Designing CLIL
Language Learning Matters
CEP Las Palmas, November 25th 2013
Designing CLIL
CLIL
What is CLIL? We could start by explaining what the
letters CLIL stand for:
C = Content and ...
L = Language
I = Integrated
L = Learning.
'CLIL refers to situations where subjects, or parts of
subjects, are taught through a foreign language with
dual-focussed aims, namely the learning of content, and
the simultaneous learning of a foreign language’.
by David Marsh
Designing CLIL
Rationale
What are the specific benefits of CLIL for students?
CLIL is felt to offer students a range of educational and personal benefits:
1. Increasing motivation as language is used to fulfill real
purposes. Rather than focus on language itself, students focus on another subject through English
– this is a far more natural way to learn a second language.
2. Introducing learners to the wider cultural context.
It makes sense for
students to use their English language skills to communicate with L2 English speakers from other
countries using English.
3. Developing a positive ‘can do' attitude towards learning
languages. CLIL helps build confidence in language learners. By not focussing directly on
language, students are surprised at how much they can understand because of contextual and
situational clues.
4. Preparing students for further studies and work. CLIL offers students a
realistic preparation for a wide range of professions in which English is routinely used.
Designing CLIL
CLIL in Primary
Normally, the English teacher is the person in charge
of developing CLIL sessions thanks to an integrated
planning. Apart from teaching 2-3 hours a week of
L2, he/she also teaches on session in Science or Art
in L2. This means that this person could have 5
hours a week in L2 with each group.
Right now 832 teachers in 381 Primary Schools are
participating in CLIL in the Canary Islands.
The subject in CLIL are: Science and Geography, Art,
Physical Education, Music, Education for Citizenship
and Maths.
Designing CLIL
CLIL in Secondary
In Secondary Education, Subject CLIL teachers
partially teach subject in English. They must prove a
B2 CEFL in English.
Right now 455 Secondary Education Teachers
participate in CLIL in 90 schools including these
subjects: Maths, Music, Technology and ICT, Physical
Education, Science (Biology and Geology), Art, Social
Studies (Geography and History), Physics and
Chemistry, The Classics, Education for Citizenship,
Ethics.
Designing CLIL
Implementation issues
Teachers training to give CLIL programmes have asked the following
questions about implementation:
a) Are CLIL programmes common in other countries, and do all countries
adopt a similar approach to implementation?
b) Does the CLIL subject teacher have to ‘teach’ language? What happens
when this teacher encounters a language problem that s/he can’t explain?
c) What is the balance of the teaching focus between content and language?
d) What kind of support does a CLIL teacher need?
e) What strategies can the CLIL teacher use to help students understand the
subject in L2?
f) Is a successful CLIL programme mainly a question of the teacher having a
good level of English?
g) Is it right or wrong to occasionally explain things in L1?
h) What about the English language teacher? Will his/her role change in the
English language lessons?
Designing CLIL
Practical concerns
These are some of the practical concerns that teachers need to
think of when planning for and delivering CLIL:
1. Language - Communication
2. Subject - Content
3. Cognition
4. Culture
5. Planning
6. Materials & Resources
7. Methodology - Teaching procedures & strategies
8. Assessment
9. Classroom Management & Classroom language
10. The CLIL Pyramid
Designing CLIL
Practical concerns
1.Language - Communication
Teachers need to have:
· A good command of the L2, and confidence in their
ability to communicate in L2. B2 CEFL
· Skills to break the language down into comprehensible
input: be able to simplify language to meet the
learner’s needs
Pupils need to have:
· Language for learning; vocabulary relating to the topic
which is essential to meet the learning objective
· Language of instructions/pair work/ explanations etc.
Designing CLIL
Practical concerns
2. Subject - Content
Progression in knowledge, skills and understanding
related to specific elements of a defined curriculum.
Teachers need to have:
· Good knowledge and understanding of the
curriculum
· Good knowledge and understanding of appropriate
pedagogy in curriculum area.
Designing CLIL
Practical concerns
3. Cognition
Developing thinking skills which link concept formation
(abstract and concrete), understanding and language.
Teachers need to be aware of:
· the progressiveness of the thinking skills when
planning tasks.
. the starting cognitive level of the students.
Designing CLIL
Practical concerns
4. Culture
Exposure to alternative perspectives and shared
understandings, which deepen awareness of otherness
and self.
Teachers need to
•have a good knowledge of intercultural aspects
relating to the topics they are working with.
•be able to integrate the intercultural aspects
between L1 & L2.
Designing CLIL
Practical concerns
5. Planning (curricular issues):
- Evaluation criteria. - Aims and objectives.
- Synergies, subject integration - School staff
Teachers need to have the ability to:
· identify objectives clearly and plan how to adapt these for
CLIL teaching starting from the evaluation criteria.
· plan carefully for the level of language to be used.
· identify key language/terminology for the curriculum
content and plan how to introduce it successfully (language
of leaning)
· seek links with other subject areas and encourage cross
curricular learning.
· work in partnership with teachers from different years and
curriculum areas and use this while planning.
Designing CLIL
Practical concerns
6. Materials and resources
Teachers need to be prepared to:
· Spend time creating resources appropriate to CLIL
teaching and adapting existing resources to make
them appropriate for CLIL lessons.
· Be creative and aware of the importance of visuals
to support teaching.
· Integrate Visual, Auditory and Kinesthetic (VAK)
materials and approaches into their teaching.
Designing CLIL
Practical concerns
7. Methodology - Teaching procedures and strategies
Teachers need to be able to:
· “Think on their feet”
· Adopt a more VAK approach to curriculum teaching
· Develop greater clarity in planning and delivery.
· Adapt the pace of learning to suit the CLIL context
(rate of learning may be slightly slower)
· Plan initial lesson input to ensure basic vocabulary
for the topic is acquired.
· Speak as much as possible in the L2
· Adapt lessons quickly and learn from their own
developing CLIL experience.
Designing CLIL
Practical concerns
8. Assessment
Teachers need to be prepared to:
· Assess formatively throughout the lesson.
· Focus on assessing the curriculum objectives
NOT the L2 performance (subject teachers)
· Assess informally at each step of the lesson to
ensure that children are secure enough to move
on to the next phase
Designing CLIL
Practical concerns
9. Classroom management & Language
Teachers need to:
•Ensure that pupils understand and can respond to
the language of classroom management &
language.
•Improve the effectiveness of their classroom
management strategies, taking into account the
additional challenge of getting pupils to focus on
content in L2.
•To have a common classroom language for all the
CLIL teachers and progressively introduce a wider
variety.
Designing CLIL
Practical concerns
10. The CLIL Pyramid
0. Criteria Evaluation Selection
(Oliver Meyer)
How to get a quality CLIL program
1.- Increasing awareness in the whole Teachers Staff that
the Program does not "belong" only to CLIL teachers, but all
the SCHOOL (it is included in the Educative Project) in
order to avoid the phenomenon "two schools in one"
2.- Increasing awareness and involve the students and
parents.
3.-Facilitating teachers training and their attending follow-up
sessions.
4.- Being able to guarantee continuity of the Program all
along the educational stage.
5.- Spreading the Program to other areas/subjects, groups,
and levels always starting in the first level of Primary
Education.
How to get a quality CLIL program
6.Supporting the teachers in their implementation of
CLIL
methodology
(projects
involving
several
areas/subjects).
7. Getting the support from the teachers staff reporting
all the achievements.
8.-Permitting CLIL Job Shadow Sessions between CLIL
and non-CLIL teachers in order to spread CLIL
Methodology.
9. Creating a
collaborative
work
stream
from
a
consensual didactic programming in which essential
aspects of CLIL methodology appear.
10. Having a good coordination among all CLIL teachers
in the school.
Designing CLIL
Moodle platforms for follow up & social
networks