WHAT IS CLIL?M1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman

SOME DEFINITIONS

An approach . . . that may concern languages; intercultural knowledge, understanding and skills; preparation for internationalisation and improvement of education itself. (Marsh, 2002)

A meaning-focused learning method . . . The aim is learning subject matter together with learning a language. (Van de Craen, 2006)

An ‘umbrella’ term used to talk about bilingual education situations (Gajo, 2007)

Bentley (2010) The TKT Course: CLIL Module

SOME KEY ABBREVIATIONS

Content and Language Integrated Learning (CLIL)

Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE)

L’Enseignement de Matières par l’Intégration d’une Langue Étrangère (EMILE)

SO . . . WHAT IS CLIL?

ContentLangua

ge

The Intersection

WHAT IS CLIL?

L2 is used as the medium of instruction for other curricular areas:MathScienceSocial StudiesArtMusicP.E. . . . And more

TWO APPROACHES

WHAT ELSE IS CLIL?

Content from other curricular areas is introduced into the L2 classroom:Vocabulary about ecosystemsA text about prehistoric settlements in CantabriaNames of musical instrumentsA video about a famous athlete

TWO APPROACHES

TYPES OF CLILSoft CLIL

Hard CLIL

Type of CLIL Time ContextLanguage-led 45 minutes

once a weekSome curricular topics are taught during a language course

Subject-led (modular)

15 hours during one term

Schools or teachers choose parts of the subject syllabus which they teach in the target language

Subject-led (partial immersion)

about 50% of the curriculum

About half of the curriculum is taught in the target language. The content can reflect what is taught in the L1 curriculum or can be new content.

Bentley (2010) The TKT Course: CLIL Module

A LITTLE BIT OF HISTORY

The term CLIL was coined in 1994We can see examples of CLIL in history:

Ancient history: The Sumerians and Akkadians Middle Ages: Latin and French Colonial period: French, English, Portuguese and Spanish Illustration and Elite language instructions Bilingual and Multi-lingual communities in the 20th Century

WHY CLIL?M1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman

BENEFITS OF CLIL

Introduce learners to new concepts through another language

Improve learner’s production of L2Improve learner’s performance in L2 and subjects

Increase learner’s confidence in L2Develop critical thinking skills

Bentley (2010) The TKT Course: CLIL Module

MOTIVATIONAL FACTORS

Language is used for a purposeREAL COMMUNICATION!

Task-based approachPROJECTS

Professional challenge for teachersCreates links between different curricular areasFacilitates coordination between different teachers

KEY CONCEPTS IN CLILM1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman

KEY CONCEPTS IN CLIL

Triangle Model 4 Cs of CLIL BICSCALP

TRIANGLE MODEL

CO

NTE

NT LA

NG

UAG

E

LEARNING SKILLS

CLIL- RELATED GOALS

Mehisto, et al. (2008) Uncovering CLIL

WHAT ARE THE 4 CS OF CLIL?

Content

Communication

Cognition Culture

4 Cs of CLIL

Bentley (2010) The TKT Course: CLIL Module

BICS

Basic Interpersonal Communicative SkillsSkills for social situationsAcquired after 2-3 years of CLIL instruction Learning is contextualized and supported Less cognitively demanding tasks

Repetition Matching

Bentley (2010) The TKT Course: CLIL ModuleCummins (2001) Negotiating Identities: Education for Empowerment in a Diverse Society

CALP

Cognitive Academic Language ProficiencySkills for academic situationsAcquired after 5+ years of CLIL instructionAbstract and formal languageCognitively demanding tasks:

Justifying opinions Making hypotheses Interpreting evidence

Bentley (2010) The TKT Course: CLIL ModuleCummins (2001) Negotiating Identities: Education for Empowerment in a Diverse Society

APPLYING CLIL – CATEGORIES GAME

How does it relate to the Triangle Model?How does it relate to the 4 Cs?Does it use BICS or CALP?Can you come up with a similar activity for another subject?

CORE FEATURES OF CLIL M1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman

CORE FEATURES OF CLIL METHODOLOGY

Multiple focus

Safe and enriching learning

environment

Authenticity

Active learning

Scaffolding

Co-operation

Mehisto, et al. (2008) Uncovering CLIL

MULTIPLE FOCUS

Supporting language learning in content classesSupporting content learning in language classes Integrating several subjectsOrganizing learning through cross-curricular themes and projects

Supporting reflection on the learning process

Mehisto, et al. (2008) Uncovering CLIL

TWO APPROACHES TO CLIL

Content Language

The Intersection

SAFE AND ENRICHING LEARNING ENVIRONMENT

Using routine activities and discourseDisplaying language and content throughout the classroom

Building student confidence to experiment with language and content

Accepting errors as part of the learning processGuiding access to authentic learning materials and environments

Increasing student language awarenessMehisto, et al. (2008) Uncovering CLIL

AUTHENTICITY

Letting the students ask for the language help they need

Maximizing the accommodation of student interests

Making a regular connection between learning and the students’ lives

Using current materials from the media and other sources

Mehisto, et al. (2008) Uncovering CLIL

ACTIVE LEARNING

Students communicating more than the teacherStudents help set content, language and learning skills outcomes

Students evaluate progress in achieving learning outcomes

Favouring peer co-operative workNegotiating the meaning of language and content with students

Teachers acting as facilitatorsMehisto, et al. (2008) Uncovering CLIL

SCAFFOLDING

Building on a student’s existing knowledge, skills, attitudes, interests and experience

Repackaging information in user-friendly waysResponding to different learning stylesFostering creative and critical thinkingChallenging students to take another step forward and not just coast in comfort

Mehisto, et al. (2008) Uncovering CLIL

CO-OPERATION

Planning courses/lessons/themes in co-operation with CLIL and non-CLIL teachers

Involving parents in learning about CLIL and how to support students

Involving the local community, authorities and employers

Mehisto, et al. (2008) Uncovering CLIL

CLIL QUIZ

M1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman

1. CLIL IS . . .

A.About learning a new language quickly.

B.A method for thinking in English.

C.An approach with many differnt methodologies.

Bentley (2010) The TKT Course: CLIL Module

1. CLIL IS . . .

A.About learning a new language quickly.

B.A method for thinking in English.

C.An approach with many differnt methodologies.

Bentley (2010) The TKT Course: CLIL Module

2. COMMUNICATION IN CLIL AIMS TO . . .

A.Develop skills to express ideas in curricular subjects.

B. Increase the use of TTT (teacher talking time) across the curriculum.

C.Encourage listening skills in cross-curricular work.

Bentley (2010) The TKT Course: CLIL Module

2. COMMUNICATION IN CLIL AIMS TO . . .

A.Develop skills to express ideas in curricular subjects.

B. Increase the use of TTT (teacher talking time) across the curriculum.

C.Encourage listening skills in cross-curricular work.

Bentley (2010) The TKT Course: CLIL Module

3. ONE OF CLIL’S AIMS IS TO . . .

A. Improve the L1.

B. Increase learners’ confidence in using grammar.

C.Provide cognitive development for learners.

Bentley (2010) The TKT Course: CLIL Module

3. ONE OF CLIL’S AIMS IS TO . . .

A. Improve the L1.

B. Increase learners’ confidence in using grammar.

C.Provide cognitive development for learners.

Bentley (2010) The TKT Course: CLIL Module

4. IN THE CLIL CLASSROOM, BICS HELPS LEARNERS . . .

A.Use ICT across the curriculum.

B.Develop basic conversation skills.

C. Improve their thinking skills.

Bentley (2010) The TKT Course: CLIL Module

4. IN THE CLIL CLASSROOM, BICS HELPS LEARNERS . . .

A.Use ICT across the curriculum.

B.Develop basic conversation skills.

C.Improve their thinking skills.

Bentley (2010) The TKT Course: CLIL Module

5. IN THE CLIL CLASSROOM, CALP HELPS LEARNERS . . .

A.Communicate in everyday situations.

B.Develop thinking skills for studying subjects.

C.Do tasks such as copying and repeating new subject language.

Bentley (2010) The TKT Course: CLIL Module

5. IN THE CLIL CLASSROOM, CALP HELPS LEARNERS . . .

A.Communicate in everyday situations.

B.Develop thinking skills for studying subjects.

C.Do tasks such as copying and repeating new subject language.

Bentley (2010) The TKT Course: CLIL Module

6. STUDYING CURRICULAR SUBJECTS IN CLIL HELPS LEARNERS . . .

A.Develop better pronunciation for all subjects.

B. Improve their reading and writing skills during all lessons.

C.Understand new subject knowledge and language together.

Bentley (2010) The TKT Course: CLIL Module

6. STUDYING CURRICULAR SUBJECTS IN CLIL HELPS LEARNERS . . .

A.Develop better pronunciation for all subjects.

B. Improve their reading and writing skills during all lessons.

C.Understand new subject knowledge and language together.

Bentley (2010) The TKT Course: CLIL Module