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LEND Summer School, SiroloAugust 2014
Dr Diana HicksSponsored by
International Study Programmes, UK
• Lets start with and from you...
Which questions have you asked yourself about CLIL– or others?
• Wave if you have...
• Why are we doing CLIL?
• What age should we start?
• Are teachers allowed to use Mother Tongue?
• Are pupils allowed to use Mother Tongue?
• Is it suitable for all subjects?
• Is it suitable for all pupils?
• What level of English do I need?
• What level of English do the pupils need?
• How can I do it?
• How can we assess the results?
• Do you have any other questions?• Please write them on the papers
coming round – in L2 please!
1 Why are we doing it?
• In most countries, including Italy, CLIL was introduced to• 1 raise the level of pupils English
proficiency
• And...
• 2 to modernise pedagogy ( for all pupils and teachers!)
Modernising pedagogy would include
• 1 Collaborative tasks – pair and group work
• Do your pupils have opportunities to learn from each other?
•
• 2 creative tasks
• Do your pupils invent, design, experiment..?
• 3 cognitive tasks – • A how much thinking – • B what kind of thinking
• do your pupils do?
• 4 criticality –
• pupils establish criteria for their own judgement
• ‘’This is better/more important/more serious/more useful than this because....’’
• 5 Communication
• Is the line of communication mostly teacher-student-teacher or student-student?
• 6 Collegiality
• How much do you work and share teaching experiences with your colleagues?
• CLIL requires all those ‘C’s’
What age should we start?
• Probably the second year after starting school
Should teachers use L1?
• Yes!
Should pupils use L1?
• Yes!
What are your CLIL aims?
• Language learning through content ?• • or
• Content learning through language?
A reminder....
• C ontent • And • Language(s)• Integrated• Learning
• The most important word here is
• INTEGRATED
• Not .....
• IMMERSION
Immersion versus Integration?
• If the terms CLIL and immersion are used interchangeably, teachers, researchers , and learners will become confused..• (Lasgabaster, D. and Sierra, J.M)
Immersion and CLIL in English in ELTJ Vol 64/4 Oct 2010)
• … There are important differences to bear in mind , otherwise the general objectives set out in CLIL programmes may be unrealistic..
• Immersion classes often discourage use of L1 in the classroom. CLIL should actively encourage it.
The following two points come from..
• Jaana Seikkula-Leino: (2007)• CLIL Learning- Achievement
levels and Affective factors
• In immersion at least 50% of the teaching should be in L2 ( it is often 100%). • In CLIL it should be 25 % • ( according to EU)
Some dangers of Immersion
• 1 Unrealistic expectations of teachers
• 2 Unrealistic expectations of pupils
• 3 Dumbing down of materials/curriculum/activities
• 4 Slower pace
• 5 selection of ‘better’ pupils
Which ‘I’ are you?
Breathing space...
• If you want to, share with your neighbours any thoughts you have so far..
Your other questions
• Who is supposed to teach CLIL?• Teaching history/literature etc aren’t you
teaching CLIL?
• Are we already doing it when we teach them geography, culture or Business English?
• How can a language teacher do CLIL in a subject she is not expert in?
• Why are language teachers not encouraged/allowed to teach CLIL?
• As an ELT teacher, how much content knowledge is expected of me?
• How can a subject and content teacher co-operate?
• What about L1 as a language of culture?• Isn’t CLIL going to push students to read fewer
books in Italian covering academic subjects?
• At a higher level – C1/C2 – can I expect a higher use of L2?
• What is the Culture of CLIL? • Are we talking about citizenship?
• Whither CLIL assessment?
Is it suitable for all subjects?
• Yes. Though I worry about Maths
Is it suitable for all pupils?
• Yes. It should be.• The pupils are not the problem.
Are the tasks Inclusive or Exclusive?
• In other words, can all 30 pupils participate?
• It may be that the pedagogy is the problem.
What level of English do I need?
• At both primary and secondary levels –the language for your subject.
• 1 What tenses/structures are common in your subject?
• Science – present and past passive• Conditionals• Will future
• History• All the past tenses and the
passives
• Plus the topic and subject specific vocabulary
• In other words, check the frequently recurring• structures in your subject/topic
in both L1 and L2.
What level of English do my pupils need?
• Primary can start with zero
• Secondary – Scuola media and above- can start with what they have got
Other skills will help them more..
• Can the pupils• 1 work together?• 2 reflect on their work both
product and process?
• 3 read in different ways?
• 4 take notes – from texts and listening?
• 5 use a range of graphic organisers?
Finally - How do we do it?
• Modernising pedagogy means
• making changes
The main changes are
• 1 tasks
• 2 lesson structure
And..
• 3 roles of L1 and L2 in the classroom
• 4 actions of teacher and learner
And...
• 5 our understanding of language use
Language use
• It’s not so much about the correctness of language as
• 1 awareness of language use
• 2 appropriacy of language use
Are these sentences ‘right’?
• ‘He don’t love me no more. • He aint coming home tonight.
I’m gonna be lonesome’’ • (Bessie Smith)
Just a reminder...
• BICS and CALP..
Our first language is L1 BICS
• We speak ( and sing!) BICS• Basic• Interpersonal• Communication• Skills
Our second language is
• L1 CALP• Cognitive • Academic • Language• Proficiency
• ‘’CALP is no-one’s mother tongue’’ • Pierre Bourdieu
• For CLIL we need CALP- Accuracy
• In other words- appropriacy
Changes to lesson structure –Starting a lesson
• What happens in the first five minutes of your average lesson?
In the first five minutes...
• What do you do?
• What do your pupils do?
• If you want to, compare with your neighbours.
Do you...
• Fingers up for each one..
• 1 check homework?• 2 show a picture/flash card?
• 3 turn on the powerpoint?
• 4 ask the class a question?
• 5 Write something on the board?
In the first five minutes...
• What do your pupils do?
Traditional pedagogy
• often means starting from the teacher’s voice and actions
CLIL pedagogy
• Should start from the pupils
CLIL means moving from...
• the act of instruction
• to
• the process of learning
• Ting, T 2011 CLIL Not only not immersion but also more than the sum of its parts
• ELTJ 65/3 July 2011
The what and the how
• In successful CLIL teaching, the focus is much more on the HOW as the WHAT
•WHAT is the content
• ‘’We’re learning about Volcanoes/osmosis/ the roman empire’’
• HOW is
• ‘’How can I help all my pupils understand?’’ • ‘’How can I find out where they
are having problems?’’
What do you think?
• What % of information do pupils probably remember from these classroom activities?
Jot down a % number
• A audio visual – watching a video
• B practice by doing - an experiment, for example
• C frontal teaching - teacher talking
• D teaching others- working in groups
• E immediate use – applying knowledge to new context/purpose
• F reading
• G demonstration- watching a teacher demonstrate something
• H discussion
Pupils retention rates
• 1 frontal teaching 5%• 2 reading 10%• 3 audio-visual 20%• 4 demonstration 30%
• 5 discussion 50%• 6 practice by doing 75%• 7 teaching others 90%• 8 immediate use 90%
Time to talk.....
• Did anything surprise you? • How should/could this impact on
our classroom practice?
• The greater the focus on the act of instruction the less is retained..• Eg frontal teaching• Reading• Watching a film/powerpoint• Watching a demonstration
• The greater the focus on the process of making meaning – ie learning
• Eg discussion• Practice by doing• Immediate use• Teaching others• The greater the retention
Beginning of the lesson
• Today we’re going to talk about volcanoes.
• What do you know about volcanoes?
Think about it...
• What don’t you know about volcanoes?
Think about it...
• How is global warming affecting us?
• Fold your paper and write down some ideas (L1 or L2)
Think about it..
• Why would people leave their town/region/country?
• Fold your paper...
Think about it..
• Put these pictures into groups
Think about it...
• What would happen if we didn’t need to eat?
Think about it...
• Draw a country.• You are the king/queen of this country
because you killed the old king.• Everyone hates you.• How can you protect your head?
Think about it..
• We need to find out what worms do.
• Design an experiment.
Reflection
• What kinds of thinking did you do today in the different activities?
• Which activity was the easiest/hardest for you? Why?