Content & Language Integrated Learning and Teaching
Heidi Howland February 25, 2015
Shaping the Way We Teach English Webinars – Course 15
GOALS
1. To increase understanding of content and language integrated learning and teaching
2. To learn the advantages of content and language integrated learning
3. To learn how to plan a content and language integrated learning lesson plan
ADVANTAGES FOR STUDENTS
• Students learn within a context.
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A lack of content knowledge could
be a big challenge!
CHALLENGES & OPPORTUNITIES
How could it also become an
opportunity?
CHALLENGES & OPPORTUNITIES
Photo:&Shu4erstock&
A lack of materials could be a big
challenge!
How could it also become an
opportunity?
PLANNING A LESSON / UNIT
The 4 Cs
1) Content
2) Communication
3) Cognition
4) Culture
(Coyle, Hood, & Marsh, 2010)
OUTLINE
1) Discuss how to put the 4 Cs in context
2) Overall view of lesson/unit planning
3) Specific example of starting to plan a lesson/unit
5) Define the language you will be teaching
• Vocabulary • Grammar • Language functions
PLANNING A LESSON / UNIT
What’s the weather like? It’s ____ today. It will be ___ tomorrow. &
Weather vocabulary (sunny, foggy, clouds, wind, etc.) weather forecast, chart, data, weather report, a chance) &
Endangered animals
• Explain what an endangered animal is • Talk about different factors that can cause or help cause an
animal to become endangered • Explain the cause and effect relationship between human
activity and endangered animals
What%I%will%do%to%teach%the%content:%
Endangered animals
• Have students evaluate the importance of ecosystems. • Help students map places where the top 10 endangered animals live and
how many of each exist • Have students problem solve threats to endangered animal • Prepare and guide students through cause and effect relationships using
scientific evidence
(higher%order%thinking%skills)%
• Identify endangered animals • Explain factors that can cause an animal to become
endangered • Make cause and effect connections between human
activity and endangered animals
By%the%end%of%the%lesson/unit,%students%will%be%able%to:%
• Research and record data of endangered animals on a map • Analyze ecosystems and the interconnectedness of life on
Earth • Analyze scientific data to understand cause and effect
relationships • Learn to reason using scientific evidence
By%the%end%of%the%lesson/unit,%students%will%be%able%to:%
Language
PLANNING A LESSON / UNIT
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• Language of Learning
• Language
For Learning
Endangered, extinction, ecosystem, habitat, conservation, climate change, poaching, food chain
Endangered%Animals%
The%language%that%is%necessary%for%students%when%learning%the%content.%
• What will happen if…? • How can we prevent…? • If we don’t, then… • They are endangered because…
Endangered%Animals%
The%language%that%is%necessary%for%students%when%learning%the%content.%
Grammar: • Conditionals • Giving advice
Endangered%Animals%
The%language%that%is%necessary%for%students%to%understand%how%you%teach,%such%as%your%instructions,%your%language%during%activities,%etc.%Use this information to analyze the situation • What are some solutions to this problem? • How are these two things related?
Student 1 Student 2 Information Gap
Animal% Country/.Area.found%
Threats% #.remaining%
&&&&Amur&Leopard!
&&&&&!
Poaching&Decrease&of&food&sources&(prey)&Habitat&destruc9on!
&!
&! &&Southeastern&Africa!
&! &&4,848!
&&Cross&River&Gorilla!
&! Habitat&destruc9on&Poaching!
&!
&! &Indonesia! &! &35!&&Sumatran&Elephant!
&! Deforesta9on&Conflict&with&humans!
&!
&! &&India,&Bangladesh,&Nepal,&Bhutan,&!
Poaching&Decrease&of&food&sources&(prey)&Conflict&with&humans!
&&&&
2,500!
&&BlackBfooted&Ferret!
&! &! &&1,000!
Animal% Country/.Area.found%
Threats% #.remaining%
&&&&&!
&&&&Russia,&China!
&! &&&&30!
&&Black&Rhino!
&! Poaching&Habitat&destruc9on!
&!
&&&!
&Cameroon,&Nigeria!
&! &&300!
&&Javan&Rhino!
&! Poaching&Disease&from&other&animals!
&!
&&Sumatran&Elephant!
&! Deforesta9on&Conflict&with&humans!
&!
&&&Bengal&Tiger!
&! &! &&&2,500!
&! &&North&America!
Habitat&destruc9on&Disease!
&!
?&
?&
PLANNING A LESSON / UNIT: JIGSAW
As.you.read.and.discuss.with.your.group,.write.down.important.facts.about.your.topic..A=er.you.have.become.an.expert.on.your.
own.topic,.you.will.later.share.your.findings.with.another.group,.so.make.sure.you.take.good.notes!.
.IMPORTANT.IDEAS.1. ...
2....
SUMMARY.&
OTHER.FACTS.&&&&&&&&&&
americanenglish.state.gov www.facebook.com/AmericanEnglishatState
Content & Language Integrated Learning and Teaching
Heidi Howland
Photo:&Shu4erstock&
REFERENCES
Calviño, Martha Adriana Maza. "Content And Language Integrated Learning." Tlatemoani 9 (2012). Coyle, Do. "Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies." International Journal of Bilingual Education and Bilingualism 10, no. 5 (2007): 543-62. Dalton-Puffer, Christiane. "Content-and-Language Integrated Learning: From Practice to Principles?" Annual Review of Applied Linguistics 31 (2011): 182-204. Savic, Vera. "Effective CLIL Lesson Planning: What Lies Behind It?”." In Content and Language Integrated Learning (CLIL) in Teaching English to Young Learners, edited by Vera Savic and Radmila Popvic. Jagodina: University of Kragujevac, 2012.
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