CLIL

Putting CLIL in motion.

(Chapter 4)

OUTCOMES

CLIL´s winning game plan:

Content-related learning outcomes.

Language-related learning outcomes thatSupport the acquisition of content.

Outcomes related to general learning skills

OUTCOMES

What a student knows and can do thanks to what he or she has learnt.

OUTCOMES

Provide a focus for instruction Provide guidelines for learning Provide targets for assessment Provide a vehicle for involving students in setting personal

targets Facilitate the communication of non-negotiable expectations Convey instructional intent to others Provide a framework for final evaluation of learning Provide a framework for assessment of teaching

Supporting language learning in content classes

Language the students must know to master the content: Content Obligatory Language.

1. Technical vocabulary

2. Special expressions

3. Multiple meaning of words

4. Syntactical features

5. Language functions

1. Create a psychologically and physically safe environment.

2. Consistently use one language

3. In the beginning, it is acceptable for sts to use L1

4. Speak slowly and articulate clearly

5. Use an appropiate level of language

6. Use facial expressions, gestures and pictures to reinforce meaning.

Supporting language learning in content classes: tips.

7. Repetition is required

8. Make it meaningful

9. Provide a variety of language models

10. Create a wealth of opportunities to use the language

11. Communication is of primary importance

12. Create a wide variety of opportunities to develop all four language skills

Supporting language learning in content classes: tips.

13. Work systematically to build equally status for language used in the school.

14. Set high, but realistic expectations

15. Find ways of recognizing student effort and success (display sts work, exhibit project work) .

Supporting language learning in content classes: tips.

How to create language support:

Supporting language learning in content classes: tips.

verb charts

Group according to categories

Graphic organizers

Pictorial dictionaries

Content teachers are partners with language teachers.

Agree on weekly language goals/outcomes Use textbook as a reference tool and work

with material from content classes. Materials sometimes need to be re-written to

help stress in a given point. Take time to plan together.

Supporting content learning in language classes.

Working through cross-curricular themes and projects.

They create bridges between subjects. They reflect better the daily life. They require social, affective, cognitive and

personal interaction. Students are likely to be more engaged and

learn more

Primary School

Working through cross-curricular themes and projects.

All about me

My day/school/family/home

Autumn, WinterSpring, Summer

My country

Food and drink

AdventuresTreasure Hunts

The EnvironmentOur continent

Working through cross-curricular themes and projects.

Secondary School

Climate changeGlobalization

People who changedThe world

Trade

Nobel laureates

Conflictresolution

Environmental Issues

Working through cross-curricular themes and projects.

Vocational Education

Client centered service

Entrepeneurship

Marketing

Consumer awareness

Sustainable development

Safety and security

Respect

Information and CommunicationTechnology

Benefits• connects learning to real world• helps synthesize the information• engages the individual and fosters co-operation• promotes constructive interaction• builds respect for others• promotes active learning• accomodates different learning styles• accomodates different ability levels•Promotes in-school agreements on outcomes

Challenges• takes extra planning time• difficult to agree on common content• scares some staff• difficult to get staff to cooperate• hard to agree on assessment• may require an investment in terms of training• some sts may not really work.

Working through cross-curricular themes and projects.

Reflecting on learning

Feeds cognitive development

Key reasons for organizing assessment:

To determine existing student knowledge To determine student achievement levels To understand student interests, attitudes

and learning styles To involve students in taking responsibility

for their learning To obtain information about how to improve

learning

Assessment in CLIL

Planning for assessment Planning for learning by doing

Advanced planning

Areas assessed in CLIL:

Achievement of content and language goals

Achievement of learning skills goals

Use of language for various purposes

Ability to work with authentic materials

Feeling safe to experiment with language and content

Ongoing growth

Effort Level of engagement Preffered learning styles Day-to-day work All four language skills Day-to-day communication Oral presentations Projects Planned and spontaneous

assignments Partner and groupwork Social and emotional

development Balance between co-operation

and self-reliance

Assesment is done:

through st conferences

with the teacher

based on planned

curriculum outcomes

based on pre-

established criteria

by collecting anecdotal

information about each

st

through st self-

evaluation

through peers

through st portfolios

through files of st work

by using evaluation

grids

by means of

checklists

Guided reflection

Thoughts and feelings

The best part of this work is… I most enjoyed… I was worried about… The hardest part of this piece of work was…

Student as learner

I’m getting better at… When I did this work I learnt… I would like help with… I don’t understand…

I want to improve… Next time, before I start writing

I will… Next time, I want to learn… I will…

Plans

Achievement of learning outcomes

My learning goals were… My subject goals were… The attitude I worked to develop was…

Teaming up with fellow teachers

Reasons Content and language

knowledge find their application in another context.

Effective co-operation contributes to improved student achievement

Establishing commonality Recognizing achievement Agreeing on learning skills outcomes

Suggestions for what to focus on