getting going with clil / aicle€¦ · nina: it really depends on the goal of each programme.is...

GETTINGGOINGWITHCLIL/AICLE

RobinWalker

[email protected]

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Coursecontents

1.  CLIL&bilingüeinSpain. LessonplanningfortheCLILclassroom–Coyle’s4Csasaplanningtool.

2.  ScaffoldingcontentlearningandsupporEnglanguageacquisiEonintheCLILclassroom.

3.  PronunciaEonforCLIL.TheimportanceofpronunciaEon.Tellingthingswell.

4.  Secondlanguagelearning:truthsandmyths.DealingwithmistakesinCLILclassrooms.SLA,TBLandCLIL.

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Session1

CLILandbilingüeinSpain

1.What’swhatinCLIL

2.CLILgoals

3.LessonplanningforCLIL

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Nameofapproach

DescripDon Similarity PotenDal CLIL

1)Camps2)Double3)Family4)Projects5)Showers6)Total7)Ourown

schoolg)? N/A Excellent

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•  matchthedescripDontothenameinthetable

•  whichdescripEonismostsimilartowhatyoudo/arehopingtodoinyourschool?

•  whatpotenDaldoyouseeineachdescripEonforfutureapplicaEoninyourownschool?

•  WhichdescripEonsrepresentfullyauthenEcexamplesoftrueCLIL?

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Nameofapproach


1)Camps d)Groupsof15to602)Double b)Theseprogrammes3)Family f)Withthisapproach4)Projects c)Thisapproachaims5)Showers a)Thisapproachis…6)Total e)UnlikeatradiEonal7)Ourown

schoolg)? N/A Excellent

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Nameofapproach


1)Camps d)Groupsof15to60 Yes2)Double b)Theseprogrammes Yes3)Family f)Withthisapproach Yes4)Projects c)Thisapproachaims Yes5)Showers a)Thisapproachis… Yes6)Total e)UnlikeatradiEonal Yes7)Ourown

schoolg)? N/A Excellent Yes

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UncoveringCLIL,MacMillan,2008

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•  Teaching what students already know but in a different language (i.e. English)

•  The ‘dumbing down’ of subject content

•  Favouring languages at the expense of the non-language subject

CLIL is NOT about:

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Do Coyle, Nottingham University (in Uncovering CLIL)


•  Trendy or new - it’s been around a long time

•  Elitist and therefore only for more able students

•  Buying in foreign native-speaker teachers

•  Aiming at making students bilingual

CLIL is NOT about:

Do Coyle, Nottingham University (in Uncovering CLIL)

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1. Appropriate levels of academic achievement

= CONTENT 2.  Appropriate levels of

proficiency in four skills = LANGUAGE

3.  Appreciation of cultures

associated with TL & L1 = not on diagram

4.  Cognitive & social skills for

success in a changing world = LEARNING SKILLS

2.CLILgoals

UncoveringCLIL,MacMillan,2008

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Nina: It really depends on the goal of each programme. Is the goal bilingualism? Is the goal increased confidence/knowledge in L2?

Angela: In the case of Spain, I firmly believe that the government’s intention is to improve our students competence in the foreign language. However, each school should define these goals.

Robin Improve communicative competence in English. Avoid a grammar-driven approach to learning English. Respond to the reality of mixed-ability groups. Improve learner autonomy.

What are the main goals of CLIL?

2.CLILgoals

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RaiseawarenessofEngishasalanguageforcommunicaEon ImprovemoEvaEon

forlearningEnglish

Helpstudentstorealizehowmuchtheyalreadyknow

Understandtechnicalvocabularyabout

computerhardware

Understandandbeabletoreplytoshortemailsaboutbookings

2.CLILgoals(CEUTA)

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1. Areas to be covered in non-CLIL subject lesson plans

1. Group / Level 2. Topic 3. … etc


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1. Aims & objectives 2. Assessment 3. Contents (knowledge, concepts, skills) 4. Cross-curricular possibilities 5. Group / Level 6. Materials & resources 7. Previous knowledge & skills 8. Teaching plan (type & timing of activities) 9. Topic


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1. Level / Group 2. Topic 3. Aims & objectives 4. Previous knowledge & skills 5. Contents (knowledge, concepts, skills) 6. Teaching plan (type, timing & sequence

of activities) 7. Materials & resources 8. Assessment 9. Cross-curricular possibilities


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1. Areas to be covered in CLIL subject lesson plans 1. Level 2. Topic 3. Aims & objectives 4. …etc PLUS 5.  language of the topic (especially vocab) 6.  language for learning (planning, discussions, etc) 7.  language skills needed for dealing with input

(skimming, listening for gist, note-taking, etc.) 8.  language skills needed for dealing with output

LessonplanningforCLIL

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LessonplanningforCLIL–Doyle,the4Csandplanning

Content:whatweteach/theylearn

hgp://www.unifg.it/sites/default/files/allegaEparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf

CogniDon:howwegetthemthinking

Culture:other(andself)awareness

CommunicaDon:thelanguageusedwhilelearning

2. Coyle, the 4Cs, a lesson planning protocol

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1. Topic 2. Aims & objectives 3. …etc


TeachingobjecDves(whatIplantodo)

Learningoutcomes=whatlearnerswillknow(facts)understand(concepts)beabletodo(skills)feel/beawareof(aktudes)

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TeachingobjecDves:whatteacherintendstodo–theknowledge,concepts&skillsthataregoingtobetaught

Learneroutcomes:whatwewantlearnerstoknow,tounderstandortobeabletodoortofeelalerthelesson



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1. Topic 2. Aims (overall / T objectives / learner outcomes) 3. Contents (knowledge, concepts, skills)


Subject(topic)

Language


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LessonplanningforCLIL–the4Csandunitplanning


…itisthe[subject]contentwhichdeterminesthelearningroute.Ifitwerethelanguage,imaginehowlimiEngthiswouldbe...…[t]rytohaveaconversaEon

withsomeoneusingonlythepresenttense…

Ifthecontentrequirestheuseofthepasttense,andlearnershavenotstudiedthis,thenCLILlessonswill

[haveto]enablelearnerstoaccessthelanguageneededinadefinedcontextindifferentways.

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Content•  whatis/aretheaim(s)ofthisunit/lesson?•  whataremyteachingobjecEves?•  whatarethelearneroutcomes?

CogniDon(thinkingskills/thewayswegetthemtothink)


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CogniDon: (thinkingskills/thewayswegetthemtothink)=acEviEesthatavoidexcessiverelianceonLOTSandacEvateandchallengeHOTS

Bloom’staxonomy


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LessonplanningforCLIL–Bloom’staxonomy

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Content•  whatis/aretheaim(s)ofthisunit/lesson?•  whataremyteachingobjecEves?•  whatarethelearneroutcomes?

CogniDon(thinkingskills)•  whatkindofQsmustIasktoavoid‘display’Qs?•  whichtasksandclassroomacEviEeswilltakelearners

intoHOTS?•  whichthinkingskillswillbeappropriatetothesubject

content


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Content:thesubjectknowledge,concepts&skills


CogniDon:acEviEesthatacEvateandchallengeHOTSandavoidexcessiverelianceonLOTS

CommunicaDon:languagetobeusedwhilelearning


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CommunicaDon•  whatspecialisedvocabulary(terms/phrases)isthere?•  whatkeystructuresarethere(e.g.comparaEves)?

=languageoflearning

•  whatlanguage/languageskillswilltheyneedtooperateinEnglishinclass(e.g.staEnginformaEon,askingQs,givingopinions,makingsuggesEons,listeningforgist,skimming,scanning,etc.)?

=languageforlearning


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Culture•  doesthecontentcarryany(subject-specific)cultural

implicaEons?•  doesthelessonallowlearnerstothinkaboutthemselves

(andtheirrelaEontoothers)?

CommunicaDon•  whatspecialisedvocabulary(terms/phrases)isthere?•  whatkeystructuresarethere(e.g.comparaEves)?•  whatlanguage(skills)willtheyneedtooperateintheCLIL

classroom(e.g.makingsuggesEons,readingforgist,etc.)?


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Areas to be covered in CLIL subject lesson plans 1.  Level2.  Topic–aims,teachingobjecEves,learningoutcomes3.  CogniEon(LOTS&HOTS)

4.  CommunicaEon:•  languageoflearning(especiallytopicvocab)•  languageforlearning(discussions)•  skillsneededfordealingwithinput(e.glisteningforgist,reading&note-taking,etc.)

•  researchskills(usingtheinternet,etc)•  presentaEonskills(usingWord,speakinginpublic,etc)


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¿Cómoseaprendeunalengua?

LessonplanningforCLIL–samplelessonplans

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hgp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2

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hgp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2Ateneu-Materialsirecursosperalaformació

Step1mayseemobvious,butpracEceshowsthatamajorityofnoviceCLILteachersspendatremendousamountofEmesearchingforgoodmaterialsfromdifferentsourceswithouthavingaclearideaofwhattoteach.Writeyourideasonascrappaperbeforebeginningtosearch.BesureofwhatyouwanttoincludeandwhattorejectfromthetopicyouhaveselectedforyourCLILclasses.

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hgp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2Ateneu-Materialsirecursosperalaformació-Departamentd'Ensen…dària

Thefocusofstep2isthatitiseasiertotransformready-to-usematerialsthantostartthemfromzero.Bearinmindthatbooksusuallycontainbegermaterialsthanwebsites.TheselecEonofacEviEesproposedinstep3impliesthatyoualreadyhavearangeoftasksatdifferentlevelsofBloom'sTaxonomy.Proposingdifferentkindsoftasksisusuallyasourceofengagementforlearnersandpromotesastudentcenteredapproachtoyourteaching.

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hgp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2Ateneu-Materialsirecursosperalaformació-Departamentd'Ensen…dària

Oncethecontentisclearandthetaskshavebeenchosen,youmustadaptallthematerialstothelanguagelevelofyourstudents.ProvidinglanguagescaffoldinginallyouracEviEesisthemainpointofstep4.

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GETTINGGOINGWITHCLIL/AICLE

RobinWalker

[email protected]

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getting going with clil / aicle€¦ · nina: it really depends on the goal of each programme.is...

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