session 6
TRANSCRIPT
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CLIL Essentials (Content and
Language Integrated Learning)
Empowerment program
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What is CLIL?• An umbrella term covering a dozen of
educational approaches (immersion, bilingual education, multilingual education, language showers, bains linguistiques...)
• A continuum of educational approaches devoted to two main components – language and content
• CLIL is referred to as dual-focused education as lessons have two main aims, one related to particular subject or topic and one linked to language. (The British Council page)
• Neither ‘translation’ of first language teaching into another language, nor ‘disguised’ systematic grammar.
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Is it CLIL or not CLIL?
• Bilingual teaching
• Immersion
• LSP/ESP (Language/English for Specific Purposes)
• Academic language teaching
• International Baccalaureate
• …
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CLIL-Classroom principles
• Language is used to learn as well as to communicate
• It is the subject matter which determines the language needed to learn
• Subject is taught in simple easily comprehensible ways, using diagrams, illustrations, graphs, highlighted terms
• Language – subject based vocabulary, texts and discussions. If needed, L1 can be used
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A successful CLIL lesson should combine elements of the following
(the 4Cs):
• Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. (It should not repeat the content learnt in other lessons!)
• Communication – Using language to learn and learning to use language. Language does not follow the grammatical progression found in language-learning settings
• Cognition-Developing thinking skills which link concept formation (abstract and concrete), understanding and language
• Culture- understanding of otherness and self, deepened feelings of community and global citizenship
(David Marsh)
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Conceptual map for understanding CLIL: holistic, symbiotic view
(developed by Do Coyle)context
context
cont
ext
context
cultu
re
culture
culture
cont
ent
comm
unication
cognition
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Language Triptych
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Three interrelated types of language
• L of learning – content obligatory language related to the subject theme or topic
• L for learning – language needed to operate in foreign language environment (for pair/ group work, asking questions, debating, etc.)
• L through learning- new language that cannot be planned. This emerging language needs to be captured, recycled and developed so that it becomes a part of a learner’s repertoire
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Lexical rather than grammatical approach
• Language that has real purpose and is dictated by the context of the subject
• Attention to collocations, semi-fixed expressions, set phrases and subject specific and academic vocabulary
• Chunks of language that can be picked up and used immediately
• There is no grading for language!• Learners are not afraid to make
mistakes• Learner styles are taken into
account
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Benefits of CLIL• The whole that is greater than the sum of the
parts (synergy effect)• Accelerates learning• Is authentic• Nurtures a feel good (fun!) and can do attitude • Fires the brain up, fires the neurons,
rejuvenates teaching • Serves as a platform for ultimate students’
interest in other languages and cultures• Gives feelings of professional satisfaction and
cooperation to teachers• Parents are for it• Beneficial for the school
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Discouraging factors/ limitations
• CLIL is complex• There is no single model for CLIL – the
context is to be taken into account• Who is to teach CLIL (language or
subject teachers), and how to combine both?
• New concepts are always difficult to accept• Threat to the native language, if any?
Do academic language and terminology develop?
• Insufficient understanding of content through the medium of foreign language
• CLIL methodology and assessment are not clear – teachers have to be supported
• Teacher overload, shortage of materials
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Current ELT interest in CLIL
• CLIL programs are becoming common place in numerous countries in Europe (Austria, Finland, Spain (all subjects in Basque country), the Netherlands)
• Language teachers help subject teachers. The aim is to have subject teachers teaching CLIL by themselves.
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Topics to be Covered
• Pollution of the Baltic Sea• Stabilization of sand dunes• Rising sea levels• Seaside littering• Recession of beaches• Oil platforms in the Baltic Sea• Coastal erosion & coastal defenses• Saving flora & fauna of the Baltic Sea• Pollution of rivers• Surface water quality• Sunken ships at the coast of Denmark
Water:
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What is Ecology to do with CLIL?
In CLIL, language learning is based on characteristics of ecology, i.e. it is holistic, interactive, dynamic, non-linear, complex, unpredictable, and situated in a certain context.
For this, the teacher needscreativity, initiative , and effort.
SO LET’S GO GREEN IN TEACHING!
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List of References
• Coyle, D., Hood, P. and D. Marsh 2010. CLIL Content and Language integrated Learning. CUP
• Integruotas dalyko ir užsienio kalbos mokymas. Lietuvos Respublikos Švietimo ir mokslo ministerija, Vilnius, 2007
• Ceruti, M. A. On Solid Ground. Matching Practice and Theory in a CLIL Perspective. Studies about Languages 16/2010
• Järvinen, H. M. What is Ecology to do with CLIL? An Ecological Approach in CLIL. International CLIL Research Journal 2009
• Lasagabaster D. and Sierra J. M. Language Attitudes in CLIL and Traditional ELF Classes. International CLIL Research Journal 1/2009
• Janulienė A. On the Use of CLIL at Lithuanian Schools. Verbum 2010