Getting started in CLIL

• The Basque Country• Italy• Bulgaria• German Länder

Keith Kellykeithkelly@factworld.org

Looking for help

• www.yahoogroups.com factworld

• www.factworld.info

• www.britishcouncil.org ELTeCS

The CLIL ‘approach’

• ‘guides language processing’

• ‘supports language production’

• Teaches language learning through use

• Science Across the World– www.scienceacross.org

Ideational Frameworks• Flow diagrams

– Sequenced thinking• Historical events, timelines• Instructions• Processes

• Tabular diagrams– Characterisation

• Soils, their situations and descriptions• Types of cells, structure, function and location

• Tree diagrams– Categorisation

• Holinotropic medical substances• Typical Englishmen

• ‘starbursts’ – combinations– Ethnic groups and their descriptions

The ‘grammar is in the diagram’ Burgess @ man.ac.uk

Sequenced thinking

Types of listening activitiy

• Listen and label a diagram/picture/map/graph/chart• Listen and fill in a table• Listen and make notes on specific information

(dates, figures, times, teacher’s ‘lecture’ on a topic)• Listen and rearrange information/reorder information• Listen and identify location/speakers/places• Listen and label the stages of a

process/instructions/sequences of a text• Listen and fill in the gaps in a text

The ‘semi-script’ Geddes, ‘78

Types of Speaking Activities

• Question loops – questions and answers, terms and definitions, halves of sentences, can be exploited to create a question loop.

• Info gap – students must speak to each other to fill in the missing information from their diagram with questions sheet to support.

• Trivia search – ‘three things you know’ and ‘three things you want to know’ with support for making questions.

• Word guessing games – Teams have one minute to guess as many words as possible and get one point for each correct guess.

• Class surveys – use questionnaires to guide pupils in asking set questions of their classmates.

• 20 Questions – provide language support frame for questions. Speaker can only say ‘yes’ or ‘no’ in answer and pupils only get 20 questions to get the answer right.

• Making presentations/talking from a prompt – instruct pupils to present information from a visual using language support handout.

Support sheets are key

School conditions

• Management support

• CLIL school space, storage

• Use the walls

• Be informed about what you need and ask for it!– Spanish Bilingual Project– Council of Europe and CLIL

Teacher Conditions

• Willingness to learn

• Think small and manageable

• Language level

• Develop skills in materials design– ELT advantage– collaborate

• Take a peek

• Get wired up!

Biology around the World

• Bulgaria

• China

• UK

Getting it right

• Hounslow History

• Leicester Science

Learner conditions

• Working at the learners’ level– Language

Instruments for ‘guidance’ and ‘support’

– Content not too easy

• Creating a positive environment– Reaction speed

Material conditions

• None available – adaptation• Happy marriage• SYCD – www.sycd.co.uk• FACTWorld - Ethical English, Share Your World (and yahoogroups)• Science Across the World www.scienceacross.org • Language Support Units in the UK• Enchanted Learning www.enchantedlearning.com (for visuals)• BBC Learning www.bbc.co.uk

– History, Maths …

• …and don’t forget the Basques!

1.1. Acid rain (12/16)Acid rain (12/16)

2.2. Biodiversity around us (12/15)Biodiversity around us (12/15)

3.3. Chemistry in our lives (12/15)Chemistry in our lives (12/15)

4.4. Domestic waste (12/16)Domestic waste (12/16)

5.5. Drinking water (12/15)Drinking water (12/15)

6.6. Eating and drinking (8/12)Eating and drinking (8/12)

7.7. Global warming (14/17)Global warming (14/17)

8.8. Keeping healthy (12/15)Keeping healthy (12/15)

9.9. Renewable energy (12/15) Renewable energy (12/15)

10.10. Road safety (12/16)Road safety (12/16)

11.11. Talking about Genetics (12/16)Talking about Genetics (12/16)

12.12. What do you eat?What do you eat?

TopicsTopics

• Chemistry in Our LivesChemistry in Our Lives topic, students prepare their own chemical product and share their methodology with others.

• Bright pink nail polish made from gumamela flowers in the Philippines and laundry soap from vegetable oil and banana stalks in Singapore.

Practical workPractical work

Training conditions

• Share and discuss with peers

• Contact experienced colleagues– Bulgaria CLIL TT project

• Access to other expertise– www.euroclic.net

• UK providers – NILE (Comenius funding)– www.nile-elt.com

• If it’s not there – DIY!

LAC @ NILEIntegrating content and language – what

is CLIL?CLIL contexts around the worldCurriculum demands of CLILIdentifying core subject languageThe language of thinkingCLIL task designProviding language supportTeaching vocabulary in CLILDeveloping listening in CLILWorking with texts and wordsTeaching subject-specific writingSpeaking and CLILPD for the CLIL teacher

Drama and musicClassroom languageError correctionPeer observation – watching teachers teach CLILCLIL lesson planningAssessment in CLILICTProject workClassroom presentationsLearning strategiesSchool policy, administration and management in CLILNetworks and resources

Expectations

• Assessment– Don’t test what you haven’t taught– Basque samples

• Be ready to answer the question ‘why?’

The future

• Extreme measures

• Potential for disaster– Children suffer

• Think ‘small’

• Keep a healthy professional attitude to a new trend– ELT has a wealth to offer and a lot to gain

Keep in touch!Keith Kellykeithkelly@factworld.org

PS…• The Learning Phrasebook

– Identifying the language of learning

Unit 1: Cells, Tissues, Organs, Systems

– 1.1 Naming / Identifying– 1.2 Location– 1.3 Structure / appearance– 1.4 Function– 1.5 Processes– 1.6 Simarity and Difference / Comparison

…there’s a lot to do!

Unit 1: Cells, Tissues, Organs, Systems1 – Identifying Language

1.1 Naming / IdentifyingThis is a/the …That is a …That’s the …This is called a/the …The … … are called …. Together, the … and the … are called the ….It comes from a …It’s from a …The … structure is called the … At the top of the … there is a (adjective) part called the ….

1.2 LocationIt is found in the … of the …The … are found at the base of the …. They are (adjective) and are attached to the …. The … are arranged in a ring around the centre of the …. The … is found in the centre of the …,The … is attached to the bottom of the … by a …. They are inside the ….

1.3 Structure / appearanceIt looks like …It’s got/hasn’t got …It has/doesn’t have …All … have …, a …, and …. The … are the often highly (adjective) parts which … (function verb).They are (adjective) and are attached to the …. The … are arranged in a ring around the centre of the …. They consist of a … with a … shape at the end. … and is shaped rather like a …. … and is divided into two parts. The top of the … is called the …. The … is attached to the bottom of the … by a …. A long tube grows out of the …, this is the ….

1.4 FunctionThe … is the part which …The … is where … is carried outThe … is used for …-ingThe … has the role of …-ingThe carries out the function of …-ingThe … has a …-ing roleThe … is a …The …’s job is to …It does … the …-ing

1.5 ProcessesFirst, Second, Third, Fourth,The first thing that ‘happens’ isThe first thing to ‘happen’ isFirstly,Lastly,Additionally,Subsequently,Additionally,Finally,Last but not least,When … ‘happens’, … ‘happens’When you ‘do’ …, … ‘happens’While … ‘does’/‘is doing’ …, … ‘does’/‘is doing’ …During the … stage, the … are ‘done’ …As … ‘happens’, … ‘happens’Then … ‘happens’, making … ‘happen’.This often ‘happens’, ‘doing this’ at the same timeAs a consequence,As a result, After … minutes/hours/days, the … ‘does this’Four or five minutes/hours/days later, the … ‘has done this’By …, … will have – ed …This ‘is done’ after … minutes/hours/daysThis ‘happens’, meanwhile … ‘happens’.