INTO CLILI.S. CARLO DELL’ACQUA – LEGNANO

Prof.ssa Gallo Adriana

What is CLIL?

It’s an evolving educational

approach to teaching and learning where subjects are taught through the medium of a non-native language

It’s a different learning experience where

CONTENT and LANGUAGE are

integrated

CLIL aims to

Introduce learners to new concepts, through studying the curriculum in a non-native language

Improve learners’ performance in both curricular subjects and the target language

Increase learners’ confidence and proficiency within a more cognitively active learning process

Encourage stronger links with values of community and citizenship

Language areas CLIL students find difficult:

• Content vocabulary• Word order• Grammar (tenses, modal verbs, passive forms,

prepositions)• Using formal English

Plan opportunities

• Use brainstorming approaches (to start or finish a topic of study), open questions, feedbacks, role plays, debates, task discussions

• Revisit content language• Share ideas• Give reflection time (How did we do? How can we

improve?)• Be aware of progression (from closed talk to exploratory

and extended talk)

CLIL teacher aims to:Integrate content and language

Specifies the planned content outcomes for each lesson

Uses authentic texts and materials to teach content and language

Focuses corrective responses on pre-determined content and language

Create a rich learning environment

Surrounds learners with rich subject content and extensive oral/written language input

Creates numerous opportunities for students to speak and write

Organizes classroom so it promotes learning

Make input comprehensible

Uses body language, visuals, realia and manipulatives to communicate meaning

Elicits and draws upon prior knowledge and experiences (scaffolding)

Uses a variety of pre-reading and pre-writing activities to make content and language more accessible

CLIL assessment can focus on

Areas of subject CONTENT (e.g. answers to Maths questions)

Areas of LANGUAGE (e.g. use of conditional sentences in hypotheses)

Areas of CONTENT AND LANGUAGE (e.g. description of a process: technical vocabulary, sequencing, present tense verbs)

COMMUNICATIVE SKILLS

PRACTICAL SKILLS (e.g. carrying out investigations, doing experiments, measuring, drawing)

COGNITIVE SKILLS

LEARNING TO LEARN

COMMUNICATION SKILLSCan…

NameDate Date Date

Ask/Respond to questions about subject content - open - closed

Introduce new ideas about the subject

Clarify own points

Express support for others’ ideas

Identify points of similarity and difference

Personalise subject content using relevant information

Give an oral presentation

COGNITIVE SKILLSCan…

NameDate Date Date

Match labels to pictures/objects

Compare two objects/people/places/ideas

Sequence actions chronologically

Make decisions and give reasons

Make deductions and predict conclusions

Think creatively in subject area

Evaluate peers and own work using given criteria

ATTITUDES TO LEARNINGCan…

NameDate Date Date

Concentrate

Work systematically

Ask for help when necessary

Cooperate with others

Work independently

resources• Do Coyle/Philip Hood/David Marsh, CLIL, C.U.P.

• Kay Bentley THE TKT (Teaching Knowledge Test) COURSE – CLIL MODULE, C.U.P. , in collaboration with University of Cambridge ESOL Examinations

• Peeter Mehisto/David Marsh/Maria Jesus Frigols, UNCOVERING CLIL, Macmillan