3. In CLIL, learners have the
additional challenge of
developing learning skills in
a non-native language.
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4. Learners need support to develop their
learning skills.
They should apply them in a range of
contexts.
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5. It takes two to tango!
CONTENT LANGUAGE
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6. CLIL is not primarily about the subject
teacher’s additional responsibility to
pay attention to language, but about
the inherent role of language in
teaching and learning.
(Nikula, T., Dalton-Puffer, C., & Lorenzo, 2016).
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8. ADVANTAGES
▪A natural way of learning a language
▪Different people, different learning styles
▪A real way of approaching a language
▪Fosters the language and thinking skills
▪Social and cultural dimensions that CLIL
offers
▪Its ICT potential
▪Students make more cognitive effort
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10. COMMUNICATION
Organising the main ideas of an oral
text
Giving instructions
Comparing and contrasting ideas
CONTENT
Homogeneous and heterogeneous
mixtures
Solutions and suspensions
COGNITION
Differentiate between homogeneous
and heterogeneous mixtures
Giving reasons to classify a mixture
as heterogeneous and homogeneous
Identifying real mixtures according to
the definitions
CULTURE
------
BREAKFAST WITH
MIXTURES
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16. Can learners create new products?
Can learners justify a position?
Can learners break the information into
parts and see relationships?
Can learners use the information in
another situation?
Can learners explain?
Can learners remember?
Low Order
Thinking - LOT
High Order
Thinking - HOT
BLOOM TAXONOMY OF LEARNING DOMAINS
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17. What kind of questions must I ask in order to go
beyond “display” questions?
Which tasks will I develop to encourage higher order
thinking – what is the language (communication) as
well as the content implications?
Which thinking skills, which are appropriate for the
content, will we concentrate on ?
COGNITION
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19. Which language?
CLIL is NOT simply
“translating“ content
learning from the first
language into another
language.
So, what is language
learning in CLIL?
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20. Communication
Many CLIL learners have a
cognitive level higher than their
linguistic level of the vehicular CLIL
language.
So, what can we do to allow our
learners to access language fully
and use it?
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21. Using language demands teachers systematically
plan for, teach, monitor and evaluate
Language of
Language through
Language for LEARNING
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22. Language that comes from the content
• Key words and phrases
• Grammar
• Genre
• Functions
Language that comes from the activity
• Classroom Language
• Basic Interpersonal Communicative Skills
• Small talk
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23. Do we need to plan scaffolding?
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25. Need to scaffold learning
Need to provide the students
with:
▪ Visuals; flashcards, posters, etc.
▪ PP presentations
▪ Frames
▪ Lists of words or sentences
▪ Recordings
▪ Showing how to do it
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27. Control Teacher Talk
Use body language
Use simple language
Question ALL students
Check understanding
Signposting
Summarize
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28. Grade tasks, not texts
Give a reason for reading / listening to the text
Make them pay attention to what they already
know (key words, context, grammatical knowledge,
etc.)
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29. Difficult text?
On the theory of relativity
Einstein stated that the theory of relativity belongs to the class of principle
theories. As such, it employs an analytic method. This means that the
elements which comprise this theory are not based on hypothesis but on
empirical discovery. The empirical discovery leads to understanding the
general characteristics of natural processes. Mathematical models are then
developed which separate the natural processes into theoretical
mathematical descriptions. Therefore, by analytical means the necessary
conditions that have to be satisfied are deduced. Separate events must satisfy
these conditions. Experience should then match the conclusions.
The special theory of relativity and the general theory of relativity are
connected. As stated below, special theory of relativity applies to all physical
phenomena except gravity. The general theory provides the law of gravitation,
and its relation to other forces of nature.
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30. Give Receptive Skills Strategies
Prepare the context
Ask them to infer & predict
Pre teach key vocabulary
Set task in advance
Use reading / listening techniques explicitly
Never translate the text
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31. Filling the gaps exercises focus on key words or on critical
information of a text.
Matching exercises reinforce the information of a text, and
help to retain it in a more permanent way.
Fill in a chart exercises connections between the relevant information,
and explores the way it is organised.
Pictures / Diagrams / Maps visual support & highlight the most
relevant information of a text.
Language Support for Reading + Listening
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32. Language Support for Reading + Listening
'Sequence' exercises a good support to retain the information longer.
highlights coherence
Sorting cards imply classification of information
Text marking highlight key words or relevant information.
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34. Provide productive skills strategies
Provide models
Highlight key words
Use visual organizers
Use word banks, tables or sentence starters
Encourage collaborative work
Ask them to translate ideas, not words
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35. GOOD OR BAD ENERGY?
Before you can fill in the table below, you need to consider some criteria for judging the issue of
positives and negatives. Use these Five:
(a)Ecological consequences
(b)Availability
(c)Renewability
(d)Expense
(e)Practicality
So, for example:
Looking at Hydro-Electric energy, we could work through the
criteria then try to decide whether it is a ‘Candidate
for the future’. In other words, does it have a valid future
as a source of energy?
(a)Ecological consequences?
Seems ok. Uses naturally flowing water to generate electricity. Does not cause any pollution. Dams
sometimes cause controversy because they divert rivers.
(b) Availability?
It depends on the country and its type of landscape. Mountains and rivers are needed.
(c) Renewability?
Good.
(d) Expense?
Cheap, because it uses a natural resource.
(e) Practicality? (c) Phil Ball
Support output
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36. Work in groups on other energies
Energy Advantages Disadvantages A candidate for the
future
Hidro-electric No pollution, cheap,
abundant, …
Only in some
countries
yes
geothermical
Although hydroelectricity has some disadvantages
such as the problem of needing mountains and
rivers, it has many more advantages such as ...
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43. Speaking Frame (PE lesson on long jump)
Your
Run up
Take off
Position in the air
landing
is
Too slow
Unsteady
Too early
Too late
With the wrong foot
Too high
Not high enough
On one foot
Excellent
Good
Fine
perfect
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44. Visuals aids
Provide interest and
motivation for students.
Increase retention of
information and learning.
Aid communication
Clarify something difficult.
Help students to organise concepts and ideas.
Save instructional time and preparation
time because they can be reused.
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47. Some issues on
assessment
▪What do we assess: content or language or both?
▪In what language do we assess?
▪What tools can be used for assessment?
▪Provided we assess in English, how can we minimize the
effect of the language in the content assessment?
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48. TIPS
1. Clear learning objectives, content / skills first, then
language.
2. Not everything is assessed
3. A mixture of formal/informal assessment, which is
both task-based and assignment based, is used.
4. Learners should be aware of assessment instruments
and success criteria, expressed in a student-friendly
format.
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49. TIPS
4. Content knowledge should be assessed using the
simplest form of language
5. Language should be assessed for a real purpose in a
real context – accuracy and communicative
competence / fluency.
7. If assessment is orally-based, then WAIT time is
crucial.
8. Scaffolding is not cheating. We need to assess what
students can do with support, before we assess what
they can do without it.
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50. SALT your food appropriately.
Too much will affect your health,
too little makes it go bland.
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