This document discusses strategies for CLIL (Content and Language Integrated Learning) programs. It outlines ways to engage students through authentic and challenging multidisciplinary tasks where teachers take on facilitator and guide roles and students are explorers, cognitive apprentices, teachers and producers. It also discusses managing language by having a language plan, scaffolding skills, repeating concepts, using visuals, and using both L1 and L2. Additionally, it covers managing the affective side through high expectations, a positive climate, feedback, and allowing student initiative and expertise.

1. TEA 2010
The CLIL Affair

3. ENGAGING STUDENTS
STRETCHING
THINKING
COOPERATING
FOR PROGRAMME
CONSOLIDATION
MANAGING
LANGUAGE
TALKING
THROUGH
PLANNED
LEARNING
AND PROGRESS
WITH STUDENTS
REFLECTINGONPRACTICE
MANAGING
THE AFFECTIVE
SIDE OF
LEARNING
SYSTEMATISING INTEGRATION
MAKING IT
REAL
THE CLIL HOUSE

4. CORE CLIL ACTIVATORS
Mehisto, P., Bertaux, P., Frigols-Martín, M.J., 2009

5. STAKEHOLDERS
PARENTS
STUDENTS
TEACHERS
NON-CLIL
TEACHERS
MANAGING
TEAM
CONSEJERÍA

6. PEER TEACHING

7. STRETCHING THINKING
WATER CYCLE (ANALYSIS)
EVAPORATION
CONDENSATION
PRECIPITATIOPN
COLLECTION

8. ENGAGING

Tasks
− Authentic
− Challenging
− Multidisciplinary

Teacher roles
− Facilitator
− Guide
− Co-learner

Student roles
− Explorer
− Cognitive apprentice
− Teacher
− producer

9. MANAGING LANGUAGE

HAVING A PLAN
− Checking level
− Scaffolding skills development

Repeating

Using visuals
− Common vision
− Editing input
− L2 and L1

10. AFFECTIVE SIDE

PYGMALION EFFECT
− The greater the expectations, the
better they perform

Climate

Feedback

Input

Output
− Xperts
− Initiative