Teaching Vocab Clil

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Teaching Vocabulary in the Primary Classroomthrough CLIL

Krista Ireland- Sept. 27th, 2007

80% of the language met for the first timeis lost within 24 hours.

-The Brain Book

by Peter Russell

This session deals with analyzing the role of vocabulary in CLILin both the presentation and retention of vocabulary.


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What is CLIL?Learn as you use

and use as you learn.-David Marsh UNICOM

Content & Language Integrated Learning (CLIL )

began as a grassroots movement towardsmaking language learning more meaningful andimmediately useful. It thus attends to and

combines aspects of learning and intelligencetheories proposed by Piaget, Bloom, Feuerstein,

Skinner, Bruner, Ausabel, Vigotsky, Gardner andSternberg in a Socio-Constructivist framework.


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Why CLIL? CLIL uses a cross-curricular focus of using

another language to do tasks and study thecontents of different subject areas .

CLIL focuses on the utility of a practicalapplication in the work place in the future.

CLIL uses communication in the classroom for

an immediate purpose where knowledge isbuilt daily.

CLIL easily integrates the Common EuropeanFramework, the European Union 2010

Objectives in its focus as well as easilycatering to LOE requirements.


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What does CLIL offer

to educators and students?

A plurilingual framework for language learning. Over 100 different models co-existing in the EU. Flexible dual-focused integration of contents and language. Stimulating inter-disciplinary tasks and global learning. Meaningful hands-on approach in the classroom. Learner centred activities and task based learning such as:

minds- on and hands-on activities songs and games experiential tasks

projects and written records of language and observations reports and presentations varied approaches to evaluation individually, in groups, by the teacher, etc.

The possibility of meaningful integration of ICT-resources to share results. The framework to easily promote team work and cooperation. Preparation of pupils to compete successfully for internationally oriented posts

and higher education.

Enhanced tolerance and respect towards different cultures.


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How does CLIL help vocabulary

retention and storage?CLIL combats decay theory (forgetfulness due to

disuse) by:

Frequently recycling language by giving moreclassroom hours in L2.

Building knowledge naturally through content intothe syllabus design.

Providing a framework that allows for strategiesand techniques from other methods andapproaches in order to consolidate knowledge in

a cross-curricular approach.


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How does CLIL help us retrieve

information more easily?CLIL combats cue dependent theory (forgetfulness due to not being able to

retrieve or recall the information) by:

Presenting language in different learning contexts. Reviewing or associating lexis with more situations. This constructs

different channels in order to retrieve information more quickly. Attending to Multiple Intelligences by using a cross-curricular focus. Providing meaningful learning (starting from Ss level, interests, reality).

Using strategies of guided discovery. Adding more cognitive elements-sight, touch, taste, smell, movement such

as in TPR. Offering the possibility to incorporate many other learning strategies. Providing activities that develop cognitive thinking skills to help store the

information more efficiently and develop intelligence.


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Minds on!Observation of art techniques in L2


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Hands on! Guided experimentationControlled practice using language and content


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Hands on! Individual projectFreer experimentation and communication practice


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Project workFurther practice enhancing cooperation and communication skills


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Written vocabulary recordCognitive approaches to memory and storage


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Self- evaluationGuided diary to promote reflection on progress and language learning


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How do we choose vocabulary to

teach in CLIL?Lexical needs

and choices forreception and

production(5-7 items/session)

Contentsand

language fromcurricularanalysis

Analysis of thestudents needs

and level:Linguistic, cognitive

& psychological

Frequency ofwords in

the subject


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The contents determine the use

of language: History uses the past tense quite frequently and

is both abstract and difficult linguistically for young

learners. Physical Education uses the imperative quite

frequently for instructions, (can/ cant ormust/mustnt for rules, etc.) Also the use of

phrasal verbs for actions is quite frequent. Videoscan be used as support for instructions to showhow to play a popular game or sport thusfacilitating the presentation of content. TPR as amethodology fit in well with this area.


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of language: Art, like Physical Education, requires observation

of a target art product together with language

needed to follow instructions in the imperativedoing different actions and using varied materials.In the classroom sharing materials means beingable to ask for them using questions. Another

typical activity is that we describe artwork (has got+ colours, shapes, types of lines) and give ouropinions about it (likes and dislikes feelings, etc.)Art enriches the linguistic process since the finalout come is a tangible artistic product. Students

feel motivated by having created a work of art orcraft on their own.


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of language: Science traditionally has had a more of a rote learning approach until the

introduction of laboratory resources and materials to do hands experimentsto observe in class. This approach is very helpful in CLIL since it starts

from a context. Creating a context for learning in the classroom greatlyfacilitates the learning process. It help learn how to observe the worldaround us in a new way and categorizing what we see.

The present simple is often used to describe the permanent qualities ofmatter, behaviour of animals, plants, minerals, etc. The passive voice isalso one of the most frequent structures found. Establishing semantic fieldsto create categories such as distinguishing differences between mammals,birds, reptiles, insects through observation is common. Also, understandingword construction and the use of bound morphemes such as prefixes andsuffixes is quite helpful.

All content areas take into account: multiword verbs, idioms, collocation,word-building, pronunciation, the grammar of vocabulary, morphemes (free& bound)


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How do textbooks help organize

vocabulary and language?Textbooks are useful for:

Outlining course and curricular objectives. Organizing language and contents simultaneously. Facilitating department and cycle coordination. Developing balanced units.

Helping set lesson goals using an internationalstandard in education: Blooms Taxonomy of cognitivecompetences.

Providing meaningful tasks for vocabulary storage andretention.

Proposing ideas to help develop cognitive and multipleintelligence using the language and vocabulary needed.


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1. Knowledge or the ability to

recall informationTask objectives:

arrange, define, duplicate, label, list, memorize, name,order, recognize, relate, recall, repeat, reproduce, state, tell,describe, identify, show, label, collect, examine, tabulate,quote, name: who, when, where, etc.

Students are able to: Observe and recall of information. Show knowledge of dates, events, places. Show knowledge of major ideas. Show mastery of subject matter.

- from B. Blooms Taxonomy of Educational Objectives


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2. Comprehend or interpret

information in ones own wordsTask objectives:

Classify, describe, discuss, explain, express, identify, indicate,locate, recognize, report, restate, review, select, translate,summarize, describe, interpret, contrast, predict, associate,distinguish, estimate, differentiate, discuss, extend whileunderstanding information.

Students are able to: Grasp meaning. Translate knowledge into new context. Interpret facts, compare, contrast. Order, group, infer causes.

Predict consequences.- from B. Blooms Taxonomy of Educational Objectives


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3. Application or use of

knowledge in a novel situationTask objectives:

Apply, choose, demonstrate, dramatize, employ, illustrate,interpret, operate, practice, schedule, sketch, solve, usecalculate, complete, illustrate, show, solve, examine, modify,relate, change, classify, experiment, discover.

Students are able to: Use information. Use methods, concepts, theories in new situations. Solve problems using required skills or knowledge.



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4. HOTS! Analyze or break down

knowledge and show interrelationshipsTask objectives:

analyze, appraise, calculate, categorize, compare, contrast,criticize, differentiate, discriminate, distinguish, examine,experiment, question , test, separate, order, explain, connect,classify, arrange, divide, compare, select, explain, infer.

Students are able to:

See patterns. Organize parts. Recognize hidden meaning.

Identify components.- from B. Blooms Taxonomy of Educational Objectives


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5. HOTS! Synthesize knowledge to form a

whole and solve a problemTask objectives:

Arrange, assemble, collect, compose, construct, create, design,develop, formulate, manage, organize, plan, prepare, propose, setup, combine, integrate, modify, rearrange, substitute, plan, create,design, invent, what if?, compose, formulate, prepare, generalize,rewrite.

Students are able to: Use old ideas to create new ones. Generalize from given facts. Relate knowledge from several areas. Predict and draw conclusions.



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6. HOTS! Evaluate or judge on

the basis of criteriaTask objectives:

Appraise, argue, assess, attach, choose, compare, defend,estimate, judge, predict, rate, select, support, value, evaluate,decide, rank, grade, test, measure, recommend, convince, select,judge, explain, discriminate, support, conclude, compare,summarize.

Students are able to: Compare and discriminate between ideas. Assess value of theories and presentations. Make choices based on reasoned arguments. Verify the value of evidence.

Recognize subjectivity.- from B. Blooms Taxonomy of Educational Objectives


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What cognitive skills are developed in this

unit from Essential Science?


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Written records: from vocabulary

storage to project reportsWritten records: Need to be flexible to attend to our students needs. Can be comprised of both the textbook and a personalized notebook or

binder. Need to provide a record for future reference. Are more stimulating when they are more personalized enhancing student

involvement. Need to include one or more of the following: a picture, written definition,

translation, example of use, phonology, definition of the parts of speech.

Can include sections for: Individual words and definitions

Semantic groups and images (stickers, magazines, students drawings, etc.) Grammatical categories (phrasal verbs, adjectives, irregular verbs, etc.) Functional categories ( classroom functions, dialogue flow charts, etc.) Projects, experiments and observations Language rules and contents

Evaluation (self evaluation grid, diary dialogue with the teacher, group evaluation)


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Projects and Experiments

Essential Science 2


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THANK YOU FOR YOUR ATTENDANCE

AND PARTICIPATION IN THE SEMINAR!

Feel free to contact me at:

[email protected] visit our web page at:

www.richmondelt.com

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Teaching Vocab Clil