Getting started in CLIL

1. Getting started in CLIL The Basque Country Italy Bulgaria German Länder Keith Kelly keithkelly@factworld.org

2. Looking for help • www.yahoogroups.com factworld • www.factworld.info • www.britishcouncil.org ELTeCS

3. The CLIL ‘approach’ • ‘guides language processing’ • ‘supports language production’ • Teaches language learning through use • Science Across the World • www.scienceacross.org

6. Ideational Frameworks • Flow diagrams • Sequenced thinking • Historical events, timelines • Instructions • Processes • Tabular diagrams • Characterisation • Soils, their situations and descriptions • Types of cells, structure, function and location • Tree diagrams • Categorisation • Holinotropic medical substances • Typical Englishmen • ‘starbursts’ – combinations • Ethnic groups and their descriptions The ‘grammar is in the diagram’ Burgess @ man.ac.uk

7. Sequenced thinking

8. Types of listening activitiy • Listen and label a diagram/picture/map/graph/chart • Listen and fill in a table • Listen and make notes on specific information (dates, figures, times, teacher’s ‘lecture’ on a topic) • Listen and rearrange information/reorder information • Listen and identify location/speakers/places • Listen and label the stages of a process/instructions/sequences of a text • Listen and fill in the gaps in a text The ‘semi-script’ Geddes, ‘78

9. Types of Speaking Activities • Question loops – questions and answers, terms and definitions, halves of sentences, can be exploited to create a question loop. • Info gap – students must speak to each other to fill in the missing information from their diagram with questions sheet to support. • Trivia search – ‘three things you know’ and ‘three things you want to know’ with support for making questions. • Word guessing games – Teams have one minute to guess as many words as possible and get one point for each correct guess. • Class surveys – use questionnaires to guide pupils in asking set questions of their classmates. • 20 Questions – provide language support frame for questions. Speaker can only say ‘yes’ or ‘no’ in answer and pupils only get 20 questions to get the answer right. • Making presentations/talking from a prompt – instruct pupils to present information from a visual using language support handout. Support sheets are key

10. School conditions • Management support • CLIL school space, storage • Use the walls • Be informed about what you need and ask for it! • Spanish Bilingual Project • Council of Europe and CLIL

11. Teacher Conditions • Willingness to learn • Think small and manageable • Language level • Develop skills in materials design • ELT advantage • collaborate • Take a peek • Get wired up!

12. Biology around the World • Bulgaria • China • UK

13. Getting it right • Hounslow History • Leicester Science

15. Learner conditions • Working at the learners’ level • Language Instruments for ‘guidance’ and ‘support’ • Content not too easy • Creating a positive environment • Reaction speed

16. Material conditions • None available – adaptation • Happy marriage • SYCD – www.sycd.co.uk • FACTWorld - Ethical English, Share Your World (and yahoogroups) • Science Across the World www.scienceacross.org • Language Support Units in the UK • Enchanted Learning www.enchantedlearning.com (for visuals) • BBC Learning www.bbc.co.uk • History, Maths … • …and don’t forget the Basques!

18. Topics • Acid rain (12/16) • Biodiversity around us (12/15) • Chemistry in our lives (12/15) • Domestic waste (12/16) • Drinking water (12/15) • Eating and drinking (8/12) • Global warming (14/17) • Keeping healthy (12/15) • Renewable energy (12/15) • Road safety (12/16) • Talking about Genetics (12/16) • What do you eat?

19. Practical work • Chemistry in Our Lives topic, students prepare their own chemical product and share their methodology with others. • Bright pink nail polish made from gumamela flowers in the Philippines and laundry soap from vegetable oil and banana stalks in Singapore.

20. Training conditions • Share and discuss with peers • Contact experienced colleagues • Bulgaria CLIL TT project • Access to other expertise • www.euroclic.net • UK providers – NILE (Comenius funding) • www.nile-elt.com • If it’s not there – DIY!

21. LAC @ NILE Drama and music Classroom language Error correction Peer observation – watching teachers teach CLIL CLIL lesson planning Assessment in CLIL ICT Project work Classroom presentations Learning strategies School policy, administration and management in CLIL Networks and resources Integrating content and language – what is CLIL? CLIL contexts around the world Curriculum demands of CLIL Identifying core subject language The language of thinking CLIL task design Providing language support Teaching vocabulary in CLIL Developing listening in CLIL Working with texts and words Teaching subject-specific writing Speaking and CLIL PD for the CLIL teacher

22. Expectations • Assessment • Don’t test what you haven’t taught • Basque samples • Be ready to answer the question ‘why?’

25. The future • Extreme measures • Potential for disaster • Children suffer • Think ‘small’ • Keep a healthy professional attitude to a new trend • ELT has a wealth to offer and a lot to gain Keith Kelly keithkelly@factworld.org Keep in touch!

26. PS… • The Learning Phrasebook • Identifying the language of learning Unit 1: Cells, Tissues, Organs, Systems • 1.1 Naming / Identifying • 1.2 Location • 1.3 Structure / appearance • 1.4 Function • 1.5 Processes • 1.6 Simarity and Difference / Comparison …there’s a lot to do!

27. Unit 1: Cells, Tissues, Organs, Systems1 – Identifying Language 1.4 Function The … is the part which … The … is where … is carried out The … is used for …-ing The … has the role of …-ing The carries out the function of …-ing The … has a …-ing role The … is a … The …’s job is to … It does … the …-ing 1.5 Processes First, Second, Third, Fourth, The first thing that ‘happens’ is The first thing to ‘happen’ is Firstly, Lastly, Additionally, Subsequently, Additionally, Finally, Last but not least, When … ‘happens’, … ‘happens’ When you ‘do’ …, … ‘happens’ While … ‘does’/‘is doing’ …, … ‘does’/‘is doing’ … During the … stage, the … are ‘done’ … As … ‘happens’, … ‘happens’ Then … ‘happens’, making … ‘happen’. This often ‘happens’, ‘doing this’ at the same time As a consequence, As a result, After … minutes/hours/days, the … ‘does this’ Four or five minutes/hours/days later, the … ‘has done this’ By …, … will have – ed … This ‘is done’ after … minutes/hours/days This ‘happens’, meanwhile … ‘happens’. 1.1 Naming / Identifying This is a/the … That is a … That’s the … This is called a/the … The … … are called …. Together, the … and the … are called the …. It comes from a … It’s from a … The … structure is called the … At the top of the … there is a (adjective) part called the …. 1.2 Location It is found in the … of the … The … are found at the base of the …. They are (adjective) and are attached to the …. The … are arranged in a ring around the centre of the …. The … is found in the centre of the …, The … is attached to the bottom of the … by a …. They are inside the …. 1.3 Structure / appearance It looks like … It’s got/hasn’t got … It has/doesn’t have … All … have …, a …, and …. The … are the often highly (adjective) parts which … (function verb). They are (adjective) and are attached to the …. The … are arranged in a ring around the centre of the …. They consist of a … with a … shape at the end. … and is shaped rather like a …. … and is divided into two parts. The top of the … is called the …. The … is attached to the bottom of the … by a …. A long tube grows out of the …, this is the ….