate instruction and practice. It aims to enhance students' English skills through critical thinking opportunities, language input/output, and motivation. The proposal details how classes would cover debate structure, arguments, and practice debates. Student progress would be assessed through debate grades and comparisons to results from other English assessments.
CLIL (Content and Language Integrated Learning) for juniors and teens
CLIL (Content and Language Integrated Learning) for juniors and teensThe BKC-IH Teacher Training Centre
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."CLIL Context: Europe, Catalonia, Benefits
This document discusses Content and Language Integrated Learning (CLIL), providing context on its implementation in different educational systems. It notes that CLIL advocates using a foreign language as the means of instruction for non-language subjects, with the goal of promoting both content knowledge and target language acquisition. The document then gives examples of CLIL programs in Canada, the US, Europe, and Catalonia, highlighting research that shows benefits such as increased language exposure and a more naturalistic approach to language learning when CLIL methods are used.
Scaffolding content and language
The document discusses the use of scaffolding in bilingual education programs. It describes some of the challenges schools face in their bilingual programs, including a lack of cooperation between language and content teachers. The author argues that effective bilingual education requires scaffolding content and language, as well as teacher training to achieve an integrated instructional approach. Scaffolding strategies like determining key vocabulary, structures and functions can help teachers design effective bilingual materials that support both language learning and content mastery.
BLOG CLIL AL PRÀCTIQUES 1
The document discusses using a blog to support CLIL (Content and Language Integrated Learning) in a primary school in Lleida, Spain. It outlines the school's CLIL projects, challenges of implementing CLIL, and how the blog is used to scaffold learning as students learn science through English. Updates to the blog provide resources for students and teachers. Future plans include reflecting on subjects and units to structure the blog to better meet student needs and improve CLIL implementation.
Licence to clil
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.
Uncovering Clil
This document discusses various aspects of Content and Language Integrated Learning (CLIL), including pre-CLIL approaches, the rise of CLIL, related goals of learning skills and content language, foundation pieces for CLIL, language showers with goals and activities, CLIL camps, immersion programs, awards, challenges of practicing CLIL including teacher shortages and increased workload, grasping concepts and addressing misconceptions, and interviews.
ELP ESOL from UNB
The document outlines a five module professional development series for ESOL teachers delivered over two years, with each module focusing on a different aspect of language acquisition and ESOL instruction strategies. The modules will cover topics like language learning approaches, developing skills in reading, writing, listening and speaking, adapting to curriculums, and creating independent language learners. Overall the program aims to help teachers improve ESOL delivery, engage students, and support language learning at different proficiency levels.
Four csframework
This document discusses the 4Cs framework for Content and Language Integrated Learning (CLIL) developed by Professor Do Coyle. The 4Cs are Content, Communication, Cognition, and Culture. Content refers to the subject matter being taught. Communication means using language authentically to develop skills. Cognition involves engaging students cognitively and challenging them. Culture means developing cultural awareness and understanding. The 4Cs provide a framework for planning CLIL lessons by selecting content, defining language needs, choosing cognitive skills, and incorporating cultural elements throughout.
CLIL 1: What is it? Advantages and Drawbacks
This document defines CLIL (Content and Language Integrated Learning) and discusses its advantages. CLIL integrates language learning with the learning of non-language subjects. It can be effective if students are exposed to the foreign language for a long time, can interact with others, and adjustments are made to help with comprehension. Potential advantages include a natural approach to language learning, development of thinking skills, and enhancement of the curriculum. Drawbacks include the need for well-trained teachers and adequate support materials.
Clil theory
- CLIL (Content and Language Integrated Learning) is a dual-focused approach that integrates both subject/thematic content and language development, with varying emphasis depending on context.
- There are no uniform CLIL models as implementations are adapted to local conditions, but underlying pedagogical principles from constructivism and language acquisition theories guide CLIL.
- The 4Cs conceptual framework outlines key dimensions of CLIL - Content, Cognition, Communication, and Culture.
What a CLIL course looks like
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.
Short CLIL presentation-Cindy DePoy
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language simultaneously. It discusses key CLIL concepts like integration of content and language, using language to learn new content and develop thinking skills. It also covers frameworks like the 4Cs, Bloom's Taxonomy, Cummins' Matrix. It outlines new roles for teachers and students in CLIL with a focus on facilitating thinking rather than imparting knowledge. Elements of planning, interaction, scaffolding, assessment and cooperation among teachers are also summarized.
Clilppt
CLIL refers to using a non-native language as the medium of instruction to teach non-language content. It benefits learners by providing a natural context for language development that enhances motivation. The underlying principles of CLIL are using language to learn while learning language (communication), developing thinking skills linked to concept formation and language (cognition), and exposure to different cultural perspectives (culture). CLIL lessons focus on content progression while developing communication, cognition, and culture.
CBI and CLIL
This document discusses Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL), which are approaches to teaching language through content. CBI is used in North America while CLIL is more common in Europe. Both are based on principles of Communicative Language Teaching and aim to teach language more effectively by using it as a means to understand content rather than an end itself. The document outlines theories of language and learning underlying CBI and CLIL and discusses their design, syllabus, teaching activities, roles of learners and teachers, instructional materials, contemporary models, and procedures.
Module 1 activity SWOT
This document analyzes CLIL (Content and Language Integrated Learning) using a SWOT framework. It identifies strengths such as students naturally learning language and improving English vocabulary. Weaknesses include greater preparation needs and potential difficulties for students without prior English. Opportunities listed are boosting ICT skills, improving language teaching, and exchanging methodologies. Threats include generally low English levels in Catalonia and challenges applying CLIL in large classes.
Communication
This document discusses Content and Language Integrated Learning (CLIL) and how to plan for language use and development in CLIL settings. It introduces the concepts of language of learning, language for learning, and language through learning. Teachers are advised to carefully plan which types of language learners will use and learn by analyzing vocabulary, grammar structures, and functions needed to understand concepts and operate in the foreign language. The document also recommends using the "language triptych" to integrate language learning with content learning and providing scaffolding to help students develop skills.
Content and Language Integrated Learning
Content and language integrated learning (CLIL) means using a foreign language as the medium of instruction to teach non-language subjects. It aims to teach content and language simultaneously through collaborative and participative teaching methods. Some benefits of CLIL include making language learning more attractive and functional when using the language to acquire information. It also promotes cognitive flexibility, intercultural understanding, and the development of communication strategies. For content teachers, it requires changing from a lecturing style to acting as a facilitator who trains learners through discovery-based tasks and a focus on oral fluency.
Let's CLIL! Definition.
This document defines CLIL (Content and Language Integrated Learning) and discusses its advantages. CLIL integrates language learning with the learning of non-language subjects. It can be effective if students are exposed to the foreign language for a long time, can interact with others, and adjustments are made to help with comprehension. Potential advantages include a natural approach to language learning, development of thinking skills, and enhancement of the curriculum. Drawbacks include the need for well-trained teachers and adequate support materials.
Flyer, Apr 13
Study English in California this summer with beginning to advanced English classes, TOEFL and Cambridge prep classes starting in July 2015 from Eliofcali.com. Classes are offered by phone at 1-619-559-2227 or online at www.eliofcali.com.
The 4Cs Of CLIL - Module 1
The document discusses the 4Cs framework for CLIL (Content, Communication, Cognition, Culture). It provides details on each of the 4Cs: Content refers to the subject matter being taught; Communication emphasizes using the target language to communicate thoughts and opinions; Cognition involves developing critical thinking skills; and Culture promotes understanding local and global cultures. The 4Cs should be used as a framework for creating successful CLIL lessons that engage students in meaningful interaction and authentic language use.
Exam success
This document provides an overview and endorsement of a book titled "Exam Success" that aims to help Russian secondary school students prepare for the Unified State Exam (EGE). The book is organized around the five sections of the EGE and provides exercises that mirror the exam format. Each chapter includes exam overviews, skills building exercises, sample EGE-type tests, and strategies for tackling different question types. Unique features include lessons informed by corpus analysis of common student mistakes, development of testing strategies, extra practice materials, and Russia-specific content. The book is endorsed by Maria Valeryevna Verbitskaya, the head of the Federal Committee that develops the foreign language portion of the EGE, who wishes students
Designing an Interest-Based English Language Arts Curriculum around Esports
This document outlines a 4-year curriculum designed to replace traditional high school English courses with one centered around esports. The curriculum was developed through workshops with teachers, administrators, researchers and esports players. It integrates English language arts standards with STEM practices, career technical education and social emotional learning. The curriculum structure was approved by the University of California and implemented in high schools, with initial challenges around familiarity but student interest in learning literacy skills through an engaging esports context.
About CLIL
CLIL (Content and Language Integrated Learning) is an umbrella term that covers various educational approaches where lessons have two main aims - one related to a particular subject or topic, and one linked to language learning. It is a dual-focused approach where neither the content nor the language is dominant. CLIL aims to accelerate learning through an integrated, holistic and symbiotic view of language and content. Potential benefits include improved language skills, increased motivation for learning languages and content, and professional satisfaction for teachers. However, CLIL also presents challenges such as the complexity of balancing language and content, determining who teaches CLIL lessons, potential threats to the native language, and a lack of clear methodology and assessment.
Mcq 4.2
This document contains 20 multiple choice questions about theoretical bases of English education. It covers topics like the components of language, definitions of terms like EFL, code mixing, bilingualism, the roles of teachers, theories around language and culture from Sapir-Whorf, sociolinguistics, phonology, syntax, semantics, morphology, Vygotsky's zone of proximal development, Chomsky's language acquisition device, Gardner's theory of multiple intelligences, methods of teaching English like grammar translation, communicative approach, silent way, and suggestopedia. The questions have answers in bold for self-evaluation.
CLIL 4: Communication
This document discusses communication in CLIL (Content and Language Integrated Learning). It covers:
1. The difference between BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency), with CALP taking longer to develop but being important for academic success.
2. The need to systematically plan for, teach, monitor and evaluate the language of learning, language for learning, and language through learning.
3. The use of scaffolding techniques like filling in gaps, matching, charts and diagrams to support students' reading and listening in the CLIL classroom.
Graziano presentazione CLIL
This document provides an overview of Content and Language Integrated Learning (CLIL), an educational approach where an additional language is used as the medium for teaching content and language. It discusses the need for greater multilingualism in Europe as the motivation for CLIL. Key aspects of CLIL covered include defining CLIL, implementing CLIL through methodologies like scaffolding and task-based learning, assessing CLIL outcomes, research on its effectiveness, and characteristics of high-quality CLIL. Examples of CLIL materials from Italian schools are also presented.
Practice paper 12 clil
This document contains Paula Martinez's answers to practice questions about Content and Language Integrated Learning (CLIL). It includes:
1) Definitions and explanations of the five dimensions of CLIL - Culture, Environment, Language, Content, and Learning.
2) Details on the advantages of CLIL for young learners, including developing two languages simultaneously and focusing on interesting topics.
3) An analysis of how target language, exposure, technology, intercultural knowledge, language awareness, learning styles, and strategies interact in a CLIL lesson.
4) The correct answers to a CLIL sample test from the University of Cambridge.
5) An outline for designing a CLIL class for
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Uncovering Clil
This document discusses various aspects of Content and Language Integrated Learning (CLIL), including pre-CLIL approaches, the rise of CLIL, related goals of learning skills and content language, foundation pieces for CLIL, language showers with goals and activities, CLIL camps, immersion programs, awards, challenges of practicing CLIL including teacher shortages and increased workload, grasping concepts and addressing misconceptions, and interviews.
ELP ESOL from UNB
The document outlines a five module professional development series for ESOL teachers delivered over two years, with each module focusing on a different aspect of language acquisition and ESOL instruction strategies. The modules will cover topics like language learning approaches, developing skills in reading, writing, listening and speaking, adapting to curriculums, and creating independent language learners. Overall the program aims to help teachers improve ESOL delivery, engage students, and support language learning at different proficiency levels.
Four csframework
This document discusses the 4Cs framework for Content and Language Integrated Learning (CLIL) developed by Professor Do Coyle. The 4Cs are Content, Communication, Cognition, and Culture. Content refers to the subject matter being taught. Communication means using language authentically to develop skills. Cognition involves engaging students cognitively and challenging them. Culture means developing cultural awareness and understanding. The 4Cs provide a framework for planning CLIL lessons by selecting content, defining language needs, choosing cognitive skills, and incorporating cultural elements throughout.
CLIL 1: What is it? Advantages and Drawbacks
This document defines CLIL (Content and Language Integrated Learning) and discusses its advantages. CLIL integrates language learning with the learning of non-language subjects. It can be effective if students are exposed to the foreign language for a long time, can interact with others, and adjustments are made to help with comprehension. Potential advantages include a natural approach to language learning, development of thinking skills, and enhancement of the curriculum. Drawbacks include the need for well-trained teachers and adequate support materials.
Clil theory
- CLIL (Content and Language Integrated Learning) is a dual-focused approach that integrates both subject/thematic content and language development, with varying emphasis depending on context.
- There are no uniform CLIL models as implementations are adapted to local conditions, but underlying pedagogical principles from constructivism and language acquisition theories guide CLIL.
- The 4Cs conceptual framework outlines key dimensions of CLIL - Content, Cognition, Communication, and Culture.
What a CLIL course looks like
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.
Short CLIL presentation-Cindy DePoy
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language simultaneously. It discusses key CLIL concepts like integration of content and language, using language to learn new content and develop thinking skills. It also covers frameworks like the 4Cs, Bloom's Taxonomy, Cummins' Matrix. It outlines new roles for teachers and students in CLIL with a focus on facilitating thinking rather than imparting knowledge. Elements of planning, interaction, scaffolding, assessment and cooperation among teachers are also summarized.
Clilppt
CLIL refers to using a non-native language as the medium of instruction to teach non-language content. It benefits learners by providing a natural context for language development that enhances motivation. The underlying principles of CLIL are using language to learn while learning language (communication), developing thinking skills linked to concept formation and language (cognition), and exposure to different cultural perspectives (culture). CLIL lessons focus on content progression while developing communication, cognition, and culture.
CBI and CLIL
This document discusses Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL), which are approaches to teaching language through content. CBI is used in North America while CLIL is more common in Europe. Both are based on principles of Communicative Language Teaching and aim to teach language more effectively by using it as a means to understand content rather than an end itself. The document outlines theories of language and learning underlying CBI and CLIL and discusses their design, syllabus, teaching activities, roles of learners and teachers, instructional materials, contemporary models, and procedures.
Module 1 activity SWOT
This document analyzes CLIL (Content and Language Integrated Learning) using a SWOT framework. It identifies strengths such as students naturally learning language and improving English vocabulary. Weaknesses include greater preparation needs and potential difficulties for students without prior English. Opportunities listed are boosting ICT skills, improving language teaching, and exchanging methodologies. Threats include generally low English levels in Catalonia and challenges applying CLIL in large classes.
Communication
This document discusses Content and Language Integrated Learning (CLIL) and how to plan for language use and development in CLIL settings. It introduces the concepts of language of learning, language for learning, and language through learning. Teachers are advised to carefully plan which types of language learners will use and learn by analyzing vocabulary, grammar structures, and functions needed to understand concepts and operate in the foreign language. The document also recommends using the "language triptych" to integrate language learning with content learning and providing scaffolding to help students develop skills.
Content and Language Integrated Learning
Content and language integrated learning (CLIL) means using a foreign language as the medium of instruction to teach non-language subjects. It aims to teach content and language simultaneously through collaborative and participative teaching methods. Some benefits of CLIL include making language learning more attractive and functional when using the language to acquire information. It also promotes cognitive flexibility, intercultural understanding, and the development of communication strategies. For content teachers, it requires changing from a lecturing style to acting as a facilitator who trains learners through discovery-based tasks and a focus on oral fluency.
Let's CLIL! Definition.
This document defines CLIL (Content and Language Integrated Learning) and discusses its advantages. CLIL integrates language learning with the learning of non-language subjects. It can be effective if students are exposed to the foreign language for a long time, can interact with others, and adjustments are made to help with comprehension. Potential advantages include a natural approach to language learning, development of thinking skills, and enhancement of the curriculum. Drawbacks include the need for well-trained teachers and adequate support materials.
Flyer, Apr 13
Study English in California this summer with beginning to advanced English classes, TOEFL and Cambridge prep classes starting in July 2015 from Eliofcali.com. Classes are offered by phone at 1-619-559-2227 or online at www.eliofcali.com.
The 4Cs Of CLIL - Module 1
The document discusses the 4Cs framework for CLIL (Content, Communication, Cognition, Culture). It provides details on each of the 4Cs: Content refers to the subject matter being taught; Communication emphasizes using the target language to communicate thoughts and opinions; Cognition involves developing critical thinking skills; and Culture promotes understanding local and global cultures. The 4Cs should be used as a framework for creating successful CLIL lessons that engage students in meaningful interaction and authentic language use.
Exam success
This document provides an overview and endorsement of a book titled "Exam Success" that aims to help Russian secondary school students prepare for the Unified State Exam (EGE). The book is organized around the five sections of the EGE and provides exercises that mirror the exam format. Each chapter includes exam overviews, skills building exercises, sample EGE-type tests, and strategies for tackling different question types. Unique features include lessons informed by corpus analysis of common student mistakes, development of testing strategies, extra practice materials, and Russia-specific content. The book is endorsed by Maria Valeryevna Verbitskaya, the head of the Federal Committee that develops the foreign language portion of the EGE, who wishes students
Designing an Interest-Based English Language Arts Curriculum around Esports
This document outlines a 4-year curriculum designed to replace traditional high school English courses with one centered around esports. The curriculum was developed through workshops with teachers, administrators, researchers and esports players. It integrates English language arts standards with STEM practices, career technical education and social emotional learning. The curriculum structure was approved by the University of California and implemented in high schools, with initial challenges around familiarity but student interest in learning literacy skills through an engaging esports context.
About CLIL
CLIL (Content and Language Integrated Learning) is an umbrella term that covers various educational approaches where lessons have two main aims - one related to a particular subject or topic, and one linked to language learning. It is a dual-focused approach where neither the content nor the language is dominant. CLIL aims to accelerate learning through an integrated, holistic and symbiotic view of language and content. Potential benefits include improved language skills, increased motivation for learning languages and content, and professional satisfaction for teachers. However, CLIL also presents challenges such as the complexity of balancing language and content, determining who teaches CLIL lessons, potential threats to the native language, and a lack of clear methodology and assessment.
Mcq 4.2
This document contains 20 multiple choice questions about theoretical bases of English education. It covers topics like the components of language, definitions of terms like EFL, code mixing, bilingualism, the roles of teachers, theories around language and culture from Sapir-Whorf, sociolinguistics, phonology, syntax, semantics, morphology, Vygotsky's zone of proximal development, Chomsky's language acquisition device, Gardner's theory of multiple intelligences, methods of teaching English like grammar translation, communicative approach, silent way, and suggestopedia. The questions have answers in bold for self-evaluation.
CLIL 4: Communication
This document discusses communication in CLIL (Content and Language Integrated Learning). It covers:
1. The difference between BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency), with CALP taking longer to develop but being important for academic success.
2. The need to systematically plan for, teach, monitor and evaluate the language of learning, language for learning, and language through learning.
3. The use of scaffolding techniques like filling in gaps, matching, charts and diagrams to support students' reading and listening in the CLIL classroom.
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This document provides an overview of Content and Language Integrated Learning (CLIL), an educational approach where an additional language is used as the medium for teaching content and language. It discusses the need for greater multilingualism in Europe as the motivation for CLIL. Key aspects of CLIL covered include defining CLIL, implementing CLIL through methodologies like scaffolding and task-based learning, assessing CLIL outcomes, research on its effectiveness, and characteristics of high-quality CLIL. Examples of CLIL materials from Italian schools are also presented.
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This document contains Paula Martinez's answers to practice questions about Content and Language Integrated Learning (CLIL). It includes:
1) Definitions and explanations of the five dimensions of CLIL - Culture, Environment, Language, Content, and Learning.
2) Details on the advantages of CLIL for young learners, including developing two languages simultaneously and focusing on interesting topics.
3) An analysis of how target language, exposure, technology, intercultural knowledge, language awareness, learning styles, and strategies interact in a CLIL lesson.
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These tools are meant to guide CLIL planning, teaching, and reflection, not as rigid formulas. Their goal is to support professional development and ensure content and language are well integrated in CLIL class
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This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used as the medium of instruction to teach content and language simultaneously. The document discusses the benefits of CLIL for learners, including increased motivation, cognitive development, and language skills. Some potential criticisms are also outlined, such as CLIL not always achieving content and language goals equally. The document concludes by describing the 4Cs Framework for planning CLIL lessons around the key elements of content, cognition, communication and culture.Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
Model anglés
This document contains information about an assessment for a CLIL (Content and Language Integrated Learning) training. It includes a written text assessment, quiz questions, and speaking prompts.
The written text assessment scores candidates on adequacy and content, coherence, lexical cohesion, grammatical cohesion, and accuracy. The multiple choice quiz contains 20 questions testing candidates' knowledge of CLIL assessment tools, the distinction between assessment and evaluation, providing feedback, Bloom's taxonomy, Vygotsky's scaffolding theory, the 4Cs framework, and appropriate teaching strategies.
The speaking section asks candidates to choose one of two prompts to discuss how Krashen's acquisition-learning distinction affects second language learning in plurilingual education or
CLILbooks, J articles
This document provides an annotated list of core resource books and articles on CLIL (Content and Language Integrated Learning). It summarizes 5 books that discuss topics like defining and explaining CLIL, presenting CLIL models and frameworks, providing lesson planning guides and classroom activities, and addressing learner assessment. It also lists several online resources on CLIL from organizations like the British Council and Cambridge University Press. Finally, it annotates 17 research articles related to implementing CLIL programs in Japanese university contexts, covering topics such as developing learner autonomy, choosing CLIL classes, and materials development.
LP Interview Presentation
This document discusses using blogs, podcasts, and Content and Language Integrated Learning (CLIL) to improve motivation and learning in modern language classrooms. Blogs allow students to publish work internationally, receive peer feedback, and assess their own learning. Podcasts help students practice speaking and learn outside of class through activities like role-plays and grammar exercises. CLIL incorporates topics from other subjects into language lessons, providing real-world context and cultural awareness while developing both communication and thinking skills.
CLIL
This document provides guidance on Content and Language Integrated Learning (CLIL) in the UK. It discusses how CLIL can be used to integrate language learning with other subjects. Key points include:
- CLIL allows students to learn content while also developing their language skills. It makes language learning more relevant by applying it to other subjects.
- UK policy changes now support greater cross-curriculum learning and more flexibility in how subjects are taught. This creates opportunities for CLIL.
- Effective CLIL balances progress in both the content area and the target language. Teachers may team teach or collaborate across subjects.
- Resources and support for CLIL include online networks of teachers, sample materials, and potential
PBL-PrBL.pptx
The document discusses the KWL chart method for facilitating language lessons through inquiry-based learning. It involves 6 steps: 1) familiarizing with the KWL chart, 2) starting with an essential question, 3) finding out what is already known, 4) finding out what students want to know, 5) finding answers from experts, and 6) concluding what has been learned. The goal is to actively involve students in their learning through questioning and group discussions to fill out the KWL chart. Technology can be used to search for information from reliable sources to answer the questions.
CLIL lesson planning
A brief overview of principles and models EFL teachers should use when planning lesson, units, syllabuses and/or curricula.
Tesis alumna FUNIBER. Maria Fernanda Osorio - Teaching English as Foreign Lan...
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Tesis de final de Maestría de la alumna de FUNIBER Maria Fernanda Osorio sobre el diseño de dos unidades para el curso de inglés online con fines académicos.CLIL
This CLIL lesson plan aims to teach primary school students about food and health. The lesson focuses on vocabulary related to food groups, healthy and unhealthy foods, and illnesses related to diet. Students will complete charts about the food pyramid and daily sugar intake. They will read about the importance of different food groups and match foods to their nutrients. Students will analyze sample daily diets to calculate sugar intake and discuss obesity prevention. The lesson incorporates reading, writing, listening and speaking skills through various class activities. The goal is for students to learn about making good food choices and the risks of an unhealthy diet.
Getting Ready For Clil
CLIL (Content and Language Integrated Learning) involves teaching content subjects like science or social studies in a foreign language. It aims to create connections between students' lives and what they learn in school. Students learn language through content and content through language use. CLIL recreates the natural conditions of first language acquisition. It provides rich input, intake, and output opportunities to support language learning, though not all input is intake. CLIL fits within national curricula and seeks to enrich learning environments through cooperation between language and content teachers using common strategies and activities. Thinking and cognition drive CLIL methodology, which focuses on developing students holistically through meaningful personal and social reflection.
Getting Ready For Clil
CLIL (Content and Language Integrated Learning) involves teaching content subjects like science or social studies in a foreign language. It aims to create connections between students' lives and what they learn in school. Students learn language through content and content through language use. CLIL recreates the natural conditions of first language acquisition. It provides rich input, intake, and output opportunities to support language learning, though not all input is intake. CLIL fits within national curricula and seeks to enrich learning environments through cooperation between language and content teachers using common teaching strategies and student activities. Key CLIL features include a focus on thinking, cognition, authenticity, active learning, scaffolding, cooperation, and creating a safe environment.
Getting Ready For Clil
CLIL (Content and Language Integrated Learning) aims to create connections between learners' lives and content taught in school. Learners co-construct understanding through using language to learn. It recreates conditions of first language acquisition. A CLIL environment provides rich input, intake, and output opportunities through interdisciplinary lessons. While not all input becomes intake, it makes children's language potential work. CLIL fits within national curricula and enriches learning through cooperation among language and content teachers with common teaching strategies. Its core features include multiple focus, safe environments, authenticity, active learning, scaffolding, and cooperation driven by cognition and thinking.
20 may english
- The document provides an overview of the new NSW English K-6 Syllabus, outlining both similarities and differences to the previous syllabus.
- Key similarities include retaining the overall structure and many features of the previous syllabus. Key differences include an increased emphasis on literature and reorganizing the content into a clear K-10 continuum.
- The syllabus focuses on developing students' skills in speaking and listening, reading and viewing, writing and representing, grammar, punctuation and vocabulary, and other areas. It outlines objectives and outcomes for each stage from Early Stage 1 to Stage 3.
Implementingclilprogrammes
1) Content and language integrated learning (CLIL) involves using a foreign language as the means to teach non-language subjects, with the goal of developing both content knowledge and language skills simultaneously.
2) There are various models for implementing CLIL, including full immersion programs and partial integration within specific subjects. Successful programs require gradual implementation, selection of appropriate subjects, curriculum design, and teacher training.
3) Both content and language teachers must adapt their methodologies, with content teachers focusing on participation and language teachers supporting content mastery. Materials should be visual and interactive to engage students.
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Presentation on clil
- 1. ELLEMENTS OF CLIL LESSON DEVELOPMENT This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- 2. CLIL vs EFL EFL CLIL LESSONS FRAMEWORK COYLE’S 4CS CURRICULUM 21ST CENTURY SKILLS THINK
- 3. CLIL VS EFL CLIL is an acronym for: • EFL is an acronym for: Content and Language Integrated Learning English Foreign Language CC CL CI CL CE CF CL
- 4. CLIL VS EFL (CONT.) A successful CLIL lesson … • utilises language as a tool for learning and communication where the subject matter determines the language. • incorporates all the elements from Coyle’s 4C’s curriculum. • teaches students 21st century skills. A successful EFL lesson teaches … • Listening • Reading • Speaking • Writing How do we know CLIL and EFL lessons meet all the requirements? Note that CLIL lessons should include the four EFL language skills as mentioned above in order for students to successfully learn English (Darn, 2020).
- 5. EFL CLIL LESSONS FRAMEWORK According to Darn (2020), EFL CLIL lessons should: • integrate both language and skills in all activities. • utilize reading passages and audio. • teach functional language as per the subject matter. • focus on the vocabulary rather than the grammar. • take learners’ way of learning into account for tasks. Note. From Red Apple [Photo] by Element5 Digital, 2017, Unsplash
- 6. COYLE’S 4C’S CURRICULUM Content (subject matter) • Students acquire knowledge, skills and understanding related to specific elements of the subject matter. Communication (learning through interaction) • Students learn language while using it simultaneously to communicate in lessons. Cognition (learning and thinking processes) • Students develop thinking skills to engage in abstract and concrete concept formation and understanding. Culture (intercultural understanding and global awareness in building up cooperation in learning) • Students’ acquired self- awareness and awareness of ‘otherness’ deepens intercultural awareness. In order to develop an effective CLIL lesson, ensure to include the four elements from Professor Do Coyle’s 4Cs framework: * erwingierlinger. (2020). The 4 C’s model – Do Coyle. CLILingmesoftly. https://clilingmesoftly.wordpress.com/clil- models-3/the-4-cs-model-docoyle/
- 7. 21ST CENTURY SKILLS CLIL lessons should develop the key skills students need to succeed in higher education and employment.These are also known as the 4C’s of 21st century learning (Kivunja, C. 2015). Note that not all four elements need to be present in a CLIL lesson but all should ideally be present in a course! Critical thinking • Students learn how to analyze and evaluate problems in order to solve them in new and creative ways. Creativity • Students learn to think creatively about problems and solutions and to be innovative in their problem-solving skills in order to progress. Communication • Students learn how to plan and communicate effectively for clearly in both written and oral mediums. Collaboration • Students learn how to work effectively in groups and how to be productive as a team.
- 8. THINK Think about how you would plan the above CLIL lesson using Coyle’s 4C’s curriculum and incorporating a 21st century skill? Now that you know what the fundamentals of a CLIL lesson are, consider the following hypothetical scenario: You have been tasked with writing a CLIL lesson on the water cycle for a primary class. The teaching objectives for this lesson are: • To identify the five stages of the water cycle. • To find more information on the water cycle. • To learn key vocabulary related to the water cycle (e.g. vapour, evaporation, condensation, etc.) The lesson should make use of reading and listening texts, diagrams, etc.
- 9. REFERENCES (2020, December 5). What is an ESL Teacher? ESL teacherEDU.org. https://www.eslteacheredu.org/what-is-an-esl-teacher/ Darn, S. (2020, December 4). CLIL: A lesson framework. Teaching English. https://www.teachingenglish.org.uk/article/clil-a-lesson-framework Element5 Digital. (2017). Red Apple [Photo]. Unsplash. https://unsplash.com/photos/OyCl7Y4y0Bk erwingierlinger. (2020). The 4 C’s model – Do Coyle. CLILingmesoftly. https://clilingmesoftly.wordpress.com/clil-models-3/the-4-cs-model-docoyle/
- 10. REFERENCES Gabillon, Z. (2020). Revisiting CLIL: Background, Pedagogy, and Theoretical Underpinnings. Contextes et didactiques, 15, 88-116. https://doi.org/10.4000/ced.1836 Kivunja, C. (2015). Exploring the Pedagogical Meaning and Implications of the 4Cs “Super Skills” for the 21st Century through Bruner’s 5E Lenses of Knowledge Construction to Improve Pedagogies of the New Learning Paradigm. Creative Education, 6, 224-239. http://dx.doi.org/10.4236/ce.2015.62021 Sepesiova, M. (2015). CLIL lesson planning. 10.17846/CLIL.2015.131-152. https://www.researchgate.net/publication/291103074_CLIL_lesson_planning Wiseman, J. (2018, July 25). What is Content and Language Integrated Learning? Pearson English. https://www.english.com/blog/content-and-language-integrated-learning/