LICENCE TO ‘CLIL’CLIL-ing an EFL course book to exemplify the process of CLIL (Content Language Integrated Learning)

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aliciartusi@gmail.com

http://englishmixsite.blogspot.com

PART 1 ON CLIL

PARAMETERS AND FEATURES

COMPARISON AND CONTRAST BETWEEN EFL AND CLIL

THE IMPORTANCE OF THINKING SKILLS

It’s competence-led

Content is a slave to illustrate language structures

It’s for an elite

It suits the mixed-ability phylosophy

Teachers do not transmit the content

Students learn concepts and skillsrequires extra time in the curriculum

Subjects are taught thru foreign language

requires high level of L2Isolates language learning

It integrates content and language

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5 6

Which numbers hide the truth about CLIL?

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7 8

9Skill-based focus of learning10

It provides reasons for learning11

13Language mastery is assessed12

14Language is not assessed15

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Definitions from the experts: Mehisto and Lucietto, 2010

http://www.ccn-clil.eu/index.php?name=File&nodeIDX=5060

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https://sites.google.com/site/atriptoclil/what-is-clil

Definitions from the experts: Phil Ball

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EFL CLIL

Draw a line to the corresponding box. Then complete the chart on the following slide.

http://www.kubbu.com/teacher/

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EFL English as a foreign language CLIL Content language integrated learning language-driven language sequencing language oriented PPP Presentation Practice Production language Procedure Concept topics are vehicles content is accommodated to teach the structure of the foreign language accurate input accurate output  presents and transmits. 

content-driven conceptual sequencing task –oriented. PPP Production Practice Presentation CPL Concept Procedure Language language as a vehicle dual-focus content and language are accommodated rough input and rough output 

uses schemata. 

Guess and click to disclose the information

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drills and personalizes  works on study skills  uses visuals to illustrate vocabulary or make the page attractive.  uses explicit scaffolds Linguistic and communicative competences   may require social and learning strategies, and cooperative work.  may cater for the mixed-ability nature of the classroom

Evaluation as evidence of the mastery of the L2 (pass/fail criterion) Summative assessment prevails over formative assessment.

requires complex problem solving.  sharpens cognitive skills  uses visuals, models and diagrams in order to make content understandable  uses of embedded or explicit scaffolds. Competence-led   requires social skills and learning strategies. Encourages cooperative work.

tasks designed for the mixed-ability nature of the class

  evaluation as basis for improvement. Uses formative and summative ways of collecting evidence or progress.

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http://popplet.com/app/#/222029

Thinking Skills: cognitive strategies: mental manipulation of the material by

Kaufman and Crandall (2005) adapted concepts from Chamot &O’Malley (1987)

judging how well one has accomplished

and setting new goals.

planning the parts, sequence, ideas, language to be expressed.

Go through the material in order to preview ideas and concepts.

checking one’s own performance, accuracy and appropriateness of one’s own production.

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Thinking Skills Metagognitive strategies Planning and monitoring one’s production. Discover what it includes. Click on each strategy.

Advanced organizing

Organizational planning

attending to specific aspects of input by scanning key words, concepts and linguistic markers.

Self monitoring

Self evaluating

Selectively attending

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Social affective strategies: interacting with another person to assist a learning task.

Questioning for clarification

Cooperating

Self-affirming 

Thinking Skills. Social affective strategies: interacting with another person to assist a learning task.

Lower Order thinking (LO)

Remembering

Understanding

Appying

Higher order thinking (HO)

Analysing

Evaluating

Creating

=

Knowledge

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The Cognitive Process Anderson and Krathwohl (2000) revised version of Bloom’s Taxonomy

PART 2 CLIL MATERIAL

THE 4CSINTO THE 4CSEXPLORING A CLIL PROJECTCLIL-ING A COURSEBOOK UNITASSESSING THE OBJECTIVES

The 4 Cs framework

by Coyle, Hood and Marsh

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New content Assessable objectivesA conceptual sequenceTasks before texts

Content and language scaffoldsVisual scaffolds

Interwoven Language work Different activity types

Retrieval tasksResources

Assessment checklists

How do the 4Cs translate into what a CLIL unit should include?

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EXPLORE The World of Inventions Eleanitz English Teacher’s notes + part of the class material and see:

Teacher’s notesDidactic objectivesSequenceActivity types – scaffoldsAssessment

Class materialHow content is sequencedHow language structures are worked

EXPLORING A CLIL PROJECT: The World of Inventions

http://www.eleanitz.org/web/default.php

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PART 3 CLIL-ing MATERIALCLIL-ING A COURSEBOOK UNITASSESSING THE OBJECTIVES

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CLIL-ing a course book unit

Engage Level 3 Unit 4, Oxford University Press, 2008, See Appendix 5

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BEFORE CLIL-ing Check on: •Scope and sequence + objectives•Extra material/ backmatter of the coursebook

CLIL-ing•Reorganize objectives•Write conceptual sequence•Write activity list. Change, skip and add

•Embed language structures and vocabulary

•Add a retrieval task after each stage of the lesson

•Assess

AFTER CLIL-ling•Assess and evaluate

•CLIL again

CLIL-ing a course book unit

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Assessing students’ progress

Formative assessment

Project work

Portfolios /e-portfolios

Interviews

Writing tasks

Oral reports

Self-evaluations

Summative assessment

tests

Assessing content + language

Possible criteria:

Content (factual, cultural, etc)

Language

Communication

Team work

General presentation and delivery

Possible Measuring standards:

Advanced Proficient Basic Minimal

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Recommended websites

22http://www.factworld.info/

http://www.eleanitz.org/web/default.php

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http://www.ccn-clil.eu/index.php?name=Content&nodeIDX=5485

http://www.onestopenglish.com/