This document discusses the historical development of Content and Language Integrated Learning (CLIL) and how it compares to other language teaching approaches. It examines two definitions of CLIL, including the 4Cs model of content, cognition, communication, and culture. The document then analyzes how earlier approaches like Grammar Translation, Structuralism, Communicative Language Teaching, and Task-Based Language Teaching defined and related content, context, communication, and cognition. It considers how CLIL compares and contrasts with these approaches, particularly through its integration of language and subjects. The document raises questions about how the four components of the 4Cs model are defined and what CLIL means for learners' language and subject experiences.
Teaching approach: Communicative language method
Compiled by:
Asamaporn Sukket
Arisara Sawathasuk
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
Teaching approach: Communicative language method
Compiled by:
Asamaporn Sukket
Arisara Sawathasuk
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more.
Email : silviananda.putrierito@gmail.com
Task-Based Instruction (TBI)
Presented as a requirement of TF 503 Teaching and Learning Strategies and Classroom Management
Designed by Ms.Chayaporn Thirachaimongkhonkun
Mr. Sunan Fathet
M.A.Teaching English as a Foreign Language @SWU Thailand
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more.
Email : silviananda.putrierito@gmail.com
Task-Based Instruction (TBI)
Presented as a requirement of TF 503 Teaching and Learning Strategies and Classroom Management
Designed by Ms.Chayaporn Thirachaimongkhonkun
Mr. Sunan Fathet
M.A.Teaching English as a Foreign Language @SWU Thailand
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
Content-Focused Language Instruction - Handout 2014Brent Jones
Content-focused language teaching approaches such as Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) continue to gain both recognition and credibility. In this workshop, participants will be introduced to both the theory and practice of such approaches, with special emphasis on the affective learning domain. After looking at the various benefits and challenges of a content-focuses approach, the presenter will introduce an example of a theme-based CBI program that is currently being used in a tertiary-level English program for management course students in Japan. The aim here is to highlight for participants each step in the instructional design process as well as some of the various considerations at both the macro (curriculum) and micro (task) levels. Participants will then be challenged to consider the motivational merits of implementing a content-focused approach in their own teaching contexts, and be presented with a list of suggested readings for further exploration.
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.
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
Plenary Speech given at ELT Research in Action (ELTRIA) Barcelona, May 10th 2024
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Me and My Memes: EFL students’ memes and their role in participatory cultureRichard Pinner
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Harshavardhan, V., Wilson, D., & Kumar, M. V. (2019). Humour discourse in internet memes: An aid in ESL classrooms. Asia Pacific Media Educator, 29(1), 41-53.
Milner, R. M. (2016). The World Made Meme: Public Conversations and Participatory Media. Cambridge, MA: MIT Press.
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: The MIT Press.
Presentation given at JALT CALL 2023 at Kumamoto, June 4th.
Using & Adapting Authentic Materials To Help Motivate Students 2021 HandoutRichard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
Using & Adapting Authentic Materials To Help Motivate Students 2021Richard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
How to Integrate Content and Language in CLIL Pedagogy Theories and ExamplesRichard Pinner
This seminar focuses on the integration of subject-matter and
English acquisition, which is the crucial aspect of CLIL (Content
and Language Integrated Learning). Theories based on the most
recent research and classroom examples informed by those
studies will be presented. The speakers are Professor Angel Lin
(Simon Fraser University, Canada), a world-famous researcher in CLIL, and Professor Makoto Ikeda (Sophia University), vice
president of Japan CLIL Pedagogy Association.
‘Concept+Language Mapping’ (CLM) as an Innovative Approach to CLILRichard Pinner
How to integrate content learning with language learning has been a central issue in current
research on CLIL (Dalton-Puffer et al.,2010). In this talk I present our experience in developing
an innovative approach, ‘Concept+Language Mapping’ (CLM) (Lin & He, 2017; He & Lin,
forthcoming), by drawing on Lemke (1990)’s ‘thematic patterns’ theory to tackle the challenge
of integrating language scaffolding into the teaching of complex content topics in secondary
science classrooms in Hong Kong. Implications for content-based language education or ‘Soft
CLIL’ will also be discussed.
The maximisation of learning in CLIL by transregister and translanguagingRichard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
CLIL in general and CLIL in Japan Principles, types and implementationsRichard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
‘CLIL and EMI in the Japanese context –Is clear demarcation possible?: an ELF...Richard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
The Meaning of 'Standard English' in Japan's English Education and its Role i...Richard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
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2. Consider 2 definitions:
Definition1
CLIL refers to situations where
subjects, or parts of subjects,
are taught through a foreign
language with dual-focused aims,
namely the learning of content
and the simultaneous learning of a
foreign language.
(Marsh 1994)2
3. 3
Content or Subject
Content suggests topics
but subjects are not only topics,
they are modes of instruction
whereby content is contextualised
to develop conceptual
understanding – not just to
acquire a knowledge of content
but ways of thinking about it.
7. CLIL or SLIL?
Integration of
methodologies?
1.subject teaching
2.language teaching
CLIL as approach to
language teaching?
7
8. Definition 2
The overall socioeducational goals of the
CLIL concept have been translated into a
widely used pedagogical model, the 4 Cs
model, with the components content,
culture, communication and cognition (Coyle
2007). This combination of components
directly reflects the conception of CLIL as an
approach that aims to transcend established
pedagogic practices in both content and
language education in order to create an
innovative space where fields of learning
separated by tradition can be brought
together. (Dalton-Puffer 2017:153) 8
9. The 4 Cs Model of CLIL
Content
Culture
Communication
Cognition
9
10. 10
What is the relationship
between these components and
how do they get combined or
integrated in CLIL methodology
so as to ‘transcend established
pedagogic practices’ in language
teaching?
11. Focus on three of these
components
Content
Cognition
Communication
How have these been related in
different approaches to language
teaching?
And how do they relate to another
component:
Context ?
11
12. 12
Language +Content + Context
Language is an abstraction that has
be made actual by association with
some content in a context that
makes them meaningful.
Different approaches to language
teaching have defined and related
these in different ways.
13. 13
Grammar Translation Language
Teaching. GTLT
No need to pay separate attention to
content or context since these would
already be incorporated in the familiar L1
and transferred into the L2 on the
assumption that they would be integrated
into the corresponding encodings of the
second language
focus on cognition the objective being to
get learners to acquire the formal encoded
properties of the foreign or other language
15. 15
Structural Language Teaching.
SLT
Content and context separated from
the first language, and related directly
to the second language.
The focus still on cognition, the
objective still to get students to acquire
linguistic competence -the L2 language
code, but now without reference to their
pre-existing knowledge of their own L1.
17. 17
Content and context devised
in the classroom.
to develop cognition of the
linguistic properties of L2
This book is on the table.
This book is here
That book on the chair
That book is there
I am walking to the door
She is walking to the door
18. Communicative language
teaching. CLT
Content and context had now to
be subordinated to
communication, so that they
were effective not for the teaching
of how meaning is encoded in
linguistic forms but how these
forms function when they are put
to use.
18
20. 20
Task-Based Language Teaching.
TBLT
Content and context devised as tasks
Tasks designed to resemble“real world“
activities to encourage“natural“
communication
Also focus on cognition.
Fluency (communication)
Accuracy & complexity ( cognition)
23. 23
CLIL and TBLT
Unlike TBLT the context and content to be
integrated with language are already provided by
other subjects and so does not have to specially
contrived as language learning tasks.
Focus on communication.
Cognition?
How far enabling acquisition of linguistic
competence?
Fluency? Yes
Accuracy & complexity ??
25. 25
CLIL or SLIL?
If what is to be integrated it is not
just content but subject – how topics
are conceptually contextualized in
the methodology of particular
subjects - then what is proposed in
CLIL is a methodology of L2 teaching
adopted or adapted from the
methodologies of other subjects
rather than a separate methodology
of its own.
26. 26
CLIL/SLIL and learner reality.
Relating language to subject would
also in principle make the language
more meaningful, and language
learning more purposeful by relating
the language to what learners
experience as a daily school reality.
But learner reality also experience of
their own L1.
30. 30
Each element of the acronym
raises questions about how
these four components are
defined and related.
And so how CLIL as an
approach to language teaching
compares with or ‘transcends’
other ‘pedagogic practices’.
31. 31
Dalton-Puffer, C. 2017. Same but Different: Content and
Language Integrated Learning and Content-Based Instruction.
In Snow, M.A & D.M. Brinton (eds)The Content-Based
Classroom. Ann Arbor: University of Michigan Press.
Marsh, D. 1994. Bilingual Education & Content and Language
Integrated Learning. International Association for Cross-cultural
Communication, Language Teaching in the Member States of
the European Union (Lingua). Paris: University of Sorbonne.