Creating &

Implementing CLIL Inspired

Resources SMR Network Meeting Term3

06/09/2012

Flow 1. Explore the resources 2. Contexts of me, the school, the

classes and the resources 3. Demonstration of use of the

resources 4. Employed CLIL principals 5. PMI analysis 6. Resources 7. Where to next?

0.1 What is CLIL?

• CLIL is an educational approach in which content is learnt in an additional language

(Mehisto, Marsh, & Frigols, 2008)

0.2 The Many Faces of CLIL

0.3 How do students learn

language? • Language acquisition is not a linear process; it is

cyclical and recursive.

• When learners are interested in a topic, they will be motivated to acquire language to communicate.

• Semantic fluency proceeds grammatical accuracy and errors are a natural part of language learning.

• Learners develop fluency in languages by using it to communicate for a variety of purposes.

• Reading and writing is essential for developing academic language skills.

1. Explore the resources Activity

Please put the resources in order of

the year level.

2.1 Contexts Me

• Professional Certificate in Education (CLIL) in 2011

• Super enthusiastic about CLIL

• Japanese & EAL qualified

The School

• Supportive for languages, YR7-10 compulsory from 2013

• Language Centre

• Non-select entry

2.2 Contexts The Classrooms

2.3 Contexts The School (con’t)

• 600 students

• Planned to run YR8 CLIL (Japanese) Geography for Semester 2, 2012

• Would need to make the CLIL class “opt-in”, requiring to have another teacher

• Applied for DEECD CLIL school trial grant with no luck

2.4 Contexts The resources

• For YR7 - 12

• Unit guide, “TEXTS”, たんご sheet

• A sheet of “TEXTS” given to each student for a unit, running for 6-8 weeks

• Students answer the questions in Japanese and submit it

• Shared on the Ultranet Design Space “SMR Japanese Network” ID 132306343

3. Demonstration of use of the resources

4.1 Employed CLIL principals The resources created with focuses on:

• Learning CONTENT as new cultural/”academic” knowledge and skill

• Language as a TOOL to learn the content

• Generating need of communication to explore the content/topic

• SCAFFOLDING - Construction of meaning

• Genre writing/ Text types

4.2 Employed CLIL principals The resources use the strategies such as:

• Connecting with students' interests

• Modification of language in the texts

• Visualisation (pictures, symbols, graphic organisers)

• Translanguaging

4.3 Employed CLIL principals CLIL characteristics seen in the resources:

• Integrate language and skills, and receptive and productive skills

• Language is functional and dictated by the context of the topic

• Language is approached lexically rather than grammatically

4.4 Employed CLIL principals General role of the four micro skills: • READING to acquire new knowledge and

explore the topic

• LISTENING to support to understand the text collaboratively

• SPEAKING to ask questions and for clarification

• WRITNG & SPEAKING to demonstrate understanding, applying the knowledge/skill, evaluate and create

4.5 Employed CLIL principals 4 Cs of CLIL:

•Content

•Communication

•Cognition

•Culture

5. PMI analysis

+ Positive

- Negative

? Interesting

6. CLIL Resources

• “CLIL Activities” by Liz Dale & Rosie Tanner

• “Uncovering CLIL” by Mehisto et al

• “CLIL” by Coyle et al

• “The TKT Course: CLIL Module” by Bentley K

7. So, where to next?