Keithpkelly@yahoo.co.uk CLIL – the issues Contexts Integrating subjects and languages Training...

keithpkelly@yahoo.co.uk

CLIL – the issues

• Contexts

• Integrating subjects and languages

• Training

• Materials

• Rubber stamp - recognition

• Teacher confidence, collaboration

• Testing and assessment

keithpkelly@yahoo.co.uk

Content and Language Integrated Learning

• English-medium education • English-medium education as part of

bilingual education • English as a second/additional language• English Across the Curriculum• Teaching content in ELT• Integrated Learning• English as a Medium of Instruction

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Contexts• Bulgaria (content teachers, translated + specific materials, bottom-

up/top-down training, low investment)• Malaysia (content teachers, specific materials, training problems,

high investment, recognition)• Germany (combined content and ELT specialists, little formal CLIL

training - changing, some specific materials)• Mexico (language teachers, specific materials, one-off publisher

training)• Basque (primary network of teachers, growing secondary, specific

materials, regular meetings/training, high investment, recognition)• Italy (buddy system, adapted materials, mainly bottom-up training,

EU)• Lithuania (buddy system, top down and bottom up, adapted

materials, one-off trainings, high investment, recognition – Latvia and Estonia)

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Integrating subjects and languages

• Good study skills (presentations)• Vocabulary• Language awareness (women in history)• Guiding the processing of language

– Reading– Listening

• Supporting production of language– Speaking– Writing

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Training

• Content training and language training

• Training through book promo

• Comenius courses– (NILE www.nile-elt.com)

• Integrated content and language

• Materials development and use

• Institutions and training

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Materials

• CLIL Textbooks (Richmond/Santillana)• Translations (China, Bulgaria)• Imported textbooks• Supplementary materials• Adapted materials• DIY materials• Materials evaluation

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Rubber stamp

• Weight

• Documentation

• Examination

• Certification

• Institutionalisation

• Setting standards

• Keeping in touch with teachers

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Confidence + Collaboration

• Networking (www.factworld.info)

• Sharing www.yahoogroups.com/factworld

• Peer support (buddies)

• Lesson observation

• Spreading the word

• Language development

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Testing and assessment

• You can’t test what you haven’t taught

• Imported exams

• Variety in data collection

• Meeting the demands of formal exams

• Language choice (Innsbruck)

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The Future

• Content teachers• Integrated training• Trainer/writer training• Institutions and pre-service training• Control group research

– Film lessons

• Examinations• International partnerships• Publishing

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A Learning Phrasebook

• English-medium teachers from many contexts complain of their students’ lack of ability in activating the language of the subject, that is producing the subject language in their own words

• This book aims to provide teachers with specific examples in how to provide learners with ‘scaffolding’ for constructing the language of the subjects they learn through the medium of English.

Needs

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Objectives

• to describe key language:– phrases for key curricular subjects and topics– phrases commonly used to express thinking

processes• to present typical language support activities

– to support common language within each subject/topic

– language skills support (listening, speaking, reading and writing), grammar, vocabulary, function and discourse

• to offer practical pedagogical advice for teaching subjects in English as a second language

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Example curriculum guidelines

• Organisation of a topic within the subject: science– Sub-topics– Objectives– Outcomes

• What is missing for CLIL learners?– Language and task

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Unit 1: Cells, Tissues, Organs, Systems

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Identifying Language1.1 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 ….

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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 ….

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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 … grows out of the …, this is the ….

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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

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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,

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1.6 Simarity and Difference / Comparison

• …is like ……is similar to…• …and …are similar • … and … both share …• … and…both have…in common …• in that…in so far as…in …respects• firstly, etc in the following ways, …, • … and ……is unlike…• …is different from / differs from …• One can distinguish…from…• … can be distinguished from …

• While … is …, … isn’t • …One of the main differences between … and … is that … is/has …• The main difference…• A major difference… • Whereas … isn’t/hasn’t ……although… (subordinate clauses)…though… (ditto)….whereas… (main clauses)… but….(ditto)• However /But / Neverthless• On the one hand, on the other hand• It is true that…• Nevertheless…Admittedly…

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Speaking

• Pair speaking

• Running dictation

• Question loops

• Info Search

• Vocabulary work

• 20 questions

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Listening

• Using semi-scripts

• Textbook visuals

• Graphs, charts

• Tables

• Flow diagrams

• Memorising

• Vocabulary

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Reading

• Jigsaw reading

• Word-order

• Vocabulary

• Filling diagrams

• Ordering

• Hierarchies

• Info search

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Writing

• Frames and language support sheets

• Integrating content and writing

• Supplementing textbooks

• Writing reports

• Making observations

• Making presentations

• Creative writing