Knowledge theories supporting CLILProfessional Competence Laura Cardona and Ruzanna Galstyan CEU Cardenal Herrera (Adapted from Maria Alcantuds power point)

Contents1. Introduction 2. Bloom's and Marzano's taxonomy of learning domains3. Multiple Intelligences and learning styles4. Lev Vigotsky's scaffolding theory5. Jim Cummins' common underlying linguistic competence6. Learning vs acquisition: Stephen Krashen7. Advantages of plurilingualism

1. Introduction

CLIL - 1994 by David Marsh and Anne MaljersLearning content through an additional language (foreign or second)Very important for the European Commission.Benefits nurturing self-confidenceexposure to the languageparticular interest in vocational settings

2. Blooms taxonomy

Knowledge Comprehension Application Analysis Synthesis Evaluation

2. Blooms taxonomy Critical thinkingUnrau (1977)Imagine alternative solutions and perspectives Make an effort to persevere in acquiring and integrating knowledge Play with ideas Evaluate the consequences of beliefs, decision, and actions Reflect on ones own thinking and that of others in order to gain knowledge on oneself and others.

2. Blooms taxonomyPractical exerciseApplying Blooms Taxonomy in theClassroomWriting Example for Bloom's Taxonomy Bloom's Taxonomy Guide to Writing QuestionsTaskThink of an exercise for your students related to the subject you are currently teaching. When you ask the questions, problems or whatever you have in mind, take into account the table we have provided. Bear in mind at all times to move up from lower order thinking skills to higher order thinking skills when asking those questions, which, in itself, will make a more sensible way of progressing through the exercise.

2. Marzano's taxonomy

Knowledge Domain

Information (What is it?)Mental procedure (knowing how to classify and/or compare)Physical procedure (performing an action)

Cognitive systemKnowledge retrievalComprehensionAnalysisKnowledge use

3. Multiple Intelligences and learning stylesHoward Gardner

1. Verbal-Linguistic Intelligence 2. Mathematical-Logical Intelligence3. Visual-Spatial Intelligence 4. Intrapersonal Intelligence5. Bodily-Kinesthetic Intelligence6. Interpersonal7. Naturalist Intelligence8. Musical-Rhythmic Intelligence

Piaget and Vygotsky.

PiagetVygotsky

VygotskySocio cultural theory

The child as an active learner: they take action to solve problems

Assimilation +Accomodation = process of thinkingDevelopment and learning take place in a social context: people play importatnt roles in helping children to learnZPD (Zone of proximal development)Scaffolding

5. Jim Cummins' common underlying linguistic competenceTheories on bilingualism and bilingual or plurilingual educationWhat is the interdependence hypothesis? The relationship of the first language to the learning of another language.What is the common underlying proficiency? Proficiencies involving more cognitively demanding tasks are common across languages Linguistic interdependence hypothesis "dual-iceberg,The dimension of language used in more cognitively demanding tasks that involve more complex language is CALP (Cognitive academic Language Proficency).

5. Jim Cummins' common underlying linguistic competenceThreshold (=levels) HypothesisIndividuals with high levels of proficiency in both languages experience cognitive advantages and cognitive flexibility. Additive BilingualismThe second language doesnt substitute the first language, but compliments the first language.BICS & CALPBasic Interpersonal Communicative Skills in the second language: decribes the development of conversational fluency.Cognitive Academic Language Proficiency Classroom Implications describes the use of language in decontextualized academic situations.

Classroom implications

Students with some schooling in their primary language will succeed academicly as theyre learning the second language.Giving students content rich literature in both languages will encourage their academic success.

Child language learning and language acquisition

NOTE:To change images on this slide, select a picture and delete it. Then click the Insert Picture iconin the placeholder to insert your own image.

NOTE:To change images on this slide, select a picture and delete it. Then click the Insert Picture iconin the placeholder to insert your own image.Krashen: language learning and language acquisition. http://www.youtube.com/watch?v=NiTsduRreug Piaget and Vygotsky Features of Young learners (3-12).KrashenVygotskyVS Piaget

Content and language integrated learning (CLIL) is a term created in 1994 by David Marsh and Anne Maljers. It's an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. CLIL is fundamentally based on methodological principles established by research on "language immersion". This kind of approach has been identified as very important by the European Commission because it can provide effective opportunities for pupils to use their new language skills now, rather than learning them now to use later. It opens doors on languages for a broader range of learners, nurturing self-confidence in young learners and those who have not responded well to formal language instruction in general education. It provides exposure to the language without requiring extra time in the curriculum, which can be of particular interest in vocational settings. *Blooms Taxonomy of cognitive objectives has been around for a long time. Since 1956, it has served as a guide for teachers to think about how they can design lessons that will help their students to think critically. Basically, the taxonomy designed by Benjamin Bloom and his colleagues provides a way to describe 6 levels of thinking. The taxonomy is essentially a hierarchy, with knowledge as the first level and evaluation as the sixth level.*Unrau (1977), for example, believes teachers need to help their students develop a disposition or inclination to think critically. What does it mean to have a disposition to think critically? Some examples are**His classification is based on the Knowledge Domain and three systems - the Cognitive, the Self and the Metacognitive.The knowledge domain, consists of three categories of knowledge: information, mental procedures and physical procedures.COGNITIVE SYSTEMKnowledge retrieval = Recall: Recalling information, facts, sequences and processes. Comprehension = Synthesis: identifying what is important to remember. Representation: putting this information into categories. Graphic organizers encourage this processAnalysis = Matching, classifying, error analysis, generalizing and specifiying: by engaging in these cognitive processes learners use what they learn to create insights and invent ways of using learned information in new situations.

Representation: putting this information into categories.

Graphic organizers encourage this process. Matching, classifying, error analysis, generalizing and specifiying: by engaging in these cognitive processes learners use what they learn to create insights and invent ways of using learned information in new situations. Decision-making, problem-solving, experimental inquiry, investigations. These are also especially useful in project-type work.**