Content and Content and Language Integrated Language Integrated

LearningLearning(CLIL)(CLIL)

Kay Bentley

NILE MPC July, 2010

What are the issues and What are the issues and challenges?challenges?

Issues and challenges

1. How can we know if it’s really CLIL?

4. How can we support our learners?

7. How can we be supported?

5. How can we assess learners?

6. How can we reassure parents?

3. How can we plan for CLIL?

2. How can we be sure our language level is ok?

1. How can we know if it’s really CLIL?

Knowledge of what CLIL is Knowledge of what CLIL is

and what CLIL isn’tand what CLIL isn’t

Knowledge and understanding of subject Knowledge and understanding of subject contentcontent

Science:

to develop an understanding of processes and probability

to be able to organise information according to scientific criteria

to understand cause and effect

to understand systems of matter

to know how to use models and scale

to understand variation and diversity

CCommunicationommunication

(de Graff, 2007)

New communicative competence = integration of linguistic skills and subject knowledge.

Features of teacher talk:

Lower order thinking skills (LOTS) Higher order thinking skills (HOTS)

to recall information (what/ when/ where?) to develop thinking skills (how?)to check understanding (who/ which?) to express opinions (why/ why not?)to review learning to stimulate discussion ( what do you think?)

First two years of CLIL??

Third and fourth year of CLIL??CLIL across Educational Levels,

2009

• Information processing: identifying, sequencing, sorting and classifying, matching, locating, comparing, measuring

•Reasoning: explaining, forming opinions, making decisions, interpreting, giving reasons

•Enquiry: asking questions, defining a problem, planning research, anticipating consequences, testing conclusions, improving ideas

•Creative thinking: creating ideas, imaginative thinking, finding alternative innovative outcomes (lateral thinking) hypothesizing

•Evaluation: evaluating information, suggesting improvements, developing criteria for judging

English National Curriculum

CCognitionognition

Higher order processing makes the language used more memorable.

Wildehage, 2003

CCulture / Community / Citizenshipulture / Community / Citizenship

We need a classroom atmosphere where multicultural contexts and activities… value individuals and groups.

Bradley 1996

• What is a responsible local and global citizen? e.g. knowledge and understanding of self, others and the needs of the planet

• Partnership Schools (on-line learning exchange) e.g. what’s the same and what’s different?

• wider range of content vocabulary

• language is used to learn about subject content

• communication is encouraged

• thinking skills are often stated e.g. compare, classify

• tasks are related to curriculum subject

• grammar is not usually taught

• cross-curricular links made

• consideration of L1 curriculum

CLILCLIL

Some metals are attracted to magnets.They are iron (fe) and nickel (ni) Mixes of these metals are also attracted e.g. steel = ( iron + steel)

pencil magnetic ↔pen non-magneticstrawpaper clip stick todrink canjarcoinfork madespoon predictedbook testedkey recordedstone

It’s magnetic. ↔ It isn’t magnetic.

It stick to the magnet. will

won’t

How can we support How can we support learners? learners?

first then next after that finally

It sticks to the magnet.

It doesn’t stick

From Bentley, K. (2009) Primary Curriculum Box)

How can we assess learners?How can we assess learners?

The most frequently asked assessment question is:

Teacher Kay

Do we assess language and content or just

content?

Much, much, more!

Talk: Can the they suggest ideas?

Cognition: Can they hypothesise?Learning skills: Can they take accurate notes?Learning skills: Can they cooperate together?