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SOMETHING ABOUT CLIL Content and Language Integrated Learning

SOMETHING ABOUT CLIL Content and Language Integrated Learning. Within CLIL, language is used as a medium for learning content, and the content is used in turn as a resource for learning languages. European Commission (2005: 2)

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SOMETHING ABOUT CLIL Content and Language Integrated Learning

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  1. SOMETHING ABOUT CLIL Content and Language Integrated Learning

  2. Within CLIL, language is used as a medium for learning content, and the content is used in turn as a resource for learning languages. European Commission (2005: 2) Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. Coyle / Hood / Marsh (2010: 1)

  3. CLIL KEY WORDS About skills • LOTS: lower order thinking skillsRemembering information Ordering information Checking understanding Reviewing learning Defining objects • HOTS: higher order thinking skills Hypothesizing about what could happen Developing enquiry and discussion Evaluating own/others’ work Developing reasoning skills Developing creative thinking

  4. CLIL KEY WORDS About aims: Coyle’s 4 Cs • Content: progression in knowledge, skills and understanding related to specific elements of a defined curriculum • Communication: using language to learn whilst learning to use language • Cognition: developing thinking skills which link concept formation (abstract and concrete), understanding and language • Culture: exposure to alternative prospectives and shared understanding which deepen awareness of otherness and self

  5. CLIL KEY WORDS About language: language Triptych Language of learning Foreign Language Learning Language for learning Language through learning Coyle / Hood / Marsh (2010: 36)

  6. CLIL KEY WORDS About language Language used for academic and specific purposeputs different demands on linguistic processing and production - needs instruction and training • BICS: Basic Interpersonal Communication Skills = “conversational fluency in a language” • CALP: Cognitive Academic Language proficiency = “access to and command of the oral and written academic registers of schooling” Cummins (2008: 71-72)

  7. CLIL KEY WORDS About scaffolding language Scaffolding is a temporary structure used to help learners to acquire and/or reinforce skills in order to develop the learners’ autonomy. Linguistic scaffolding includes: • specialized vocabulary • key L2 language structures and grammatical features • information on subject-specific text type conventions and structural features

  8. CLIL KEY WORDS About scaffolding language Modified L2 speech in ‘teacher talk’ similar to child-directed speech (interactionist theory) • slower rate of delivery • higher pitch • more varied intonation • shorter, simpler sentence patterns • stress on key words • frequent repetition • paraphrase

  9. CLIL KEY WORDS About planning lesson • Activating prior knowledgeIt is helpful to start lesson by finding out what learners already know about the topic (brainstorming) • Input and outputTeacher has to plan what and how communicate to learners (source materials, whole class work, group or pair work …).Teacher also need to plan how the learners are going to produce and communicate the content of the lesson (orally, in writing, on paper, electronically…) • Wait timeIt is important that teacher waits time between asking questions and learners answering them: all learners have to be encouraged to take part in classroom interaction

  10. CLIL KEY WORDS About planning lesson • Collaborative tasksLearners produce key subject-specific vocabulary and structures in pair or group work activities (at word or sentence level, digitally or face-to-face) • Cognitive challengeLearners develop their thinking skills in a non-native language to communicate the cognitive, academic language of school subjects • Developing thinking skillsTeachers need to ask questions which encourage progressively LOTS and HOTS

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