Content and Language

Integrated Learning

CLIL attack

Activity 1. Mind map of the research article

• Divide the paper in the group.• Establish the main factors of the paper.• Summarize what you perceive as the main

items of the paper.• Present the map

What drives the core-features?

THINKING drives the teaching/learning process;COGNITION drives the good CLIL practice.

THINKING = COGNITIONIt is the mental faculty of knowing which includes:Perceiving RecognizingJudgingReasoningConceivingimagining

CLIL GOALS• The holistic development of learners;• To guide students towards becoming

capable and motivated;• To form independent students• To put the focus on SUBSTANCE• Not only provide with new information but

also permit the connection between that new information and the existing knowldge, skills and attitudes.

CLIL MODELMEANING-MAKING is both a personal

and social process (COMUNITY)The new knowledge and skills develop

through: Personal and cooperative reflection

(COGNITION)A communicative process

(COMMUNICATION)

THE FOUR PRINCIPLES

• These principles can serve as a reference point for lessons planning

• They contribute to successful outcomes

COGNITION

COMMUNITY – CONTENT - COMMUNICATION

How does CLIL work for students?

CLIL classes work:To create life experiences;To tap into the innate language

learning ability we all have.

Communication and learning take place in the CLIL language

Conceptual map for understanding CLIL: holistic, symbiotic view

(developed by Do Coyle)context

context

context

context

culture

culture

culture

content

communication

cognition

Language Triptych

Three interrelated types of language

• L of learning – content obligatory language related to the subject theme or topic

• L for learning – language needed to operate in foreign language environment (for pair/ group work, asking questions, debating, etc.)

• L through learning- new language that cannot be planned. This emerging language needs to be captured, recycled and developed so that it becomes a part of a learner’s repertoire

Lexical rather than grammatical approach

• Language that has real purpose and is dictated by the context of the subject

• Attention to collocations, semi-fixed expressions, set phrases and subject specific and academic vocabulary

• Chunks of language that can be picked up and used immediately

• There is no grading for language!• Learners are not afraid to make mistakes• Learner styles are taken into account

Benefits of CLIL• The whole that is greater than the sum of the parts

(synergy effect)• Accelerates learning• Is authentic• Nurtures a feel good (fun!) and can do attitude • Fires the brain up, fires the neurons, rejuvenates

teaching • Serves as a platform for ultimate students’ interest in

other languages and cultures• Gives feelings of professional satisfaction and

cooperation to teachers• Parents are for it• Beneficial for the school

Discouraging factors/ limitations• CLIL is complex• There is no single model for CLIL – the context is

to be taken into account• Who is to teach CLIL (language or subject

teachers), and how to combine both?• New concepts are always difficult to accept• Threat to the native language, if any? Do

academic language and terminology develop?• Insufficient understanding of content through

the medium of foreign language• CLIL methodology and assessment are not clear –

teachers have to be supported• Teacher overload, shortage of materials

Current ELT interest in CLIL

• CLIL programs are becoming common place in numerous countries in Europe (Austria, Finland, Spain (all subjects in Basque country), the Netherlands)

• Language teachers help subject teachers. The aim is to have subject teachers teaching CLIL by themselves.

CLIL lessons around the world

• http://www.youtube.com/watch?v=uAJSzSTUNT0&feature=related

• http://www.youtube.com/watch?v=-J-s_OCc8zw&feature=related

• http://www.youtube.com/watch?v=RYsG52Vw5do&feature=related

• http://www.youtube.com/watch?v=KsSGFsgWNVg&feature=related

Sources

• Book: “Uncovering CLIL”,by Peter Mehisto, Maria-Jesus Frigols, and David Marsh. (Chapter 2: Getting ready for CLIL)

• Youtube lessons

superheroes

What is a superheroe?

Do they exist?

Explain why yes or not

Identify the heroe by his/her logo

Recognize superheroes powersRecognize superheroes powers

The New Superheroes

Answer the following questions

1. Which are the new powers of superheroes?2. Why do you consider old superheroes have

changed?3. What can you infer in Superman, Batman and

Aquaman´s reactions?1. Why were they excited?2. Why is Batman questioned about his superpowers?3. Why is Ben highlighted by the other superheroes?

• Draw him/her• He/she should have one Colombian

characteristic• Explain his/her superpowers• Explain briefly his/her story• Name and describe his/her enemies

Create your own superheroe for Colombian

problems

Thank youLet`s change the world