clil best one

8/13/2019 Clil Best One

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CLILContent and Language

Integrated Learning


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CLIL - Classroom principles

Language is used to learn as

well as to communicate

It is the subject matter which

determines the languageneeded to learn


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CLIL

Subjectin simple, easily

comprehensible ways, using

diagrams, illustrations, graphs,

practice and highlighting terms.

Languagesubject based

vocabulary, texts and

discussions.


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WHY?

The ability to use a language ismuch more than knowing itswords and grammar, and

speaking inperfectly formedsentences.

Language learning issurrounded by myths.

We could usefully re-considersome of these beliefs and views.


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A successful CLIL lesson should

combine elements of the following:

Content - Progression in knowledge, skills

and understanding related to specific

elements of a defined curriculum

Communication- Using language to learn

whilst learning to use language


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A successful CLIL lesson should

combine elements of the following:

Cognition- Developing thinking skills whichlink concept formation (abstract andconcrete), understanding and language

Culture- Exposure to alternativeperspectives and shared understandings,which deepen awareness of otherness and

self.


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Can do

In CLIL, we provide a situation in which the

attention of the child is on a form of learning

activity which is not the language itself.

It can be very successful in enhancing thelearning of languages and subjects, and

developing in the youngsters a positive can

do attitude towards themselves as language

learners.


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Outcome

The language classroom is essential for the

learner to understand the nuts and bolts of

languagethe architectural plans.

Learners need time to build things with the

nuts and bolts to build the house which

they see in theory on paper.


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CLIL - methods

Can learn to play football or the piano without

kicking a ball or touching the keys?

Kids learn mother tongue using the resourcessurrounding them (deaf children in Nicaragua,

reading the lips, sign language)


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CLIL - methods

Changing the perspective (Robin William,

Dead Poets Society)

Talk and discuss, write and express, exploreand share

Supportmind maps, word clouds, graphs


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CLIL - obstacles

New concepts always difficult to accept

Lack of qualified teachers

Heavy load and shortage of materials

Lack of support


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CLIL - best practices

Subject or language teacher?

Groups or whole class?

Materials?

Benefits and prospects for the future

NB! the learning of language and subjects is

mixed: there are two main aims, one related

to the subject, topic, or theme, and one linkedto the language


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CLIL model

Thinking(outcomes,

analysis,

assessment)

Belonging

(interests,partners,

local/global)

Subject(integration,

implementation,

skills and culture)

Communication

(involvement,support mat,

discussions)


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CLILmain aspects

Multiple focusintegration of subject and

language teching, blending subjects and

topics, out-of-class projects, analysis

Learning environmenttypical tasks, lots of

aids, overcoming fear, authentic materials


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CLILmain aspects

Authenticitystudent is the speaker, topics

related to their needs, everyday life and

interest; contacts with target language users;

use of authentic materials Active learningstudents talk more, help to

rephrase the outcomes, assess progress, co-

operate, discuss. Teacher is a guide and

provider.


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CLILmain aspects

Support structurelearning is based on

prior knowledge, skills, attitudes, interests

and experience; information is provided in

student-friendly forms paying attention todifferent learning styles; critical and creative

thinking is supported; new challenging tasks


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CLILmain aspects

Co-operationcourses / classes / topics are

planned in co-operation with subject and

language teachers; parents are informed and

invited to support students; learning reachesoutside the common classroom


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Howa dozen ways

Language camps

Student exchange

Project work

Language practice abroad Immersion (keelekmblus)

Language showers

One or several subjects

CLIL modules


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CLIL lessons exhibit the following

characteristics:

Integrate language and skills, and receptive

and productive skills

Lessons are often based on reading orlistening texts / passages

The language focus in a lesson does notconsider structural grading


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CLIL lessons exhibit the following

characteristics:

Language is functional and dictated by the

context of the subject

Language is approached lexically rather thangrammatically

Learner styles are taken into account in tasktypes.


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How to begin

Lesson framework

A CLIL lesson looks at content and language

in equal measure, and often follows a four-stage framework.


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Processing the text

The best texts are those accompanied byillustrations.

When working in a foreign language, learners

need structural markers in texts to help themfind their way through the content.

Once a 'core knowledge' has been identified,the organisation of the text can be analysed.


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Identification and organisation of

knowledge

Texts are often represented

diagrammatically.

Diagram types include tree diagrams for

classification, groups, hierarchies, flowdiagrams and timelines for sequenced

thinking such as instructions and historical

information, tabular diagrams describing

people and places, and combinations ofthese.


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Language identification

Learners are expected to be able to

reproduce the core of the text in their own

words.

There is no grading of language Highlight useful language in the text and

categorise it according to function.

Pay attention to collocations, semi-fixedexpressions, set phrases and subject-specific

and academic vocabulary.


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Tasks for students

There is little difference in task-type between

a CLIL lesson and a skills-based ELT lesson.

A variety of tasks should be provided, taking

into account the learning purpose and learnerstyles and preferences

Tasks designed for production need to be

subject-orientated, so that both content and

language are recycled.


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Typical listening activities include:

Listen and label a diagram / picture / map /graph / chart

Listen and fill in a table

Listen and make notes on specific information(dates, figures, times)

Listen and reorder information

Listen and identify location / speakers

Listen and label the stages of a process /instructions / sequences Listen and fill in thegaps in a text


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Typical speaking activities include:

Question loops - questions and answers,

terms and definitions, halves of sentences

Information gap activities with a question

sheet to support Trivia search - 'things you know' and 'things

you want to know'


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Typical speaking activities include:

Word guessing games

Class surveys using questionnaires

20 Questions - provide language support

frame for questions

Students present information from a visual

using a language support handout.


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Planning CLIL lessons

Teaching a subject in the first language of

your learners there are at least two things

which you can count on: basic language

ability and academic language proficiency. Learners in CLIL programmes are learning

basic language skills, academic language

skills and new subject concepts all at the

same time.


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Planning CLIL lessons

To overcome the language barrier, CLIL

teachers need to plan their lessons to includelanguage support as well as content teaching.


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Difficulties

Learners have to be able to:

listen to and understand teachers talking

about subjectscan they do that?

talk about subjects themselvestoeach other in groups and to the teacher

in the plenary classroomcan they do

that? read subject textbooks, and write about

subjectscan they do that?


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Language problems

The language is likely to be an issue at either

the word or text level (grammar is less of anobstacle to listening or reading).


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Support strategies for listening

To help learners listen, subject teachers

highlight or explicitly teach vocabulary. At the

text level they help learners to follow them by

using visuals and by adjusting their talkingstyle: they enumerate points, give examples,

explain, summarise, more then they would in

L1.


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Support strategies for speaking

To help students talk in the plenary

classroom, teachers adjust their questions

(asking, perhaps, some cognitively

demanding but short answer questions); theyprompt (for example they start learners

responses for them); they provide vocabulary,

they may allow some L1 responses.


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Support strategies for speaking

To help them talk in groups, they provide

support at the word level by listing key words

to use; to help with making sentences they

can offer supportive task types such astalking frames, sentence starters or

substitution tables; or they ask students to

use their L1 when discussing but their L2

when reporting.


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Support strategies for reading

To help students with reading teachers may

check that students understand key

vocabulary before they read; they may

provide them with pre-reading questions toreduce the reading demands of the text; or

they may offer help at the text level by giving

reading support tasks, such as a chart to fill

in, a diagram to label, etc.


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Support strategies for writing

To students with writing, teachers can offer

support at all three levels by providing a

vocabulary list, sentence starters, or a writing

frame. They can also ensure that the learnerstalk through their writing at the word,

sentence and text level, with each other,

probably in L1, before they write.


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Conclusion

From a language point of view the CLIL

'approach' contains nothing new to the EL

teacher.

CLIL aims to guide language processing and'support language production in the same

way as ELT by teaching strategies for reading

and listening and structures and lexis for

spoken or written language.


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Conclusion

What is different is that the language teacher is

also the subject teacher, or that the subject

teacher is also able to exploit opportunities

for developing language skills.

This is the essence of the CLIL teacher training

issue.


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Sources:

Uncovering CLIL: Content and Language

Integrated Learning in Bilingual and

Multilingual Education by Peeter Mehisto,Maria J. F. Martin, David Marsh

CLIL: A lesson framework by Steve Darn,

Izmir University of Economics, Turkey

Further reading: CLIL by D. Coyle, P. Hood,

D. Marsh (Cambridge)

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