Embed Size (px)
Citation preview
CLIL for Primary SchooleTwinning Learning Event
Istituto Comprensivo 3 ChietiMarina Screpanti
Italian eTwinning Ambassador
CLIL
Content Language Integrated Learning
Content and Language Integrated Learning is an umbrella term which encompasses any activity in which a foreign language is used as a tool in the learning of a non language subject, where both language and subject have a joint role (Marsh).
1995First mention
of CLIL1978
European
Commission
1996Council ofEurope
European Commission :"Content and Language Integrated Learning (CLIL), in which pupils learn a subject through the medium of a foreign language……"
"CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign languagewith dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language".
"It [CLIL] provides exposure to the language without requiring extra time in the curriculum".
"…an approach to bilingual education in which both curriculum content (such as science or geography) and English are taught together. It differs from simple English-medium education in that the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study".
Why CLIL?CLIL can: develop subject knowledgeincrease intercultural awarenessdevelop FL abilityimprove cognitive skillsprepare students for a wider job marketIt provides exposure to language without extra-time in the school timetable
How many kinds of CLIL?Different kinds of immersion: from partial to total where some, most or all of subject content is taught through the target language
Subject courses where curricular subjects apart from language can be taught through the target language (specific classes with CLIL approach)
CLIL language showers where there is a regular, short exposure to CLIL usually in one subject area, delivered in the target language for 15 or 30 minutes several times per week
Language classes based on thematic units with emphasis on content
Double immersion programmes where two foreign languages plus the mother tongue are used to teach the curriculum
CLIL PRINCIPLES 1Content matter is not only about acquiring knowledge and skills, it is about the learner creating their own knowledge and understanding and developing skills (personalised learning);
2Content is related to learning and thinking (cognition). 3This language needs to be transparent and accessible;
CHUNKS OF LANGUAGE
4. Interaction in the learning context is fundamental to learning. This has implications when the learning context operates through the medium of a foreign language. The relationship between cultures and languages is complex. 5. Intercultural awareness is fundamental to CLIL. Its rightful place is at the core of CLIL.
What does CLIL expect to achieve? The overall goals of CLIL can be wide-ranging but should include: ■ Develop intercultural communication skills; ■ Prepare for internationalism;
■Provide opportunities to study content through different perspectives; ■ Access subject-specific target language terminology; ■ Improve overall target language competence; ■ Develop oral communication skills; ■ Diversify methods and forms of classroom practice;
■Increase learner motivation. These are often expressed as the ‘4Cs.
It gives opportunity to learn the content through different perspectives.It leads to achieve a deeper understanding of the subject
The key factor is the emphasis on communication and interaction. It focuses on oralcommunicative skills and fluency
It promotes the development of thinking skills
CLIL can help develop intercultural communication and learning about European countries’ culture
4C Content: subject matter; progression in new knowledge,
skills and understanding. Cognition: learning and thinking processes; engagement
in higher-order thinking and understanding, problem solving, and accepting challenges and reflecting on them.
Culture: developing intercultural understanding and global citizenship; ‘self’ and ‘other’ awareness, identity, citizenship, and progression towards multicultural understanding.
Communication: language learning and using; interaction, progression in language using and learning.
Cohexistence of L1 and L2
The use of two languages is not a factor for failure in bilingual classes. Language strengths, not limitations, come from the combination of both languages under adequate pedagogic conditions. Unsatisfactory results are due to inappropriate use of teaching resources and methods.
The ‘dual iceberg’ hypothesis: knowledge tranfers across languages, what has been learnt in one language does not need to be learnt again, it just need to find the words that best label this common knowledge.
L1 L2
Advantages in students working with CLIL modules
Listening and understanding, speaking, reading;Fluency and a large quantity of spoken language;Vocabulary; Morphology; Technical language (specific of each school subject)Creativity;risk-taking; collaborative skills;development thinking skills (cognitional development)
Motivation
Motivation may increase when ‘real issues’ become the centre of study.
Learners who are interested in a particular topic are motivated to acquire language in order to communicate. So the focus is not on language but there is a huge language improvement.
Meaningful learning/activities
Meaningful activities
Involving learners in whatever there is to be learned seems to be the crucial point in teaching. Learning can occur if learners are involved in meaningful interaction with others. The task for CLIL teachers, then, is to enable learners to become engaged in meaningful interaction in a foreign language regarding topics and problems posed by the curriculum of the subject.
TIPS 1) Always start from the pupils’ perspective (BRAINSTORMING) 2) Create opportunities for the integrated use of content and language 3) The final product must integrate language and content; it can be a talk, a film, a
poster, an interview, a mind map, a dialogue, a quiz, an experiment etc. These products need to be seen, watched, listened to, perceived by others, by classmates, teachers, parents or other pupils;
4) Use textbooks and texts written in the second language. These only become too challenging if pupils do not learn how to work efficiently with them. Specialist terms play a key role in subject texts.
5) Create opportunities for communication about the subject in the second language in every lesson. Pupils can for example be asked to discuss in pairs which aspects of the lesson they felt were most important, providing arguments to support their views. This does not take up much time, but brings major benefits. The introduction of complicated specialist terms in a foreign language is easier when illustrations are used.
Principles for successful and sustainable CLIL teaching and learning (from Meyer 2010)
■ Rich input: classroom materials should be meaningful, challenging, and authentic, so that new topics enhance motivation and link to prior knowledge. This may include Video clips, flash-animations, web-quests, pod-casts or other interactive materials on foreign language websites. Such materials can offer challenging tasks, creative thinking and create opportunities for meaningful language output.
■ Scaffolding: it is a support students and enable them to accomplish a given task through appropriate, supportive language production by providing phrases, subject-specific vocabulary and collocations needed to complete assignments.
■ Rich interaction and pushed output: Task-Based Language Teaching (TBLT) should be an integral part of CLIL teaching. TBLT focuses on bringing authentic communication into the classroom. Authentic communication in tasks promotes negotiation of meaning necessary and enables a greater depth and bandwidth of content learning.
■ Intercultural communication: students need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them.
■Thinking skills: the intersection of content, cognition and language, the ability to express complex thought processes appropriately. Cognitive skills are crucial and systematic language work is of paramount importance when teaching thinking. Students need to be shown how to express their thoughts in an increasingly complex manner.
REALLY IMPORTANT !!!
Put in the right order: taxonomy game
http://en.educaplay.com/en/learningresources/2284041/unscramble_taxonomy.htm
Bloom’s taxonomy
Blooms taxonomy (2).doc
https://www.youtube.com/watch?v=6ySwJpGIW-s&feature=youtu.be
http://farr-integratingit.net/Theory/CriticalThinking/revisedcog-creating.htm
types of thinking.pdf
Table of cognitive skills-1.pdf
Thinking skills_UVIC-1.pdf
https://www.youtube.com/watch?v=GvWZtiSfuo8
LOTS= Low order thinking skillsHOTS= high order thinking skills
Table 1 adapted from Anderson and Krathwohl, 2001
WHAT HAPPENS IN NORMAL FL LESSONS?
Generally, in the normal FL lessons there is insufficient exposition to the language. Very often, in these lessons, the language the children are exposed to is composed precisely of the language items that are to be. Thus the children are exposed to language objectives rather than to naturally-occurring language
What is LEARNING?
Learning is an active process of making sense. The starting point of playing CLIL is to see learning as an active mental process of making sense of the world. Learning aims for understanding, for giving meaning to experience. There are infinitely numerous ways of experiencing the world and giving meaning to it (e.g. from various perspectives or affective states)
Scaffolding Scaffolding is the process of supporting students during their learning process and gradually removing that support as your students become more independent.
Scaffolding
Language and Learning You can scaffold both the language as well as the learning process of students.
Scaffolding a language can be done by providing language frames or example sentences (CHUNKS OF LANGUAGE)
Scaffolding learning can be done by providing the step by step instructions for the task ahead. This can also be an example exercise
Language of learning/language for learning/ Language through learning
Language of learning: It is the type of language that learners have to acquire in order to be able to access the new knowledge that is going to be introduced through the specific content of the subject. It is language specific to the subject, so it can be related to the genre. For instance, a CLIL lesson of History would include terms and vocabulary related to houses, clothes, customs, etc., together with descriptions and generalizations and the use of, for example, the past tense.
Language for learning: It is the language that learners will need to use during the lessons, so that they can develop and do the tasks and activities efficiently. It is related to the classroom language. This type of language would include a vast number of examples.
Language through learning: It is the kind of language that cannot be planned in advance and which will ‘emerge’ through the learning process.
Resources and materials for CLIL lessons in the webiTunesYou tube Teacher tube: http://www.teachertube.com/Teachers TV: http://www.teachers.tv/Learning English (BBC): http://www.bbc.co.uk/worldservice/learningenglish/Learn English (British Council): http://learnenglish.britishcouncil.org/en/English central: http://www.englishcentral.com/watchVoxy: http://voxy.com/Yappr: http://es.englishyappr.com/welcome/VideoList.actionTed subtitles: http://www.ted.com/translate/languages/spaScoop.it: http://www.scoop.it/clil%20resources
Lesson planning has to take into account the following aspects:
• choice of a subject content or a portion of it appropriate for the age and included in the school curriculum; • examination of children’s language proficiency and cognitive skills required to deal with the content; • consideration of children’s learning styles and multiple intelligences; • definition of content objectives in terms of what children will learn or do; • definition of language objectives in terms of receptive and productive skills, academic language, functional language; • choice of strategies to activate children’s background experiences and prior learning (see “tuning in” activities in the planning format); • choice of appropriate activities aimed to facilitate language and content learning, organise knowledge, develop higher-order thinking skills (observe, recognize, locate, identify, collect, distinguish, categorize, select, construct, etc.) and apply knowledge to new;
• choice of outcomes
Lesson plan samples
http://www.onestopenglish.com/clil/http://www.teachingenglish.org.uk/
teaching-kids/resources/clil
http://multidict.net/clilstore/
Some references
• Coyle, D., Hood, P., Marsh, D., (2010), CLIL: Content and Language Integrated Learning, Cambridge University Press, Cambridge.
• Coonan C.M., (2014), I principi base di CLIL, I Quaderni della Ricerca. Fare CLIL - Strumenti per un insegnamento integrato di lingua e di disciplina nella scuola secondaria, Torino, Loescher Editore.
• Marsh, D., Wolff, D., (2007), Diverse contexts – Converging goals, CLIL in Europe, Peter Lang, Francoforte.
• Marsh, D., Mehisto, P., Wolff, D., Frigols, M. J.. (2010), European Framework for CLIL Teacher Education: A framework for the professional development of CLIL teachers, European Centre for Modern Languages, Graz.
• Marsh, D. (2013), The CLIL Trajectory: Educational Innovation for the 21st century iGeneration, University of Cordoba.
• Mehisto, P., Marsh, D., Frigols, M.J., (2008), Uncovering CLIL, Macmillan.• Serragiotto G., (2014), Dalle microlingue disciplinari al CLIL, Torino, UTET.• Bentley, K., (2010), The TKT Course – CLIL Module, Cambridge University Press.• Dale L., Tanner R., (2012), CLIL Activities. A resource for subject and language teachers,
Cambridge University Press.• Last modified: Monday, 23 November 2015, 4:09 AM
