clil content and language integrated learning
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Content and
Language Integrated
Learning (CLIL): A
response to
students' learning
needs.
Esp. Elizabeth Vides Orozco
Session outline:
1.Setting the scene
2.Literature review
3.Why content and language
integrated language learning?
4.Practical considerations in the
implementation of Content
Based Programs.
5.The process of designing a
theme-based models in EFL
context?
6.Suggestions for Content
Based materials
7. Issues in Content-Based
evaluation.
8.Conclusion
STORY
http://learnenglishkids.britishcouncil.org/en/mak
e-your-own/story-maker
Setting the scene
IED SOFIA
CAMARGO DE
LLERAS
• Public school
• Direct method
• General English
• Grammar oriented
• Failing.
• Not so fun of
learning English.
• National Bilingual
Program.
• Institutional
demands
• Learning needs
NEED ANALYSIS: NEEDS ASSESSMENT
ESP (English for Specific Purpose)
Needs assessment
- National bilingual
program
- Institution demands
- Students’learning
needs
• Communicative
skills
• Personal
development
topics
• Cognitive
strategies
• Socio affective
strategies
• No grammar
oriented classes
• Speaking skill/
strategies
• Different
assessment
CONTENT AND
LANGUAGEINTEGRATED
LEARNING INSTRUCTION
CLIL (CONTENT BASED)
LITERATURE REVIEW
LITERATURE REVIEW
Why content and language
integrated language learning?
It leads to high levels of language development and academic
achievement while providing students with worthwhile nd
interesting subject matters (brinton, Snow and Wesche: 2011)
GOOD CLIL PRACTICE IS DRIVEN BY COGNITION (Marsh, 2002)
Why content and language
integrated language learning?
It enhances both language and concept development
and promotes positive attitudes (Snow and Brinton,
1988ª).
Even though, learner language needs and interest may
not always concide, the use of informational content
which is percieved as relevant by the learner is
assumed by many to increase motivation in the
language course and thus to promote more effective
learning (Marsh, 2002)
Language should be taught through a focus on
contextualized use rather than on fragmented examples
of correct sentence level usage.
The learner will become aware of the larger discourse
level feature and the social interaction pattern which
are esential to effective laguage use, as well as of the
correct grammatical conventions.
Research: The input in the target language must be
understood by the learner (Krashen, 1985). Input will
serve for comprehension which is accomplised with the
help of cues from the situational and verbal context.
Input must contain new elements to be acquired
Practical considerations in the
implementation of Content Based
Programs.
Administrative issues
Program design
Student population
Content based teaching models
Staff development
Program evaluation
A basic premise of content based
teaching is that content should be
selected according to the needs and
interest of the learners.
In general, what criteria do you think should be
used in selecting content for language teaching
- List 2 general considerations for content
selection.
- Consider your own teaching situation or one
you expect to teach in, how these
considerations would interface with the
situation you have selected.
The process of designing a theme-
based models in EFL context?
THEME BASED (TOPIC BASED)
It refers to a language class in which the syllabus
is structured around themes or topics.
Topics are related to those students encounter in
their general educational curriculum.
Language teachers assume responsibility for
teaching the topic,they must be enthusiastic
enough to stimulate student interest
Skill course with the linguistic focus of the
instruction determined by the students’ needs,
their proficiency level and the degree to which
the content matter «maps» onto the course
objectives.
Suggestions for Content Based
materials
A very large range of text types.
Material chosen should be «exploitable (Shih,
1988):
Content authenticity.
Task authenticity
Interest level
Dififculty level
Availability
Accessibility
Textual aids
Supporting materials
Flexibility
Source
Issues in Content-Based evaluation
Language and content
Evaluating content langauge
Evaluating language knowledge and skills
FIVE BROAD CATEGORIES
Knowledge of elements of the liguistic codes
Knowledge of discourse
Interactive communication skills
Academic language use skills
Related study skills
Conclusion
CLIL is context specific.
It can be a very effective way of teach in school
contexts.
THANKS
COMMENTS
QUESTIONS
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