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CLIL PRINCIPLES, CLIL PRINCIPLES, STRATEGIES AND STRATEGIES AND RESOURCES FOR RESOURCES FOR
SECONDARY TEACHERSSECONDARY TEACHERS
Diana Foran StorerNovember 7, 2012
Day 1: History and Rationale of CLIL
Understand the rationale of CLIL
Get our definitions straight: Buzz Words
Look at teacher characteristics for CLIL
Think about what it means to be bilingual
Talk about what’s in a CLIL lesson
Reflect on who we are, what we do, why we do it, and
HOW we do it
Course Plan (flexible!) Nov 7: Intro: gossip; History and Rationale of CLIL Nov. 12: The CLIL lesson Plan (guest speaker
Michele Guerrini) Nov. 19: Do’s of a CLIL teacher Nov. 21: Effective Teaching-Effective Learning Nov. 26: Formative Assessment Nov. 28: Developing Literacy Skills in EFL
Learners/ prep time for presentations Dec. 3: Sample lesson presentationDaily trouble shooting,
questions/answers/suggestions
HISTORY and RATIONALE for HISTORY and RATIONALE for CLILCLIL
Traditional LT methodology ? What has gone wrong?
EU diversity= need for communication; job mobility; globalization; ERASMUS; student/teacher exchanges
EU directive: MT + 2
HISTORY and RATIONALE for HISTORY and RATIONALE for CLILCLIL
The European Commission and Spain since the 1990s collaborative bilingual programs MEC / British Council
Comunidad de Madrid since 2004 : 2012-13: 297 colegios, 80 institutos Challenges?
TRAINING TEACHERS, developing materials,
designing curriculum frameworks to improve the quality of language and content education;
TEA
Let’s work on DefinitionsBuzz Words
Break into groups.Match the terms / names with the definitions / theories.
Be prepared to be questioned!
Questions? ?
What What doesdoes CLIL CLIL stand for?stand for?
Who are the Who are the “gurus” ?“gurus” ?
What What methodology?methodology?
How does CLIL How does CLIL benefit learners?benefit learners?
Content and Language Content and Language Intergrated LearningIntergrated Learning
David Marsh, Do Coyle; David Marsh, Do Coyle; Carmen Pérez-Vidal, Carmen Carmen Pérez-Vidal, Carmen MuñozMuñoz
Content subjects taught in and Content subjects taught in and through a foreign languagethrough a foreign language
Learning is improved through Learning is improved through increased motivation: increased motivation: Learners are more successful and more motivated than those in traditional content subject classrooms (Wolff, (Wolff, 2004)2004)
CLIL requires specific professional skills and competencies. Discuss with
your partners. I agree I
disagree A high level of fluency is required in the target language.
Knowledge of language learning theory provides a basis for FLT pedagogy.
Teachers adjust their linguistic skills (in the L2) to the complexity of the subject matter.
Teachers adjust to different learning styles, and linguistic /cultural backgrounds.
CLIL requires specific professional skills and competencies
1. 1. Language/communication: →Sufficient target language (L2) knowledge and pragmatic skill →Sufficient knowledge of the L1 2. Theory: First - Second Language Acquisition. →Comprehension of the differences
and similarities, phases of learning and
production
CLIL requires specific professional skills and competencies
3. Methodology3. Methodology1.1. Ability to identify linguistic difficultiesAbility to identify linguistic difficulties
2.2. Enhance the use of socially oriented Enhance the use of socially oriented language (BICS)language (BICS)
3.3. Use communcation/interaction methods Use communcation/interaction methods that faciltiate understanding of meaningthat faciltiate understanding of meaning
4.4. Use strategies for error correction and Use strategies for error correction and modeling good language usemodeling good language use
5.5. Use dual-focused activities simultaneously Use dual-focused activities simultaneously for content and language. for content and language.
CLIL requires specific professional skills and competencies
4. The Learning Environment: 1. Ability to use different classroom settings in
order to provide acquisition-rich learning opportunities
2. Ability to work with learners with diverse linguistic/cultural backgrounds
3. Diverse strategies for peer interaction, group/pair work, learner autonomy.
4. Knowledge of information and communication technology available on CLIL learning environment.
CLIL requires specific professional skills and competencies
5. Materials Development1. Ability to adopt, adapt, and exploit
materials considering semantic, textual, syntactic, vocabulary features.
2. Ability to select authentic, real-life materials from various media and utilize these in an integrated framework.
CLIL requires specific professional skills and competencies
6. Interdisciplinary Approaches1. Ability to identify conceptual
relations between different subjects; interlink, make learning relevant, easier, effective. .
2. Ability to encourage learners to develop self-confidence, self-esteem, and “thirst for learning”.
CLIL requires specific professional skills and competencies
Assessment 1. Ability to develop and implement
evaluation and assessment tools and strategies that reflect content and language learning.
2. Understanding that language production fluency prevails over strict grammatical accuracy
Using language demands that teachers systematically plan for, teach, monitor and
evaluate:
Language of learning: linked to an analysis of
content; thematic, syllabus demands; grammar,
vocabulary, structures, functions
Language for learning: builds up learner repertoire linked to meta-cognitive skills ; thinking in real contexts for the learners
Language through learning
emergent knowledge building , progressive skill development, cognitive development, BICS/CALP
Basic Interpersonal Communication Skills (BICS) J.
Cummins Basic Interpersonal Communication Skills
is the kind of language used in face-to-is the kind of language used in face-to-face communication. It is language needed face communication. It is language needed for social interaction. This is sometimes for social interaction. This is sometimes called playground language, everyday called playground language, everyday language, social language, or surface language, social language, or surface fluency. It is the language of everyday fluency. It is the language of everyday communicative contexts.communicative contexts.
Example:– Social greetings such as “hello”, Social greetings such as “hello”,
“goodbye” and “thank you.”“goodbye” and “thank you.”
Cognitive Academic Language Proficiency (CALP)
Language proficiency associated with schooling, and the abstract language abilities required for academic work. A more complex, conceptual, linguistic ability that includes analysis, synthesis and evaluation.
Influenced by prior schooling and experience using complex language.
Reading achievement in English is more dependent on reading achievement in their native language than it is on relative oral proficiency in English.
Amount of exposure and practice in the second language
BICS or CALP?__ Cultural/linguistic knowledge is often needed to comprehend L2 fully.__ Understanding by observing others’ reactions. __ There is less face-to-face interaction. __ Observing pictures, concrete objects, and other contextual cues which are present. __ Language used is often abstract.
__ Literacy demands are high (narrative and expository text and textbooks are written beyond the language proficiency of the students). __ Observing speakers’ non-verbal behavior (gestures, facial expressions and eye actions). __ Non-verbal clues are absent __ Asking for statements to be repeated, and/or clarified.__ Using voice cues such as phrasing, intonations, and stress.
CONTEXT-EMBEDDED LANGUAGE
:
CONTEXT-REDUCED LANGUAGE
What does it mean to be bilingual? What is the goal of CLIL?
Monolingual; Semi-lingual; passive
Compound bilingual; fossilization
Ambi-bilingual Simultaneous Sequential Balanced bilingual Coordinate bilingual
Subtractive Additive
FUNCTIONAL BILINGUAL
Second Language Acquisition
In an ideal situation, it takes 5-7 years for students in a quality bilingual program to become relatively academically proficient in English.
Learners acquire best when they create, discover and construct their own meanings.
Language is a means not an end, and when learners are interested in a topic, they will be motivated to acquire language to communicate.
Second Language Acquisition (cont)
Semantic fluency precedes grammatical accuracy and errors are a natural part of language learning.
Learners develop fluency in English by using English to communicate for a variety of purposes.
Reading is essential for developing academic English skills.
LANGUAGE ACQUISITION
Language Development
Cognitive Development
Academic Development
Social and Cultural Processes
What’s different about CLIL lessons?
Content and Language Goals Knowledge of the language becomes the
means of learning content. Science: Content- identify the steps in the life cycle of a frog
Language – Use signal words to describe the life cycle
Social Studies:
Content-Identify the causes of global warming Language- Explain the meaning of “the greenhouse effect” to your partner and summarize
the meaning in writing
Content and Language Goals
Language Arts: Content- Describe how a character changes in a story Language- Use sensory words to give your partners a “real” picture of the character. Technology: Content- Describe how a pulley works Language- Use specific vocabulary in
writing the “how – to” summary
HOW CLIL WORKS
Fluency is more important than accuracy. Learners interested in a topic are
motivated to acquire language to communicate.
It is the subject matter which determines the language needed to learn.
Listening comprehension is achieved through input and improved through output.
Krashen’s Comprehensible Input ⇨ Comprehensible Output
Swain’s Output Hypothesis: This refers to the opportunities provided to the learners to engage in meaningful conversation. Input that is just a level above what the learner knows (“one step beyond”) is made comprehensible by context paralinguistic clues, speech modification, and building on prior knowledge. Output produced by learners in collaborative tasks needs feedback, interaction, meaningful negotiation.
IN A CLIL LESSON, ALL FOUR LANGUAGE SKILLS SHOULD
BE COMBINED:
Listening, a normal input activity is vital , a normal input activity is vital for language learning for language learning
Reading, using authentic, meaningful , using authentic, meaningful material, as the major content source material, as the major content source
Speaking, primarily focuses on fluency: , primarily focuses on fluency: accuracy is seen as secondary accuracy is seen as secondary
Writing is a series of lexical activities is a series of lexical activities through which grammar is recycledthrough which grammar is recycled
Integrate both Integrate both receptive and and productive language skills. language skills.
What have we just done?... Introduced CTIF course; introduced ourselves! Practiced information gathering skills: question
formation (G.O.S.S.I.P. activity) Touched on CLIL history and rationale Checked our knowledge of basic CLIL terminology Looked at specific professional skills for CLIL teachers Discussed BICS, CALP, bilingualism, Second Language
Acquisition, Input and Output Hypotheses
HOMEWORK: CD with pdfs; Popular Opinions; CLIL Essentials; Stages of Second Language Acquisition; Learning Styles Survey