WHAT IS CLIL?M1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman
SOME DEFINITIONS
An approach . . . that may concern languages; intercultural knowledge, understanding and skills; preparation for internationalisation and improvement of education itself. (Marsh, 2002)
A meaning-focused learning method . . . The aim is learning subject matter together with learning a language. (Van de Craen, 2006)
An ‘umbrella’ term used to talk about bilingual education situations (Gajo, 2007)
Bentley (2010) The TKT Course: CLIL Module
SOME KEY ABBREVIATIONS
Content and Language Integrated Learning (CLIL)
Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE)
L’Enseignement de Matières par l’Intégration d’une Langue Étrangère (EMILE)
SO . . . WHAT IS CLIL?
ContentLangua
ge
The Intersection
WHAT IS CLIL?
L2 is used as the medium of instruction for other curricular areas:MathScienceSocial StudiesArtMusicP.E. . . . And more
TWO APPROACHES
WHAT ELSE IS CLIL?
Content from other curricular areas is introduced into the L2 classroom:Vocabulary about ecosystemsA text about prehistoric settlements in CantabriaNames of musical instrumentsA video about a famous athlete
TWO APPROACHES
TYPES OF CLILSoft CLIL
Hard CLIL
Type of CLIL Time ContextLanguage-led 45 minutes
once a weekSome curricular topics are taught during a language course
Subject-led (modular)
15 hours during one term
Schools or teachers choose parts of the subject syllabus which they teach in the target language
Subject-led (partial immersion)
about 50% of the curriculum
About half of the curriculum is taught in the target language. The content can reflect what is taught in the L1 curriculum or can be new content.
Bentley (2010) The TKT Course: CLIL Module
A LITTLE BIT OF HISTORY
The term CLIL was coined in 1994We can see examples of CLIL in history:
Ancient history: The Sumerians and Akkadians Middle Ages: Latin and French Colonial period: French, English, Portuguese and Spanish Illustration and Elite language instructions Bilingual and Multi-lingual communities in the 20th Century
WHY CLIL?M1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman
BENEFITS OF CLIL
Introduce learners to new concepts through another language
Improve learner’s production of L2Improve learner’s performance in L2 and subjects
Increase learner’s confidence in L2Develop critical thinking skills
Bentley (2010) The TKT Course: CLIL Module
MOTIVATIONAL FACTORS
Language is used for a purposeREAL COMMUNICATION!
Task-based approachPROJECTS
Professional challenge for teachersCreates links between different curricular areasFacilitates coordination between different teachers
KEY CONCEPTS IN CLILM1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman
KEY CONCEPTS IN CLIL
Triangle Model 4 Cs of CLIL BICSCALP
TRIANGLE MODEL
CO
NTE
NT LA
NG
UAG
E
LEARNING SKILLS
CLIL- RELATED GOALS
Mehisto, et al. (2008) Uncovering CLIL
WHAT ARE THE 4 CS OF CLIL?
Content
Communication
Cognition Culture
4 Cs of CLIL
Bentley (2010) The TKT Course: CLIL Module
BICS
Basic Interpersonal Communicative SkillsSkills for social situationsAcquired after 2-3 years of CLIL instruction Learning is contextualized and supported Less cognitively demanding tasks
Repetition Matching
Bentley (2010) The TKT Course: CLIL ModuleCummins (2001) Negotiating Identities: Education for Empowerment in a Diverse Society
CALP
Cognitive Academic Language ProficiencySkills for academic situationsAcquired after 5+ years of CLIL instructionAbstract and formal languageCognitively demanding tasks:
Justifying opinions Making hypotheses Interpreting evidence
Bentley (2010) The TKT Course: CLIL ModuleCummins (2001) Negotiating Identities: Education for Empowerment in a Diverse Society
APPLYING CLIL – CATEGORIES GAME
How does it relate to the Triangle Model?How does it relate to the 4 Cs?Does it use BICS or CALP?Can you come up with a similar activity for another subject?
CORE FEATURES OF CLIL M1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman
CORE FEATURES OF CLIL METHODOLOGY
Multiple focus
Safe and enriching learning
environment
Authenticity
Active learning
Scaffolding
Co-operation
Mehisto, et al. (2008) Uncovering CLIL
MULTIPLE FOCUS
Supporting language learning in content classesSupporting content learning in language classes Integrating several subjectsOrganizing learning through cross-curricular themes and projects
Supporting reflection on the learning process
Mehisto, et al. (2008) Uncovering CLIL
TWO APPROACHES TO CLIL
Content Language
The Intersection
SAFE AND ENRICHING LEARNING ENVIRONMENT
Using routine activities and discourseDisplaying language and content throughout the classroom
Building student confidence to experiment with language and content
Accepting errors as part of the learning processGuiding access to authentic learning materials and environments
Increasing student language awarenessMehisto, et al. (2008) Uncovering CLIL
AUTHENTICITY
Letting the students ask for the language help they need
Maximizing the accommodation of student interests
Making a regular connection between learning and the students’ lives
Using current materials from the media and other sources
Mehisto, et al. (2008) Uncovering CLIL
ACTIVE LEARNING
Students communicating more than the teacherStudents help set content, language and learning skills outcomes
Students evaluate progress in achieving learning outcomes
Favouring peer co-operative workNegotiating the meaning of language and content with students
Teachers acting as facilitatorsMehisto, et al. (2008) Uncovering CLIL
SCAFFOLDING
Building on a student’s existing knowledge, skills, attitudes, interests and experience
Repackaging information in user-friendly waysResponding to different learning stylesFostering creative and critical thinkingChallenging students to take another step forward and not just coast in comfort
Mehisto, et al. (2008) Uncovering CLIL
CO-OPERATION
Planning courses/lessons/themes in co-operation with CLIL and non-CLIL teachers
Involving parents in learning about CLIL and how to support students
Involving the local community, authorities and employers
Mehisto, et al. (2008) Uncovering CLIL
CLIL QUIZ
M1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman
1. CLIL IS . . .
A.About learning a new language quickly.
B.A method for thinking in English.
C.An approach with many differnt methodologies.
Bentley (2010) The TKT Course: CLIL Module
1. CLIL IS . . .
A.About learning a new language quickly.
B.A method for thinking in English.
C.An approach with many differnt methodologies.
Bentley (2010) The TKT Course: CLIL Module
2. COMMUNICATION IN CLIL AIMS TO . . .
A.Develop skills to express ideas in curricular subjects.
B. Increase the use of TTT (teacher talking time) across the curriculum.
C.Encourage listening skills in cross-curricular work.
Bentley (2010) The TKT Course: CLIL Module
2. COMMUNICATION IN CLIL AIMS TO . . .
A.Develop skills to express ideas in curricular subjects.
B. Increase the use of TTT (teacher talking time) across the curriculum.
C.Encourage listening skills in cross-curricular work.
Bentley (2010) The TKT Course: CLIL Module
3. ONE OF CLIL’S AIMS IS TO . . .
A. Improve the L1.
B. Increase learners’ confidence in using grammar.
C.Provide cognitive development for learners.
Bentley (2010) The TKT Course: CLIL Module
3. ONE OF CLIL’S AIMS IS TO . . .
A. Improve the L1.
B. Increase learners’ confidence in using grammar.
C.Provide cognitive development for learners.
Bentley (2010) The TKT Course: CLIL Module
4. IN THE CLIL CLASSROOM, BICS HELPS LEARNERS . . .
A.Use ICT across the curriculum.
B.Develop basic conversation skills.
C. Improve their thinking skills.
Bentley (2010) The TKT Course: CLIL Module
4. IN THE CLIL CLASSROOM, BICS HELPS LEARNERS . . .
A.Use ICT across the curriculum.
B.Develop basic conversation skills.
C.Improve their thinking skills.
Bentley (2010) The TKT Course: CLIL Module
5. IN THE CLIL CLASSROOM, CALP HELPS LEARNERS . . .
A.Communicate in everyday situations.
B.Develop thinking skills for studying subjects.
C.Do tasks such as copying and repeating new subject language.
Bentley (2010) The TKT Course: CLIL Module
5. IN THE CLIL CLASSROOM, CALP HELPS LEARNERS . . .
A.Communicate in everyday situations.
B.Develop thinking skills for studying subjects.
C.Do tasks such as copying and repeating new subject language.
Bentley (2010) The TKT Course: CLIL Module
6. STUDYING CURRICULAR SUBJECTS IN CLIL HELPS LEARNERS . . .
A.Develop better pronunciation for all subjects.
B. Improve their reading and writing skills during all lessons.
C.Understand new subject knowledge and language together.
Bentley (2010) The TKT Course: CLIL Module
6. STUDYING CURRICULAR SUBJECTS IN CLIL HELPS LEARNERS . . .
A.Develop better pronunciation for all subjects.
B. Improve their reading and writing skills during all lessons.
C.Understand new subject knowledge and language together.
Bentley (2010) The TKT Course: CLIL Module