Generalitat de Catalunya Departament d'EducaciLIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodrguez Almendros CEIP BARRUFET (Barcelona)
* SCHOOL CONTEXT
* ENGLISH LANGUAGE TEACHING TIMING
* CLIL? WHAT IS IT?
* LETSSS: OUR PROJECT
* MY UNIT: CONTENTS
* TOOLS USED FOR DESIGNING THE UNIT
Situation: Barcelona city, in the district of Sants-Montjuc.Building: old factory with the original chimney (also library).History: 40 years old (teachers cooperative state school).Educational levels: Pre-Primary and Primary (two form entry).Number of students: 450 (25 per class group).Languages: Catalan, Spanish and English.Origin of the families: mainly Catalan but also foreign. School Context
English Language Teaching Timing
2h (small group)
1h 30 (small group)The school applied for an Experimental Plan on Foreign Languages 3 years ago: CLIL methodology was then introduced.
Content and Language Integrated Learning, but...contentlanguageCLIL? What is it? contentlanguage INITIAL DOUBTS: Do we have to plan all the language we use? How do we explain the tasks? Do we need to use a lot of visual support? WHAT WE DID: To read articles and books about CLIL theory. To analyse local/foreign Primary school experiences. To surf the Net searching for good resources. Having problems?Look for solutions!OR?
LETSSS: our project Learning English Through Science and Social StudiesAIMSMETHODOLOGY To integrate curricular contents
To improve foreign language skills
To develop new teaching methodsSESSIONS Natural contact with the language
Meaningful and real contents
Cognitive and cooperative learning 1 hour a week from 3rd to 6th grades
Division of groups (2 teachers)
Part of a new topic every term Our UNITS so far cover contents such as plants, water pollution, recycling, nutrition, global warming, the respiratory system, vertebrates, native Americans, cultural aspects BCN-London, School camp topics... LIFE UNDER THE SEA
MY UNIT: contents
LESSON 1: types of marine life
LESSON 2: real facts on sea flora & fauna
LESSON 3: food chains
LESSON 4: species of fish and their characteristics
LESSON 5: the art of fishing
LESSON 6: fishing technique and methods
LESSON 7: the impact of fishing
LESSON 8: fish for eating
LESSON 9: the dissection of a sardine
LESSON 10: having fun in the sea depths (assessment)
4 Cs framework: content, communication, cognition & culture
3 As for lesson planning: analyse, add, apply
Cummins matrix: cognitive and linguistic demands
Blooms taxonomy: for task and activity design
Scaffolding: both language and content
Vygotskys socio-cultural theory: collaborative learning
Gardners multiple intelligences: learning styles
Tools used for designing the unit:
4Cs framework : the mindmap
3 As lesson planning tool (communication process)
Language of learning
- Key phrases needed- Key vocabulary
Language for learning
- Learning how to learn- Language for pair group- Understanding instructions- How to deal with not understanding
Language through learning
- Dictionary use for vocabulary extension
COMMUNICATIONLanguage OF learning: * Key vocabulary: fish, octopus, dolphin, starfish, jellyfish, shark, angelfish, living/non-living things, sunlit, twilight and midnight, eat/ live in/live up to/weigh/jump/ swim up to. * Key structures: under the sea, in the water, are the main enemies of..., can it breathe/move/excrete/ get food/reproduce?Language FOR learning: I can see, We can find, there is/are. I would like to know more about... Language THROUGH learning:- Language needed to express previousknowledge and experiences related tothe sea depths
High cognitive demandsLow cognitive demandsHigh linguistic demandsLow linguistic demands1243(LIFE UNDER THE SEA)Cummins Matrix
Scaffolding the languagethe content
Vygotskys socio-cultural theory
Gardners multiple intelligences (learning styles: teaching notes and resources)
Conclusions -It is really important for teachers to have time for reflecting on their daily practice to improve their teaching methods.
If proper scaffolding is set, language should not be a problem to explain content. Substitution tables are a very useful tool.
Regardless the subject being taught, there is always a type of language and a cultural background associated to it.
The 4Cs framework refers to the most important Cs but there are some others to take into account: context, competences, curriculum, collegiality, curiosity, coherence, confidence, etc.
Learning English Through Science and Social Studies orLearning Science and Social Studies Through English?Answer: use languages to learn and learn to use languages
And remember...Teachers open the doors but students enter themselves. Do not underestimate them since they are not empty bags. They are full of ideas to exploit and no-one better than pupils to help you see what they really need and can cope with.
Success is up to you, so bear this in mind when planning a CLIL unit.