La Diva 2014
CLIL and HOTS
Content and language integrated learning and high order
thinking skills.
Annette Schaafsma
Lecturer Language Learning and Language
Teaching at
Utrecht The Netherlands.
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Utrecht
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Program
This presentation is about four abbreviations: CLIL,
HOTS, BICS , CALP.
We will explore what teacher quality is needed to
bring your pupils on a higher language level.
• Language aquisition theory
• Content and Language Integrated Learning
• High order Thinking Skills
• Teaching skills for interaction
• Practice
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Language acquisition theory
• Input hypothesis
• Output hypothesis
(Krashen 1980)
(Swain 1985, 1995, 2005)
understanding:
meaning
or Interaction
hypothesis (Long 1996)
output: meaning +
form
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Language and thinking opportunity
Elaborate production at your own initiative
= use present knowledge actively and
creatively
Discover what you need
= add to knowledge
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Exercise 1
Make pairs.
Choose a word: hairdryer, bicycle, mobile
phone, toaster.
1. Tell each other what you do with the
object.
2. Describe to each other how it works.
3. Explain how it is made.
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BICS and CALP
• Basic Interpersonal Communication Skills
(BICS)
• Cognitive Academic Language Proficiency
(CALP)
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BICS
Interpersonal communication skills for
everyday activities. The context supports the
language.
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CALP
Abstract language is less supported by the
situation/context and is therefore more
challenging and makes more demand on the
pupils’ cognitive capacity.
CALP stimulates the developement
of language and thinking skills as
analysis, synthesis, interpretation.
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Cummins’ quadrant
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Cummins (1996)
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CLIL
Content and Language Integrated Learing
 Content aims
 Language aims
A chain is the circle of connected metal parts that
turns the weels of a bicycle.
A toaster works by applying radiant heat directly to a
bread slide.
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CLIL
 Rich context:language- rich ( film, internet)
and non language-rich ( items,
illustrations).
 Large amount of interaction: between
pupils, between teacher and pupils,
working in pairs and groups.
 Language support
 Collaborative learning
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Teaching Tip
https://www.youtube.com/watch?v=xiQRbB9_1zs
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CLIL strategies
Meyer (2010)
• Rich input: meaningful, challeging. Connecting
daily life of children and in their area of
interest.
• Scaffolding learning: help learners to construct
their own learning. Teach how te learn.
• Rich interaction en pushed output:
communicative situations and meaningful
context.
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• Adding the culturale dimension: realize
that other cultures tend to see things
differently, have different values and
beliefs.
• Make it H.O.T. (high order thinking): create
environments in which children are
engaged and challenged. Let children
express complex thoughts.
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• Sustainable learning: new knowledge must
become deeply rooted in childrens longterm memory. Passive knowledge has to be
turned into active knowledge.
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Effective Teacher-Child Interactions
http://youtu.be/2Hw0DbxOmJQ
Teacher:
I encourage language acquisition in
conversation
Child:
The child displays signs of language
acquisiton.
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Exercise 2
Checklists.
How do you bring children to use a higher
level of language?
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There’s Always Room for One More
What content do you want to discuss?
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Exercise 3
 Start with content selection.
1. ……….
2. ………….
3. ……………
 Make 5 skinny and fat questions about
the book.
See checklist 3d, 3e, 4c, 4d
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Fat and skinny questions
Skinny questions
yield facts and are easy to answer in a few
words. What is………
Fat questions
Have more than one answer and help learners
to think more deeply about input en speak
longer. Can you tell me how….
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Summing up
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•
•
•
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CLIL
HOTS
BICS
CALP