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CLIL MethodologyIn
RUSSIAN FEDERATION
The term CLILGeneric umbrella term encompassing
any activity in which
a foreign language
is used as a tool in the learning of
a non-language subject
in which both language and the subject have a joint curricular role.
Definition• CLIL is a dual-focused educational approach in which
an additional language is used for the learning and teaching of both content and language.
• CLIL is not language for specific or vocational purposes. It is about teaching important aspects of a subject through a foreign language.
The CLIL Matrix
3 4
2 1
High cognitive demands
Low cognitive demands
Low linguistic demands
High linguistic demands
Challenge 1
Transforming content
into comprehensible
input
1. Sensitisation : Sensorial Cognitive
Plurilingual
Communicativeapproaches
2. Research:Mapping one’s understanding.
Task-based Learning.
Learner Autonomy.
Challenge 2
Generating comprehensible
output
3. Development :
Learner takes responsibility for sharing knowledge.
4. Consolidation (language)
and synthesis (content):
Lexical, cognitive and communicative
approaches
Áine Furlong, W.I.T., February 2009
Attitu
des Atti
tudes
Attitudes
Attitudes
content
task language
CLIL
English for Professional Purposes: Backwards? Forwards? Towards!
E-merging Forum-3, Moscow, March 1, 2013
Dr. Andrei KuznetsovProfessor
Academy of Professional Development and Re-Training of Educators
Backwards?Step away from the learner-centered
approach, i.e. contrasted to other, ‘more communicative’, ELT trends - return to the ‘obsolete’, notoriously promulgated ‘Soviet’ ELT concept
Forwards?
Introduction of didactic and social innovations [preferably revolutionary!] that seems to be a high trend and a must today
Towards!
A more-or-less dynamic movement towards the meeting of the requirements of the university education stakeholders
Application of CLIL in Russian Federation
CLIL in Upper Elementary Schools in Russia
• There are difficulties in applying CLIL in Upper Elementary School in Russian Federation
• A research was conducted in University of West Bohemia by a researcher by name Tereza Hnatkova,from Faculty of Education,Department of English.
Thesis THE MAIN DIFFICULTIES IN
APPLYING CLIL METHOD ON TEACHING IN UPPER ELEMENTARY SCHOOL IN RUSSIAN FEDERATION.
Research on CLIL
Research involved to major parts:
1.Theoretical work2. Practical (Experiment) work
CLIL-Classroom principles• Language is used to learn as well as to communicate• It is the subject matter which determines the language
needed to learn• Subject is taught in simple easily comprehensible ways, using
diagrams, illustrations, graphs, highlighted terms• Language – subject based vocabulary, texts and discussions. If
needed, L1 can be used
A successful CLIL lesson should combine elements of the following
(the 4Cs):• Content - Progression in knowledge, skills and understanding related to
specific elements of a defined curriculum. (It should not repeat the content learnt in other lessons!)
• Communication – Using language to learn and learning to use language. Language does not follow the grammatical progression found in language-learning settings
• Cognition-Developing thinking skills which link concept formation (abstract and concrete), understanding and language
• Culture- understanding of otherness and self, deepened feelings of community and global citizenship
(David Marsh)
CLIL Methodology in teaching leads to…
1. Intellectual flexibility
2. A better understanding of other disciplines as well as of language
3. Self-confidence.
4. Greater visibility for languages in the institution
5. Transforms language learners into language users
Question:
Is CLIL a viable option for improving tertiary-level students’ language skills?
So, you see, the orbit of
a planet is elliptical
What’s an orbit? What’s a
planet?
What’s elliptical?
Language is a problem in language-medium instruction
• Tella, Räsänen & Vähäpassi (eds) 1999: Teaching through a foreign language: from tool to empowering mediator– national, external evaluation of 15 polytechnic & university level
English-medium programmes
• Räsänen, 2000: Learning and teaching through English at the University of Jyväskylä – Part of an international evaluation of quality of teaching,
international & Finnish students & teaching staff at the U of Jyväskylä
• Hellekjär & Westergaard, 2002: An exploratory survey of content learning through English at Scandinavian universities– Questionnaires to Scandinavian universities, 2 Shools of
Economics and Business, one polytechnic– 20 returns from Norway, 10 from Denmark, 12 from Sweden and
10 from Finland
Findings• The use and role of language of instruction was not
considered, it was downplayed, even ignored.• Both staff and (undergraduate) students have language
problems • Students had problems in
– understanding lectures– academic spoken skills– academic writing– study skills
• Lecturers had problems with oral fluency
Definition of content and language integrated learning (CLIL)
• CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language. (David Marsh)
• Students’ language skills can be improved by
• Offering separate courses in content-specific and academic English and study skills in – speaking for academic purposes – academic writing
• Offering CLIL courses with – a special focus on language in content instruction (content
teacher)– content and language teacher collaborating (sheltered courses)
What are some characteristics of CLIL and CLILL in particular?
orbit
Well, Kepler was not a CLIL teacher…
Content and language integrated teaching rely on making content comprehensible in many ways, e.g. visual. Let’s look at the language component next …
Language enhancement in CLIL • Comprehensible input seems to be important for
comprehension skills.• Challenging spoken and written output may be necessary
for further development of language proficiency. • Interaction with peers & in groups can create dynamic ZPDs
& offers opportunities for negotiation of meaning and form
• Content-specific language is necessary for content learning (CALP)
• So are general & content-specific thinking skills & related language, content-specific discourse, vocabulary & concepts
Content in higher education is typically context reduced and cognitively demanding (Quadrant 4)
What the content teacher can do
Teacher Talk vs. Student Talk
• Adjust teacher talk• Allow Ss more time to speak • Elicit student talk• Provide more thinking time
Sometimes the teacher knows the answers…
T: Who is the greatest composer?S: BeethovenT: Wrong. Bach.T: Name me one Russian composer.S: Tchaikovsky.T: Wrong. Rimsky-Korsakov. (Quoted in Edwards & Westgate 1994)
Open-ended questions to trigger higher-order thinking
• What is the difference between … and ….?• Explain why…• What would happen, if…• What’s another example of…?• How could ….be used to….?• What is the counter argument for?• What are the causes of…? How do you know?
Giving and receiving feedback
• Explicit correction• Elicitation• Clarification request• Metalinguistic clues• Recasts• Repetition
• Lyster & Ranta 1997
T:36% S:0 %T:23% S:43%T:11% S:20%T:14% S:26%T:10% S:0 %T:6% S:11%
Activating background information: the role of advance organizers
• Activating background knowledge triggers hypothesis formation, predicting and inferencing.
• The following words are among the key words in a text we are going to study:
• anvil, hammer, stirrup• What do you think the text is about?
hammeranvil
stirrup
Use of visual aids
• Realia, graphs, charts, photos, objects, • Authentic material, illustrations, maps,
demonstrations, photos, video clips• Outlines • Time lines • Flow charts • Mapping• Graphs • Venn Diagrams
Graphic organisers• Graphic organisers provide a structure for the presentation of
the content.• ’Gapped’ graphic organisers can be used as advance
organizers, note-taking devices and tests, for example.• Graphic organisers help structuring the content and
processing the content in different ways• Turning graphic organisers into oral or written language is a
way of producing challenging output.
Semantic webs
Cause and effect
One cause-several effects
A fishbone cause-effect diagram (multiple, complex causes)
Cognitive academic needs
Thinking skills - speech acts, text formats General skills:• identify – classify/define – describe – explain –
conclude/argue – evaluate,Specific skills (Physics):• defining – classifying – making inductions/stating laws
– describing states and processes –• working with graphs, diagrams, tables, etc. –
interpreting – writing reports. (Mohan, Abuja, Thűrmann)
Questions to elicit higher-order thinking
• What is the difference between photosyntesis and respiration? (comparison/contrast)
• Explain why antibiotics cannot cure common colds? (analysis)
• What would happen if water boiled at 60 degrees Celsius? (prediction/hypothesizing)
• How would you argue that the Earth is not flat? (rebuttal to argument)
• What are the causes of the tides? How do you know? (analysis of cause and effect)
Words, words,
• the importance of words
A taxonomy of the words in science
Level 1: Naming words1.1 Familiar objects, new names (synonyms)1.2 New objects, new names1.3 Names of chemical elements1.4 Other nomenclature
Level 2: Process words2.1 Capable of ostensible definition (e.g., being shown)2.2 Not capable of ostensible definition
Level 3: Concept words3.1 Derived from experience (sensory concepts)3.2 With dual meanings, i.e. everyday and scientific: for example. ’work’.3.3 Theoretical constructs (total abstractions, idealisations and postulated entities)
Level 4: Mathematical ’words’ and symbols
Wellington & Osborne 2001: 20
Commonly used but difficult words in science
abundant adjacent concept conceptioncontract convention converse disintegrate
diversity emit factor incident
liberate linear negligible retard
spontaneous stimulate tabulate valid
From Pickersgill & Lock 1991
Pickersill & Lock (1991) used multiple choice tests to gauge the meanings of 30 non-technical words. 108 males & 89 females, aged 14 – 15. No gender differences were found. Below are the words that showed to be the most difficult.
Interaction of all kinds is importantDiscussionCooperative group workTask-based learning
Discussion
Collaborative concept mappingCritical reasoning in science
Constructing an argumentWhich of the following arguments is the best piece of evidence that matter is made up of particles and why?a.Air in a syringe can be squeezed.b.All the crystals of any pure substance have the same shape.c. Water in a puddle disappears.d.Paper can be torn into very small pieces.
Using DARTs for discussionDART= directed activities related to text)
A muddled sentence DART
A B C D E F G
A
An
Both
atom/selement/scompound/smolecule/smixture/s
cannotisis theandcan
made up ofelement/snotbesmallest
brokenoneaparticletwo or moreare
puretype/s ofof a/anatomsdownpure
chemically.element.molecule.particle/s.atom/s.compound.physically.substances.
An atom cannot be broken down chemically.An element is made up of one pure substance.
Language teacher
• Vocabulary – concepts • Textual: Nominalisations and noun-verb
combinations in legal English, EN-participles in Chemistry texts, nominals in academic writing, verb forms in medical texts
• Discourse & genre: problem-solution patterns, rhetorical patterns, move-structures in professional genres, disciplinary variation
• Social: language and ideology, cross-cultural and intercultural aspects of language use
Word tree
Word inferencing
Thank you
Benefits of CLIL• The whole that is greater than the sum of the parts (synergy effect)• Accelerates learning• Is authentic• Nurtures a feel good (fun!) and can do attitude • Fires the brain up, fires the neurons, rejuvenates teaching • Serves as a platform for ultimate students’ interest in other languages and
cultures• Gives feelings of professional satisfaction and cooperation to teachers• Parents are for it• Beneficial for the school
Discouraging factors/ limitations• CLIL is complex• There is no single model for CLIL – the context is to be taken into account• Who is to teach CLIL (language or subject teachers), and how to combine
both?• New concepts are always difficult to accept• Threat to the native language, if any? Do academic language and
terminology develop?• Insufficient understanding of content through the medium of foreign
language• CLIL methodology and assessment are not clear – teachers have to be
supported• Teacher overload, shortage of materials