SUMMARY OF THE SUBJECT

KNOWLEDGE OF CLIL AND PRINCIPLES OF CLIL

CLIL: Content and Language Integrated Learning.

“Approach or method which integrates the teaching of content from the curriculum with a language”.

4C’s:

·      CONTENT: curricular subjects.

·      COMMUNICATION: +STT (Students Talking Time) –TTT (Teaching Talking Time)

·      COGNITION: thinking skills (such as reasoning, creative thinking and evaluating)

·      CULTURE

KEY CONCEPTS:

·      BICS (Basic Interpersonal Communication Skills)

For social, conversational situation

·      CALP (Cognitive Academic Language Proficiency)

o   Justifying opinions

o   Making hypothesis

o   Interpreting evidence

LANGUAGE

o   VOCABULARY:

§  Content-obligatory language: subject specific language.

§  Content-compatible language: everyday language.

§  High and medium frequency words.

§  Collocations.

o   STRUCTURES AND MEANINGS

COMMUNICATION SKILLS

FUNCTIONS:

·      Giving examples.

·      Describing a process.

·      Expressing conditions.

·      Describing trends in the present.

·      Defining.

“Code switching”: use L1 and the target language.

Develop communication skills by:

-       Brainstorming

-       Open questions

-       Response partners

-       Share ideas

COGNITIVE SKILLS

LOTS (Lower Order Thinking Skills):

·      Remembering

·      Identifying

·      Ordering

·      Rank ordering

·      Defining

·      Comparing and contrasting

·      Dividing

·      Classifying

HOTS (High Order Thinking Skills)

·      Predicting

·      Hypothesising

·      Reasoning

·      Creative thinking/synthesis

·      Evaluating

TYPES OF QUESTION WE CAN DO:

-       Concrete

-       Reasoning

-       Creative

-       Abstract (find links)

-       Evaluative

LEARNING SKILLS

·      Investigation

·      Cooperation

·      Data handling

·      Drafting

·      Editing text

·      Estimating measuring

·      Guessing from context

·      Note taking

·      Locating information

·      Organising information

·      Interpreting information

·      Observing

·      Planning

·      Processing Knowledge

·      Recording results

·      Reviewing

·      Scanning

·      Skimming

·      Solving problems

·      Summarising

·      Transforming information

·      Using knowledge

LESSON PREPARATION

PLANING LESSONS

·      Learning outcomes: achievable and measurable.

o   Should know

o   Be able to

o   Be aware

·      Procedure

·      Communication

·      Cognition

·      Resources

·      Assessment

LENGUAGE DEMANDS

NEED TO KNOW WHAT CLIL TEXT TYPES WE ARE USING:

·      Discussion

·      Explanation

·      Instructions/procedure

·      Persuasion

·      Proposal

·      Report

·      Recount

THE GENRE-BASED TEACHING PROCESS:

1.     Contextualizing

2.     Modelling

3.     Join construction

4.     Independent construction

5.     Comparing

RESOURCES

·      Printed form:

o   Posters

o   Flashcards

o   Realia

o   Subject-specific dictionaries

o   Supplementary materials

·      Multimedia:

o   Computer lab

o   Digital camera

o   CD-Roms

o   Data protectors

o   Interactive whiteboards

ORGANISERS

§  BAR CHART

§  BINARY KEY

§  CARROLL DIAGRAM

§  CYCLE

§  MIND MAP

§  FLOW DIAGRAM

§  GRID

§  LINE GRAPH

§  PIE CHART

§  PROCESS/CAUSE-EFFECT DIAGRAM

§  QUADRANTS

§  STORYBOARD

§  T-CHART

§  TABLE

§  TIME-LINE

§  TREE-DIAGRAM

§  VENN DIAGRAM

MATERIALS

Progressive.

ADAPT MATERIALS:

-       Texts with visuals, animation, change the layout

-       Sentences with definitions and explanations

-       Words with labels, bold or underline key words, glossaries…

-       Reordering in a rubric

-       Paraphrasing

-       Removing unnecessary details

-       Reducing length of sentences

ACTIVITY TYPES

ELT and CLIL ACTIVITIES:

·      Categorisation

·      Cloze test

·      Gap fill

·      Labelling

·      Matching

·      Multiple choice

·      Ordering sentences, text

·      True/false

·      Jigsaw reading and listening

CLIL ACTIVITIES:

·      Classification

·      Completion

·      Information transfer

·      Features identification

·      Poster presentation

·      LOOP OR DOMINO GAMES

·      PYRAMID DISSCUSSION

·      HOT SEAT

·      IDENTIFICATION KEYS

LESSON DELIVERY

SCAFFOLDING

Steps teachers take to support learners so that they can understand new content and develop new skills.

·      Consider the language

·      Create interest

·      Break down tasks into small steps

·      Task support

·      Visuals and realia

·      Demonstrating tasks

·      Word banks, glossaries…

·      Model texts

·      Feedback

FOR RECEPTIVE SKILLS (READING AND LISTENING):

§  Prepare the context

§  Predictions

§  Vocabulary

§  Underline key language

§  Visual organisers

FOR PRODUCTIVE SKILLS (WRITING AND SPEAKING):

§  Talk about it

§  Models

§  Give language they can use

§  Brainstorm

§  Collaborative work

§  To know who is the receptor

LEARNING STRATEGIES

BEFORE DOING A TASK:

-       Select learning goals

-       Analyse the task

-       Timing

DURING DOING A TASK:

-       Key content vocabulary

-       Predicting meanings and guessing by context

-       Asking for clarification

-       Paraphrasing

-       Drafting

-       Experimenting

-       Using L1

-       Note taking

-       Organising work

AFTER DOING A TASK:

-       Deciding how to remember

-       Visual prompts

-       Review

-       Exchange works

-       Comparing

-       Summarising

METACOGNITION:

-       Planning

-       Selecting strategies

-       Monitoring learning

-       Integrating Knowledge

-       Evaluating

CONSOLIDATE LEARNING:

§  Monitoring

§  Reviewing

§  Homework

DIFFERENTIATE LEARNING

§  Input (dual language text or labels in L1

§  Output (+ or – work)

§  Expected outcomes (achievable)

§  Learner autonomy

ASSESSMENT

ASSESSMENT IN CLIL CONTEXT

·      Content

·      Language

·      Content and language: communicative skills, cognitive skills and attitudes to learning

TYPES OF ASSESSMENT

·      SUMMATIVE ASSESSMENT (At the end)

o   Standardising test

o   Diagnostic test

·      FORMATIVE ASSESSMENT (During)

o   Performance assessment: portfolio assessment

o   Peer assessment

o   Self-assessment: needs analysis

TYPES OF ANSWER IN ASSESSMENT

·      Open/close

·      Short/extended

·      Individual/group

·      Oral/written

·      Objective/subjective

SUPPORT STRATEGIES

-       ACCOMODATION: support strategies

-       TASK DIFERENTATION