1Lorenzo J. Bejarano

CLIL: Content Language Integratedlanguage

The General Coordinator explains the English Matters´background and program.

Methodology: 3 keys1. CPD (Continous ProffesionalDevelopment)

2. Context4Content

3. Development:ReflectiveJournaling, Portfolio, Dissemination

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A dual-focused educationalapproach in which an additionallanguage is used for the learning

and teaching of content and language with the objective of promoting both content and

language mastery

A CLIL Definition

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Aims of CLIL1. Introduce learners to new ideas

and concepts in curricularsubjects

2. Improve learner´s performance inboth curriculum subjects and thetarget language

3. Increase cultural awareness

4. Increase learner´s confidence inthe target language

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Aims of CLIL5. Make the content subject the primary

focus of classroom materials.

6. Enable learners to access curriculumsubject by adapting lesson plans totake into account students´ability inthe target language

7. Provide cognitively challengingmaterials from the beginning

8. Provide scaffolding to supportlearning of content and language

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It is much more than readingand writing.

It includes different forms of communication: spoken

language, printed text, digital media

Literacy

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Context4Content

The 4Cs

CULTURE CONTENT

COMMUNICATION

Language: of,for,through

COGNITION

HOTS and LOTS

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THE THREE “Ais”

Analyse content for language of content. Keywords Reading and

understanding

Add to content language for learning. Fillgaps. Matching definitions. Underline. T/F

Appy to content language through learning. Placemat. 3-2-1. Debate

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CREATING

EVALUATING

ANALYZING

APPLYING

UNDERSTANDING

REMEMBERING

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Benjamin Bloom´s TaxonomyHOTS HIGH ORDER THINKING SKILLS

CREATING Create, develop, design, generate,compose…

EVALUATING Justify, choose, compare, check, judge…

ANALYZING Compare, distinguish, examine, appraise, test...

APPLYING Choose, ilustrate, solve, use, write, employ…

UNDERSTANDING Classify, describe, discuss, explain,identify…

REMEMBERING Define, list, memorize,repeat, reproduce, state…

LOTS LOW ORDER THINKING SKILLS

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Assesment

With the right help, techniques and efforteveryone can improve theircapacity to learn.

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Learning intention, Learning outcome. It is what wewant our students to learn and what they havelearned.

Sharing (teach what they are going to learn)

Effective feedback

Self assessment

Assessmet of learning (Summative)

Assessment for learning (Formative)

Assessment for Learning

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My birthday ( to Know eachother, ordering…)

Write pictures and explain

Think( silently write), pair, square(4)

KWL ( Know, want to know, learnt)

Write what you/others did to help or hinder (To reflect)

Make questions and its answers

Give staments and write true or false. If false,comment.

Strategies

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3-2-1: 3(things you found out) 2 ( interested things) 1 (question I have)

Give definitions and students write the words

Underline keywords

Write words heard or seen (never, before, I know meaning, no)

A ticket to leave/Exit pass (Any comment when leaving)

Writing opinions about a sentence. You do like a fan folding it. Then we read all of them.

Strategies

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Slideshare.net Prezi.com Blogs Blendspace.com Zunal.com (WEBQUEST) Teachers payteachers.com (some are free) Tes.co.uk ( for English speakers) Readwritethinktimeline( save as pdf) Picsart Quizmo Kahoot

ITC Resources

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GlossaryHOTS: High Order Thinking Skills

LOTS: Low Order Thinking Skills

NEW: Not Every Word

KWL: Know,Want to Know, Learnt

BICS: Basic Interpersonal Communication Skill

CALP: Cognitive Accademic Language Proficiency

17Lorenzo J. Bejarano