Supporting Communication in the Content CLIL Classroom Communication, language and task Keith Kelly...

Supporting Communication in the Content CLIL

ClassroomCommunication, language and task

Keith Kelly

keithpkelly@yahoo.co.uk

According to one dictionary

Uncountable noun which means:- the process of giving information or of making emotions or ideas known to someone- the process of speaking or writing to someone to exchange information or ideas

What do we mean by communication?

Consensus on communication

This can depend on many variables:

- Subject (types of communication acts differ)- Personality (teacher)- Country’s educational culture (traditions)- Classroom dynamics (children)- Teacher’s own experiences

(how we were taught; training; keeping up-to-date)

What is communication in the classroom?

Consensus on communication (ii)

If we want learners to be able to speak or write in the content classroom in a foreign language, learners need to have the language and the opportunity to do so.

Classroom communication = language + opportunity

What is communication in the classroom?

Consensus on communication (iii)

Planning language + communication

Some examples

EALs UK

Literacy in US schools

EALs UK 1 - functions

EALs UK 1 - language

EALs UK 1 – feeding assessment

EALs UK 2 – knowledge framework

Literacy in US schools- planning language

Literacy in US schools – altering curriculum documents

www.factworld.info

Which is the correct graph, why?

www.factworld.info

Parachute graph language

MA – He jumps out of the plane, falls fast towards the ground after a few seconds his parachute opens. He slows down, and then falls to the ground at a steady speed. So, it is B, it is B, because the first little bit of the graph is the bit before his parachute opens, the second little bit is the bit after his parachute opens when he’s going slower so it’s a more gradual decline, he doesn’t go through as much, it takes longer to go through the same kind of distance, that means he’s traveling slower. A and D both suggest a gradual slowing down, not an abrupt change with the parachute opening.

www.factworld.info

Explanation language analysis 1VocabularySubject specific:accelerategravitational accelerationslopeparabolaat a steady speedgraph

General academic:phasegradual declinedistance

NANS *

now

somehow

suggest

manage to

slowing

hang on

little bit

abrupt change

* Non-academic non-subject specific

www.factworld.info

Explanation language analysis 2Structures

We know when … that … (which is …) -relative clauses and conjunctions

The … is the … that … is … -definitionsIf we had a … it would be … -third conditionalA graph of the … against … should be a … -modal auxiliary

verb for deductionC is wrong because that would suggest that …-modal would to make

statement sound less definite

He goes from … to … in … (time) -prepositions… after a few seconds … and then … -sequencing phrases… it takes … so … that means … -concludingA and D both suggest …, not … -juxtaposing

Nobody knows exactly how our climate will change. Someplaces may get drier and have year-round temperatures upto 4°C hotter. Other places may become several degreescooler. Stormy weather may become more common.Glaciers and icebergs may start to melt and never formagain.Whatever happens, climate change will affect people aswell as the natural world. But there are things that we cando to slow down the changes and to minimize any ill-effects.

1 – Start with a text

Substitution tables A

Substitution tables A

2 - Identify core sentences

Some places may get …Some places may have year-round… Other places may become …Stormy weather …Glaciers and icebergs …

3 - Organise them for use with tasks

Some places Other placesStormy weatherGlaciers and icebergs

may

become more commonget drierbecome several degrees coolerhave year-round temperatures up to 4°C hotterstart to melt

Substitution tables B

Mars is called the red planet because its soil makes it look red. It has a very thin atmosphere which is mainly carbon dioxide. It is smaller than the earth and further from the sun. The temperature on Mars is never higher than 20° Centigrade. At night it usually falls below -120° Centigrade.

Venus is our nearest neighbour but is very unlike the earth. It has a heavy atmosphere of carbon dioxide which traps the heat. Its temperature is about 480° Centigrade all the time. There are two interesting things about Venus. Firstly, it rotates from east to west. Only Uranus also rotates in this direction. Secondly, Venus takes 243 days to rotate on its axis but only 225 days to orbit the sun. So its day is longer than its year!

Like our moon, Mercury has no atmosphere. It is the second smallest planet and the one closest to the sun. Its temperature during the day is 510° Centigrade. But at night the temperature falls to -170° Centigrade because there is no atmosphere to trap the heat.

Substitution tables BMars has a thin…Venus has a heavy…Mercury has no…Mars is furthest …Mercury is closest…The atmosphere on Mars contains…The atmosphere on Venus…The temperature on Mars…The temperature on Venus…The temperature on mercury…

MarsMercuryVenus

has a thin a heavyno

atmosphere

is closest tofurthest from

the Sun

The temperature on MarsVenusMercury

is

never higher than 20° Centigrade

abut 480480° Centigrade

510° Centigrade-170° Centigradebelow -120° Centigrade

a nightduring the day

AIR POLLUTION

Polluted air is found in most cities. It is caused by burning coal oil, and natural gas. Polluted air is unpleasant and harmful. Polluted air can cause respiratory infections, lung cancer, allergies, and other diseases. Polluted air also harms plants and reduces crop products.Motor vehicles are major sources of air pollution. Carbon monoxide, hydrocarbons, and nitrogen oxides are the main pollutants. They are the result of burning gasoline in a car's engine.Carbon monoxide is a colorless, odourless gas. It is poisonous. Hydrocarbons and nitrogen oxides produce ozone gas. Ozone irritates the linings of the nose and throat. It makes the eyes water.

Create a frame – from text

Create a frame Talk / Write about air pollution

CausesPollution is caused by…

ConsequencesPolluted air can cause…It also…

PollutantsThe main pollutants are…They are produced by…

Carbon monoxide: This is…

Hydrocarbons and nitrogen oxides:They produce……irritate… and…

These words will help you:

coaloilnatural gasburningrespiratory infectionslung cancerallergiesgasolinecar enginecolourlessodourlesspoisonousozonenose throateyeswater

Create a sorting activity

Coal as a source of electricity Group reading, talking, sorting

Diet and disease Identify a generic structure in the text

How to do it

Supported speaking

Question loops Safe interactive reading and speaking

How to do it

Info searches Supported reading, speaking and writing

How to do it

Visuals

To support Ss speaking / writing Information gap work Vocabulary work

Presentation work (annotated PPTs) The planets of the solar system

Create pared down template from T PPT Handout as guide for listening and watching Give Ss blank annotated template to support Ss

presentation work

If we want learners to be able to speak or write in the content classroom in a foreign language, learners need to have the language and the opportunity to do so.

Classroom communication = language + opportunity

What is communication in the classroom?

Consensus on communication (iii)

References: Any language teacher recipe books:

Peter Watcyn-Jones Penguin Vocabulary games and activities Grammar games and activities

Herbert Puchta + Gunther Gerngross Teaching grammar creatively

Friedrich Klippel Keep Talking

Onestopclil / onestopenglish www.onestopclil.com

TeachingEnglish British Council / BBC http://www.teachingenglish.org.uk/clil

PS - Planning language + communication Some examples

EALs UK Geri Smyth – Helping Bilingual Pupils to Access the

Curriculum, David Foulton, 2003 Andy Harvey – Using the Knowledge Framework for

planning in the primary curriculum, NALDIC Quarterly, Summer 2010

Literacy in US schools Heidi Hayes Jacobs – Active Literacy Across the

Curriculum, Eye on Education, 2006