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Enrique Ruiz Cano
Head of the English and CLIL department & Erasmus projects co-ordinator
Successful management of a CLIL department
Different ways of approaching CLIL in a school
1. Subject teacher and Language teacher teach different lessons. L2 is the main purpose. L2 teacher places emphasis on students´ FL ability.
2. Subject teacher and Language teacher teach different lessons. L2 is the main purpose. L2 teacher orientates the lesson towards the subject.
3. Subject and language teacher teach in the same lesson. Subject teacher speaks in the mother tongue and L2 teacher uses the FL.
4. Subject and language teacher teach in the same lesson. Both subject and language teachersspeak in the FL.
5. Subject teacher speaks in L1. Written materials are in L2 though.
6. Subject teacher speaks in L1 but get pupils to speak, listen to (through other sources), readand write in L2.
7. Subject teacher teaches on their own in L2.
Role of the head of the CLIL departmento Meet the school management team at the outset and
end of the school year minimum and with the Ofsted
o Design the timetable for Tas.
o Co-ordinate with the rest of the CLIL teachers to distribute back-up classes or support classes.
o Work cooperatively with both language and subject teachers.
o Cooperate with the rest of the teachers.
o Attend to “CCP” meetings.
o Promote projects within the department.
o Cooperate with other CLIL schools.
o Partipate in training activities and/or seminars.
What does CLIL include?
CLIL comprises 7 Cs: (Dr. Hicks, D.)
1. Collaboration
2. Communication
3. Colegiality
4. Choice
5. Criticality
6. Cognition
7. Creativity
COLEGIALITY
1. At a school level:• Teachers from the CLIL department should work cooperatively when It comes to Primary schools. In Secondary schools, both the subject and the language teacher.How??- Language teacher supporting subject teachers linguisitically.
- Job shadowing your fellow colleagues´ classes.
- Regular meetings• CLIL teachers coordianting with Spanish language teachers.
• CLIL and English teachers meeting the school management team on a frequent basis.
COLEGIALITY
2. At local, regional or national level:
•Sharing resources with ohter CLIL schools.
•Attending seminars and/or talks organised by the Educational Authorities.
• Using the blog as an istrument of communication.
3. At an European level:
•Etwinning. https://live.etwinning.net/home
• Videoconferencing, pen pals´exchanges.
•Erasmus +.
• School Education Gateway http://www.schooleducationgateway.eu/en/pub/index.htm
COLEGIALITY
Decisions should be made corcerning:
•Co-ordination with Nursery Education.
•Use of TAs.
• How to cater for mixed-ability classes (TAs, support teachers, etc.)
• Complementary activities (play in English, 2 days trip in English, etc.)
• Use of textbooks.
•English speaking countries celebrations.
•External exams. •Cambridge YLT and/ or Trinity College
CO-ORDINATION WITH NURSERY EDUCATION
• How to approach English: Use of Jolly Phonics together with other types of activities eg songs, stories, etc.
USE OF JOLLY PHONICS
It is a UK based programme to teach pupils to read.Children learn the 42 letter sounds of the English language, rather than the alphabet. They are then taken through the stages of blending and segmenting words to develop reading and writing skills.
BENEFITS: It improves pupils´ reading, listening and reading comprehension sills over whole words.Dechiphering unfamiliar words.
DRAWBACKS: The iregularity of English means a restriction of vocab, children can be saying words outside meaningful vocabulary, need for fine auditory discrimination.
Use of textbookso What criteria do you to select textbooks?
o Does it offer visual support?
o Is the content presented within meanigful contexts?
o Does it offer activities for low and high achievers?
o Do the activities help you cater for different learnign styles?
o Do the activities provide scaffolding?
o Do the units include a list of the key words in L1?
Pen pals´ exchangesExchanges with École Elementaire Publique Pierre Vincent – Alissas, France And Zakladna Skola - Slovakia
Let´s think of the pros and cons of the following strategies when using CLIL
1. Pair weaker with stronger students
2. Pair students with a partner of similar ability
3. Use mixed ability groups
4. Use groups of similar ability
5. Provide alternative tasks for weaker students and extension activities for stronger
6. Monitor the weaker students yourself and give extra help
7. Use a strong student as an expert helper
DEALING WITH MIXED-ABILITY GROUPS
- Graded tasks
- Open-ended tasks
- “Happy medium” between mixed-ability and homogeneous groups.
- Scaffolding.
- Teaching Science in Spanish and then in English or swtiching back and forth between both languages with those students whose linguistic level is not up-to-scratch.
DIFFERENTIATION
- Not every child is the same.
- Take small homogeneous groups outside the class.
Role of Language Assistants
Think about how you use TAs in your class:
1.To present the input.
2.To take some students outside the class for conversation classes.
3.To help you with weaker students in the class.
4.To devide the class into 2 or 3 groups (depending upon how many teachers teach at the same time) and each one is in charge of one group (different ability groups). These groups swap and they do different work.
5.To help you linguistically wise.
6.To be in charge of speaking tests.
7.To help you with the blog, English speaking countries celebrations, and so on
Link the school work with families and other stakeholders
- Website or blog http://www.clilenglishags.com/
- Facebook group
- Twitter group
- Etwinning through twinspace
- https://twinspace.etwinning.net/11246/home
- Educational Authorities website
Cambridge or Trinity College tests
• They make pupils aware of their level within the CEFR.
• They give evidence of their progress learning the language.
• They are so motivating.
• They keep written record of what they are able to do.
• They provide a challenge for students
Prime importance of integrating CLIL areas
• Pupils learn in a holistic way.
• It helps teachers develop the 4 Cs more effIciently.
Integrating Natural Science, Art and Crafts and English Literacy
Plants
Enrique Ruiz Cano
Head of the English and CLIL department & Erasmus projects co-ordinator
CLIL as a vehicle for change in the English Literacy classroom
What do we do at school?
We teach Science and Art and Crafts through the English language using a “hard” CLIL approach
BUT we also use CLIL when teaching English as a Foreign Langauge
We teach 4-5 hours of English a week!
Theoretical framework
LOE
Children perceive reality in a holistic way
CLIL
BICS CALP
The different functions of classroom language
COMPETENCE-BASED PROJECTS ENGLISH LITERACY
School year 2014-15Summer term: Local heritage and cities
from the three countries
School year 2015-16Autumn term: Tudor times
Spring term: Famous people
COMPETENCE-BASED PROJECTS ENGLISH LITERACY
School year 2014-15Summer term: Local heritage and cities
from the three countries
https://www.youtube.com/watch?v=bfAXrSO8OKQ&feature=youtu.be(Example of a part of a final task)
ASPECTS WHICH ARE WORTH MENTIONING
Wide range of activities
Multimodal input
Different ways of dealing with heterogeneous groups
Prime examples of TBT (task before text)
Progression from more controlled activities to freer activities
HOTS from the very outset of the unit
Global development of Key competences.
Pupils become more resilient both linguistically and coginitively wise.
UNIT 7
COMPETENCE-BASED PROJECTS ENGLISH LITERACY
Spring term: Famous people
https://www.youtube.com/watch?v=QWlwLEzedKU(Example of a part of a final task)
BENEFITS- Motivation
- Faster development of communicative competence
- Memorable learning experience
- Shift from using the language for its own sake to actually using it to learn content.
- More interaction.
- Develop of key competences.
- Improvement of pupils´ competence in L1.
- Cater for a wider scope of learning styles.
- Pupils become socioculturally competent.
- Impulse for schools (Erasmus + or Cambridge tests).
School years: 2014-2015 y 2015-2016
CLIL as a tool for change in the Primary classroom
REINO UNIDO
ESPAÑA
LETONIA
