Universidad Del Valle de Puebla

Content and Language Integrated Learning

Teacher: Estela Ávila

Student: Vanessa Jiménez Flores

June 2015

INTRODUCTION

Hello everybody!

CLIL It’s now not for future, let me introduce this Electronic

Magazine in which you will find many interesting and relevant

aspects for CLIL, you are going to change your perspective about

the CLIL and all the advantages and benefits that your students can

improve by using CLIL classes.

Are you ready?

BILINGUAL EDUCATION

Bilingual education involves teaching academic content in two languages, in a native and secondary language with varying amounts of each languages used in accordance with the program model.

The other language is one which essential as a medium of schooling, or intercommunication, hence vital for national development, or for that reason, social and economic necessity.

The program is meant to help the students for three or four years until the student is ready for content English classes.

Reasons for bilingual education: Acquiring language of wider or official communication. Global interdependence.

Goals Teach English as soon as possible and integrate the children into the mainstream of

education. Maintain the native language and culture while children learn English.

Types of bilingual education programs

TRANSITIONAL BILINGUAL EDUCATION Students usually receive some amount of native language instruction so that they do not fall behind in their literacy or content learning as they are acquiring English. (Part of the day in English and the other part in Spanish).

INMMERSIONThe instruction is in English to help students understand the instruction; the teacher adapts her instruction by ESL technics.

LATE EXIT BILINGUAL EDUCATIONIn addition, called maintenance, or developmental bilingual education. Learners usually stay throughout elementary school. Learn content areas in their native language, the transition to English is gradual.Beginning in Fourth grade 40% native language and 60% in English.

DUAL/TEO WAY IMMERSIONTwo types of students are enrolled in same classroom or program: native English. Speaking students and English – language learners. 10 – 20% in the other language.

Benefits of bilingual education

Move freely in an English- language dominant society while retaining an important link to their cultural and linguistic heritage.

Economic advantages in bilingual fluency and literacy, many Jobs pay higher salaries. To effectively compete in job market

CONTENT LANGUAGE INTEGRATED LEARNING

Language is used to learn as well as to communicate Subject is simple, easily comprehensible ways for example illustrations, graphs. diagrams Language subject based vocabulary, texts and discussions The ability to use a language is more than grammar or speaking clearly Myths—they thinks students cannot learn English by this way. They do not know a lot of

grammar. Aim Acquire knowledge using target language Acquire Necessary skills in the target language

CLIL should combine with these elements:

Content---- progression in knowledge, skills and understanding related to specific of a defined curriculum

Communication--- using language to learn Cognition –developing thinking skills Culture--- exposure to alternative perspectives

Methods---kids learn mother tongue using the resources surrounding them.

Obstacles:

New concepts can be difficult Lack of qualified teachers Heavy load and shortage of materials Lack of support

CLIL Model Thinking

Belonging Subject Communication

Main aspects Multiple focus : integrations of subject and language teaching Learning environment – typical task, lots of aids authentic materials Authenticity—topics related to their needs, everyday life and interest. The use of Active learning- help to rephrase the outcomes, assess progress, teacher is a guide and

provider Support- learning is based on prior knowledge, skills attitudes, interests and experiences. Co-operation --- teachers-students- parents are involved.

All languages skills should be combined: Listening Reading Speaking Writing

CLIL lessons exhibit the following characteristics:

Integrate language skills and receptive and productive skills. Lessons are often based on reading or listening texts/passages The language focus in a lesson does not consider structural grading Language is functional and dictated by the context of the subject. Language is approached lexically rather than grammatically. Learner styles are taken into account in task types

WHAT CLIL IS AND WHY ONE SHOULD STUDY IT

The term Content and Language – Integrated- learning refers to educational settings where a language other than the student’s mother tongue is used as medium of instruction. A whole gamut of terms are in use internationally and nationally ( CBI,Bilingual Teaching, Dual language programs,etc).

The CLIL uses a language other than the L1 as a medium of instruction is certainly an innovation in the state financed formal education systems of European countries. Demographic developments, which have transformed European societies into communities that receive immigrants rather than dispatch emigrants, we are witnessing a trend towards internationalization and globalization, putting pressure on education systems to provide skills, which will allow students to stand their ground in international contexts.

The hub of the pro-CLIL argument is that the curricula of the so-called content subjects (geography, history, biology etc.) constitute a reservoir of concepts, topics and meanings which can become the object of real communication where natural use of the target language is possible.

The relationship of language and contentA major concern and one of the “main ongoing challenges” (Snow, 1998). CLIL is the relationship between language and content. Content teacher concerned about the consequently articulated voice is that of the content teacher concerned about the consequences of foreign language used on the student’s eventual knowledge of the subject.

The concern reflects two fears:

Foreign language may slow down proceedings so that less subject matter can be covered. Lower language profiency may result in reduced cognitive complexity of the subject matter

presented and or learned.

Some teachers in this study repeatedly felt guilty about having acted too much like a language teacher during a particular stage of a content lesson.

Constructivism and participatory understanding of learningConstructivism

Active process Learners construct new ideas Concepts base upon their current knowledge

Brow, Collins and wenger ( 1989)

Less focused on language Congnitve aprprecenticeship (learning by acquiring,developing and using cognitive

tolos in authentic domains)

Vigotsky (1978)

Use language or social reasons Used it for social interaction Use language for communication Develop knowledge or competence ZDP

I consider that the content and language integrated learning is so important in the process of learning a second language ,one benefit is that students spend more time in contact with the second language, English will be the medium of communication that will be involved in teaching the subject. The student learns to function in real contexts in the foreign language, which puts it in an advantageous situation for the future also the student processes the foreign language in a deeper and more intense and cognitive level. Moreover, the curricular content of the material worked in another language requires more effort of understanding, understanding and production and learn from a different and broader perspective.

CLIL CHART

classroom principles

Language is used to learn as well as to communicate.the subject matter determines the language needed to learn.Language - subject are based on vocabulary,texts and discussions.

Main aims

Acquire knowledge using target languageAcquire skills in the target languagesAcquire skills in the mother tongueunderstand and value both culturesDevelop cognitive - social skills.

Successful CLIL

ContentCommunicationcognitionculture

Some Obstacles

New conceptslack of qualified teachersHeavy load and shortage of materialLack of support

Model

Thinking(outcome,analysis,assessment)Belonging (interests, parteners,local-global)Subject (integration, implementation,skillsand culture)Communication (involment,support mat, discussions)

Main aspects

Multiple focusLearning environmentAuthenticityActive learningSupport StructureCo-operation

Planning CLIL

lessons

Basic language ability -academic language proficiencyare learning basic- language academic skills and new subjects concepts.Include language support

Difficulties for

learners

Listen to - understand teachers talking about subjects.Talk about subjects themselves.read subjects textbooks and write about them.

LESSON PLAN

Lesson plans success are due to: you need to know everything about the school and the district polices, also you have to create an organized group with rules in order to get a better environment. You need to be careful in choose the correct procedures, schedules and materials.

ELEMENTS OF A UNIT PLAN:

LESSON PLAN PHASES EXPLANATION1) Introduction Describe the reason of the lesson – create a

warm up and make a significant and relevant learning.

2) Foundation Stablish objectives and goals, explain the things that they will learn at the end of the lesson, check previous knowledge and give key vocabulary.

3) Brain activation Get the attention of the students; allow them to expand their thinking.

4) Body of new informationPresent the body of the lesson, providing original materials, promote collaborative learning but always the teacher has to be a guide or a supervision.

5) ClarificationTeacher has to verify if the students understand the lesson.

6) Practice and review Students put in practice the new information,teacher and student work together.

7) Independent practice The students work independently just in case that some students did not get it they have to work in a small group. As a result, they can prepare a successful homework or it can be useful for future learning.

8) Closure Is the unification of the lesson phases an information. In this phases teacher can evaluate the learning that students can achieve from this class. It can be by using questions or problems.

Overarching Questions for Unit Planning

As you plan each unit, ask these overarching questions: What is the big vision for the unit? How to get a better healthy. What is the primary educational intent for this unit? Prevent the obesity and know how to have a good and appropriate diet.

Purpose, main topics,skills academic goals, academic standarts...

cross- curricular conections, methods to make a relevant

learning...past learnig- new learning- future learning, vocabulary,

assessment, clear expectations.

What do students know right now? They have an idea of what is the obesity, and some causes of being fat. What should students know and be able to do by the end of each lesson? They will know the causes and consequences of have a bad diet; also they can identify the food that is healthy and unhealthy for our body.

What should students know and be able to do by the end of the unit? Be aware of the consequences of have a bad diet and to know the benefits of doing exercise.How can instruction be adjusted to meet the needs of all students? Depending on the results during the process or class.What will take place before and during the unit to make sure that all students are successful? You have to take into account their needs, their achievement during the lessons also the previous knowledge.What assessments will best ensure that all students have reached the desired outcomes? These should include the following: Pre-assessments Questioning, self-evaluation, KWL charts. Mini-assessments Categorize some food, turn and talk, yes/no cards. Post-assessments Questioner, provide examples, how they will put in practice the new knowledge. Monitoring and adjusting throughout the unit Rubrics, diaries, check list What happens when students do not know? Focus in that student, find the reason of why the student does not know, probably you have to change your methodology, materials or activities in order to improve the learning.What materials are available for enrichment activities? Videos, readings, real information, magazines, PPP.What are the cross-curricular connections? With sciences for 4° grade and a little of bit with 6° grade.Is the time for the unit well justified? Yes it is.

SOME ASPECTS OF AN OPERATIVE PROGRAM FOR DIDACTIC PLANNING :

Institution Information The name of the school and the key.

Course information The name of the subject, practice hours, classes per week, the type of the plan studies.

General purpose of the course Brief explanation about the foundations of physics, the reason for teaching it and the importance of the topics.

General planning Modules and hours organization, evaluation system, module planning

Evaluation system The factors to be evaluated, the evaluated periods and the units to be evaluated.

Module planning The objective of every unit, competences to develop, programmed days and the activities : teaching / learning

THE 4CS FRAMEWORK (COYLE)

Content Learners need to create their own learning and understanding and developing skills.

Cognition To enable learners to create their own interpretation of content.

Communication Language needs to be transparent and accessible; interaction in the learning context is fundamental to learning.

Culture Intercultural awareness is fundamental in this process.

Meyer’s CLIL-Pyramid suggests a systematic sequence for planningCLIL units and materials, starting with:

BRIEF EXPLANATION

1.- Content selection The starting point for material construction.

2.-Input Providing multimodal input produces highly differentiated materials which accommodate different learning styles and activate various language skills.

3.- The nature of the selected input Determines how much and what kind of input-scaffolding is needed.

4.-Task design It needs to trigger both higher order thinking skills and lead to authentic communication/interaction in different interactive formats.

5.-The nature of the desired output Determines how much and what kind of output scaffolding is necessary.

WHAT IS THE 3AS TOOL?

OLIVER MEYER (2010) CONSIDERS SIX QUALITY CRITERIA FOR SUCCESSFUL AND SUSTAINABLE CLIL TEACHING PROCESS:

Rich input • Appropriate classroom materials

Analyze

Identify key words phrases, grammatical functions. Formation- comprehension.

Add

Add languages experiences to the lesson plan for specific attention.

Apply

incorporate thinking skills in order to make progress in learning

• Content – real issues.

Scaffolding learning • The necessary tolos to complete the assignments.

Rich interaction and pushed output • Target language interaction

• Feedback

• Students’ interaction

Adding the inter – cultural dimensión • be aware of another cultures

• Appropriate linguistic – no linguistic

Make it H.O.T. (Higher Order Thinking skills) • Systematic instruction

Sustainable learning • Meaningful learning.

TO MAKE LEARNING MORE SUSTAINABLE IN THE CLIL CLASSROOM, TEACHERS SHOULD:

Create connections with students’ attitudes, experience and knowledge.

Make the learning process transparent and provide clear structuring.

Make sure that results of group work are shAared with all students of the class.

Use effective methodology balance between teacher-centered communication and cooperative student-centered activities.

Promote autonomous learning and introduce (digital) portfolio work.

Adopt a translanguaging approach by making strategic use of the mother tongue to support the learning process. (autonomous learning)

Use paraphrasing games such as Taboo and Transmediation activities (newspaper, videos)

Embrace a lexical approach to teaching and move away from isolated words and word lists and focus on collocations and chunks instead.

Promote spiral learning and put great emphasis on learning and study skills.

I hope you have enjoyed this magazine, and the most important factor is that you be in contact with the information that can be used for your classroom. Also to know how to take into account the way to create a successful planning, to get better results in your students by creating meaningful lessons.

In addition, you have to think in the necessities of your students, the academic policies, the materials and the methodology. However, you should combine these elements in order to get a Successful CLIL: content, communication, cognition, culture and methods.

CLIL lessons need to have some characteristics:

Integrate language skills and receptive productive skills. Lessons are often based on reading or listening texts/passages. Language is functional and dictated by the context of the subject. Learner styles are taken into account in task types.

In the CLIL, the topic has to be focused and the foreign vocabulary has to be learned through the content. The CLIL attitude is that students who learn sciences terms in Spanish as a secondary objective learn them better than they would if they were directly instructed in these terms without the science scaffolding. In addition, the same students learn Spanish Science more effectively at the same time because it is supplemented by immediately relevant vocabulary. Essentially, CLIL enables you to take advantage of the connections between language and specific subject-related content to improve the efficiency of the learning.