• What are the students’ needs, i.e.
What is the goal of the CLIL program?
• What should we teach?
• How should we teach it?
In fact: the 4Cs in CLIL:
• content
• cognition
• communication &
• culture
Communication & culture = language acquisition
= focus on content (history, geography …) taught through the medium of a language which is not the mother tongue
Vocabulary
Form:
Spelling
pronunciation
Meaning:
of words, of larger lexical items (phrasal verbs, idioms)
meaning relations
Grammar: accuracy
Complexity
i.e. adapting one’s language to the CONTEXT
S’s social status, his role in the exchange
H’s social status, his role in the exchange
the social distance between S & H
the situation of the utterance (time & place)
activity type, discourse type …
MAK Halliday – Functional grammar S conveys meaning by every aspect of his utterance: pronunciation,
intonation, word choice, grammatical complexity …
Austin: Speech Acts
Grice: H – must make inferences
S & H negotiate meaning on a case-to-case basis
- clarify ambiguities, explain misunderstandings, ask for more info, …
Grice: Cooperative Principle
Austin: S performs language functions
the functional perspective to language teaching
- to ask for/offer (information), to apologize/praise, to
covering/concealing inadequacies (lack of vocabulary or info)
self-correction, reformulation (monitoring & repair)
catching H’s attention, interest, good will (humor, figurative speech)
indirectness & politeness (to avoid hurting H’s feelings)
negotiating power positions (getting things done your way)
• thinking skills: - to construct meaning
- to express thinking
• creative skills
• analytical skills
• evaluating skills
CLIL skills
Evaluation
both CEFR & CLIL:
- self-, peer- and group-evaluation rather than testing
Situation (close to the learners’ life experience & interest)
Interlocutor roles
Information gap
Real-world purpose
Authentic material (input & output texts)
You are … and you want to … Unfortunately, your … cannot …
1. Communicative tasks
In CLIL classes
travel in time & space
make research, consult bibliography
select & systematize the material
write the project (hard copy)
make a PowerPoint presentation …
Skills: creative, analytical & evaluating, i.e.
understanding
analyzing
synthesizing
evaluating
communicating about.
Instruction: Your teacher of English wants to take you and 9 of yourclassmates on a 7-day trip to London. Help him/her to plan the trip.
Task 1: Find 3 ways to get to London. Describe the advantages and disadvantages ofeach of them (e.g. price, duration, effort, …).
Task 2: Find 3 types of accommodation. Describe the advantages and disadvantagesof each of them (type, location, price, …).
Tasks 3: Download a map of London and pick 3 sites that you want to visit. Make ashort description of each site (50 words/each).
Tasks 4: Traveling around London: download maps of bus and underground routesand describe briefly how you can get to a certain place from your residence.
Tasks 5: Get information about other tourist offers: hop-on-hop-off buses, the LondonPass, etc. List advantages and disadvantages for each.
Tasks 6: Entertainment: find information about 3 ways you might want to spend oneof your evenings, e.g. going to the theater (name, place, show, price, …), to arestaurant/club (name, place, probable cost, …), ….
Tasks 7: You have always dreamed about visiting London, but accomplishing yourdreams will not be easy. Discuss your problems and find solutions to overcome them.
http://www.coe.int/t/dg4/linguistic/cadre_en.asp, Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), A Manual, Council of Europe, Language Policy Division, Strasbourg, 2009
http://www.coe.int/t/dg4/linguistic/cadre_en.asp, Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Case Studies, Council of Europe Publishing F-67075 Strasbourg Cedex, 2002
https://europass.cedefop.europa.eu/editors/en/cv/compose
http://www.beclil.eu/about-us/
Vizental Adriana, Metodica predării limbii engleze – Strategies of Teaching and Testing English as a Foreign Language, Ediţia a IV-a revăzută şi adăugită, Iaşi, Editura Polirom, Seria Collegium, 2014