CLIL and Cultural Diversity: a winning combination

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CLIL and Cultural Diversity: a winning combination

  1. 1. CLIL and cultural diversity: a winning combinationVicky Saumell, 09.01.2012
  2. 2. Contents 1. What`s culture? 2. What`s CLIL? – Definition – Benefits 3. CLIL types – Models – 4Cs curriculum 4. Transforming course book topic into CLIL opportunities – Procedure – Examples3 CLIL and cultural diversity l 09/01/2012
  3. 3. What`s culture? “The set of shared attitudes, values, goals, and practices that characterizes an institution, organization, or group” Retrieved from Wikipedia The twelve aspects of culture for grouping information when studying countries are: 1. Food 7. Religion 2. Clothing 8. Transportation 3. Recreation 9. Economy 4. Government 10.Environment 5. Education 11.Culture 6. Language 12. ArtsRead more: http://wiki.answers.com/Q/What_are_the_12_aspects_of_culture#ixzz1gMtBkM364 CLIL and cultural diversity l 09/01/2012
  4. 4. What`s CLIL?5 CLIL and cultural diversity l 09/01/2012
  5. 5. Benefits of CLIL CLIL:• builds intercultural knowledge and understanding• develops intercultural communication skills• improves language competence and oral communication skills• develops multilingual interests and attitudes• provides opportunities to study content through different perspectives• diversifies methods and forms of classroom practice• increases learners motivation and confidence in both the language andthe subject being taughtAdapted from: http://ec.europa.eu/languages/language-teaching/content-and-language-integrated-learning_en.htm6 CLIL and cultural diversity l 09/01/2012
  6. 6. 4Cs curriculum From: Coyle, Do/Hood, Philip/Marsh, David 2010 CLIL: Content and Language Integrated Learning7 CLIL and cultural diversity l 09/01/2012
  7. 7. CLIL types “Curriculum models for CLIL can vary in length from a single unit comprising a sequence of 2-3 lessons to a more sustained experience through modules lasting half a term or more. Some schools are developing bilingual sections where subjects are taught through the medium of another language for extensive periods.”a) Integrated or embedded learning: primary children practising/using elements of the TL in a number of different contexts during the school weekb) Meanings that matter: choosing engaging, age-appropriate topics as vehicles for language learning, drawing on content and/or activities used in other subjects, in some cases linking with work pupils are doing elsewherec) Bilingual or immersion learning: teaching a subject in a way that involves learning another language, in addition to pupils having normal language lessons8 CLIL and cultural diversity l 09/01/2012
  8. 8. Giving topics from course books a CLIL focus Step 1 Select a topic from the course book you are 1. Food using. You can use the aspects of culture as a guide 2. Clothing 3. Recreation Step 2 Find a natural link between the material in the 4. Government course book and real life 5. Education 6. Language Step 3 Find authentic material that supports your 7. Religion choice and ideas 8. Transportation 9. Economy Step 4 Design a meaningful task to be done with the 10.Environment authentic material found. 11.Culture 12. Arts Step 5 Provide necessary scaffolding during task9 CLIL and cultural diversity l 09/01/2012
  9. 9. Food around the world Elementary level example Step 2 • What people eat around the world • Healthy and unhealthy food and habits10 CLIL and cultural diversity l 09/01/2012
  10. 10. Food around the worldStep 3What the world eats, photo essayLink 1Link 2Link 3 Around the world in 80 dishes Link11 CLIL and cultural diversity l 09/01/2012
  11. 11. Educational systems Elementary level example Step 2 • Educational systems around the world12 CLIL and cultural diversity l 09/01/2012
  12. 12. Educational systems Step 3 Google search for “Educational system”13 CLIL and cultural diversity l 09/01/2012
  13. 13. Business Travel Pre-intermediate level example Step 1 Step 2 • Social customs around the world14 CLIL and cultural diversity l 09/01/2012
  14. 14. Business Travel Step 3 Business etiquette Link 1 Link 2 Link 315 CLIL and cultural diversity l 09/01/2012
  15. 15. Travel Guides Intermediate level example Step 1 Step 2 • Travel guides or brochures16 CLIL and cultural diversity l 09/01/2012
  16. 16. Travel Guides Step 317 CLIL and cultural diversity l 09/01/2012
  17. 17. Step 4 Design a meaningful task to be done with the authentic material found. Suggestions • Food around the world: Ask students to choose one of the pictures in the photo essay and do oral presentations where they can name the food they see, analyse healthy and unhealthy choices, compare with own typical diet. • Educational Systems: Ask students to choose a country and make posters comparing that educational system with their own, regarding the levels, subjects, general organisation, etc. • Business Travel: Ask students to choose a country and role play situations in which they would have to act differently than in their own culture. • Travel Guides: Ask students to choose a country or their own country (in multicultural settings) and design a travel brochure with the main sights and landmarks18 CLIL and cultural diversity l 09/01/2012
  18. 18. Step 5 Provide necessary scaffolding during task Suggestions • Pre-teach necessary vocabulary through pictures, mindmaps, etc. • Monitor students` work and provide language/grammar support as needed, either individually or for the whole class. • Organise rehearsals for oral presentations and role plays. • Suggest ways/strategies to optimise learning and organisation.19 CLIL and cultural diversity l 09/01/2012
  19. 19. Suggested reading20 CLIL and cultural diversity l 09/01/2012
  20. 20. Thank you My contact details E-mail: saumell.vicky@gmail.com Website: http://vickysaumell.blogspot.com/ Twitter: vickysaumellReferences:• Coyle, D., Holmes, B., King, L. (2009) Towards an integrated curriculum – CLIL National Statement andGuidelines, The Languages Company• Coyle, D., Hood, P., Marsh, D. (2010) CLIL: Content and Language Integrated Learning• Hawkes, R. (2010) CLIL Presentation retrieved fromhttp://www.rachelhawkes.com/PandT/CLIL/CLIL.php

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