Practical Methodological Applications
of CLIL and TIL
2nd Conference on Foreign Languages
A Realistic Approach
Pamplona-Iruña 2010
KRISTA IRELAND
December 15th , 2010
Congratulations
for forming part of a
top team
of
pioneering professionals !
Thank you
for being here today!
Multilingualism in Europe & Spain
Look how far
we have come!
Pre-WWII Education:
Minimum literacy.
Elitist higher education.
Little language learning.
The Grammar-translation.
Democratic transition.
Post WWII: Top Priority !
Ensure peace
+
rebuild Europe
•Education
• Languages
• Mobility
Creating Plurilingual schools is a challenge.
1.4
What
have
we
learned?
Plurilingual settings require a great deal of implication from


staff, parents, students, school council, etc.

Requires planning and organization.

Requires a high standard of professional training.

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Motivates the rest of the school to participate in foreign
language activities and try new teaching practices.
Facilitates the training of students to integrate as citizens while
fomenting tolerance, respect for other cultures
Reflections from Rosa María de Castro
Director IES San Juan Bautista
British Council MEC
Madrid
Where to start? Today’s session…
1.
2.
3.
4.
5.
6.
Understanding CLIL and TIL
Planning the use of spaces.
Sharing in the staffroom.
Meeting and coordination tips.
Choosing the right materials.
Planning for personalized
lessons that caters to the
context and diversity.
This
looks
good
!
1. How does CLIL work?

In a CLIL lesson, the subject defines the language that
is used.

The target language is used both to learn about the
subject and to communicate.

Students acquire language through exposure.

Support can be offered through focused instruction in a
language class in some cases.

The centre, as well as the Language and Content teachers
coordinate to plan the building of knowledge.

This provides a sucessful learning foundation.
1. What are some CLIL models?
MAINLY LINGUISTIC
LINGUISTIC CLIL
CLIL
Content
topics
MAINLY
CONTENT-BASED CLIL
CONTENT-BASED
CLIL
Minimum
Curricular
requirements
LANGUAGE
CONTENT
1 CLIL Methodology and background
1. Typical CLIL and TIL subjects?
Arts and crafts
Science, geography and history
Music
Physical Education
1.Understanding CLIL and TIL
Decretos Forales

24 /2007
25/2007
Include
the linguistic
realities of both of
the following
methodologies :

CLIL:
Organized instruction of Content
Teaching in another language =
learning by doing.
TIL:
Integrating Language Learning
and Content learning via Topics,
subject areas, project work, genres,
etc.
1. What does TIL look like?

Coordinated topic units:
 Science:
The forest
 English: The Giving Tree
 Art: Landscapes and symmetry
 Math: Lines and angles in nature
 Physical Education: Hiking and climbing as
sports
1. How de we plan for CLIL and TIL?
This requires quite
a bit of
ORGANIZATION
AND
PLANNING!
2. Planning the use of spaces
 Map
 for
out the use your school spaces:
project work and art displays.
 for outdoor projects like a fish pond & gardening.
 to have specific rooms for subjects when a lot of hands-on
materials are needed: science, art , computer room & music.
 by considering Ietting children change classes.
 by minimizing the amount of TEACHER changes from
pavilion to pavilion.
 use a suitcase with wheels to
transport materials.
 use a portable computer,
speakers & white board.
2. Planning the use of spaces
 Manage
classrooms to create
environments.
 Why do we only apply
Corners theory to classrooms
at Infant level?
 Computer
corner
 Super star corner: extra
worksheets box:
extension and revision points
 Rest & reading corner
3. Sharing in the staffroom
Plan your teacher’s room to
share materials.
 3-ring
binders for lesson
plans/flashcards.
 Hangers or clips & a rack for
posters.
 Sign out sheets for materials.
 Have all computers connected to
Intranet.
 Timing sheet with unit
coordination & yearly planning.
Plan for the unpredictable too!
4. Meeting & coordination tips



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Plan weekly and monthly coordination meetings.
Agree that everyone will help. Set tasks.
Designate a chairperson by term /month to
share responsibilities and keep meetings moving.
Previously plan & distribute an agenda to stay
on track in meetings & class.
Contact & share materials with each other by email such as interesting web-sites, blogs, chats,
File-dropper, etc.
Have common files in a digital medium such as
Intranet and / or print files to keep materials.
Consider a peer-observation calendar and inhouse teacher training sessions.
Use your Richmond-Santillana materials be a
core foundation.
Let’s plan to
do this
hands-on
experiment
for unit 3.
4. Choosing the right materials
What is the role of a
text book?
To guide & facilitate
coordination and
materials selection.
 What is the role of the
teacher?
To coordinate for their
centre and adequate
materials for students.

CLIL and TIL FOR PRIMARY
ICT resource for Essential Science
3rd cycle: has 1 Web Quest per term
Includes ICT lesson plans & photocopiable maps.
Richmond World Facts Readers 1-6
Your classroom library with teaching suggestions,
Worksheets and project ideas!
CD audio with every book!
This collection helps to:
•reinforce science contents.
•foment literacy.
•integrates key competences.
6. Planning personalized lessons
Planning to get the most out of your classroom materials
How to turn an idea into reality….
First comes thought;
then organization of that thought,
into ideas and plans;
then transformation of those plans into reality.
1. Introduction: CLIL in Spain today
The beginning, as you will observe, is in your imagination.
-Napoleon Hill
Planning units: basic lesson structures

PPP lesson = Presentation,
Practice & Production

Project or Skills lesson = Pre-
skills / project task, while doing skill /
project task and post skill /project task

Session 1: PPP lesson
Session 2: Project or skills lessons
ICT= Hands-on interaction: blogs,
web pages, reference, webquests, etc.
http://projects.edtech.sandi.net/grant/insects/


TTT = Test, Teach, test



Indirect or direct
Diagnostic, formative, and
summative
Ts-Ss, Self-evaluation, Peer
Evaluation, Ss-Ts
Session 3: ICT lesson
Session 4: Science library & skills consolidation
Session 5: Student Assessment
Your weekly lesson-unit planning
Session 1: PPP lesson
•The Essential Science Teacher's Book offers step by step suggestions.
•Use the Student’s Book & Activity Book.
•Plan to use the E-book CD’s , digital flashcards or posters for digital whiteboard to present and correct.
Session 2: Project lessons provide hands-on experimentation
•First show a demonstration of the projects then give step by step instructions.
•Let student’s work in pairs or small groups in order to de the task.
•Finally let students share results and do wither self or peer evaluation.
Session 3: ICT lesson
Use a digital whiteboard to present and walk through the chosen task.
Let students do the task. Remember , ICT is to build skills looking for information and communicating!
Ask students to present or share information via posters, web pages, blogs, classroom presentations, etc.
Session 4: Science library & skills consolidation
Access science, geography and history library books from the RWF collection.
Use ready made lesson plans for the group or support individual choices by using a Super Star Box.
Integrate worksheets to stimulate reading for a purpose and assessment.
Session 5: Student Assessment
Plan for student presentation of research & findings especially in 3rd cycle.
Do normal formal testing from ICT CD 1 or allow for open book exams.
Don’t forget games can be used as informal testing & review.
Planning

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Planning your sessions is easy.
Attend Ss needs by “lifting” from
the page.
Make sure it can be easily
followed by others.
Use the following model to
outline steps for sessions and
materials.
T’s-evaluation tool: once you give
the lesson, write notes in red pen:
what went well, what could you
change?
Share your lesson plans on-line
and via print copies in 3-ring
binders.
Timing &
Interaction
Activity &
materials
Basic Comp.
Aims
Assesment
Ts-Ss
10 min.
Warmer:
Science Flashcard &
Wordcard memory game
recognizing body parts.
(blue tack and B/B)
BC: 1, 7, 8
Activate vocabulary
knowledge
Diagnostic testing
SS-pairs
10 min.
Pre-listening Activity:
Remind Ss of the1st cycle
song “Head, shoulders,
knees and toes”. Ask Ss to
try and remember the
lyrics (singing softly to
themselves) and write the
order of the body words in
their notebooks.
BC: 1, 3, 6, 7, 8
Activate and
consolidate vocabulary
knowledge
Diagnostic testing &
setting stage for selfevaluation
Audio x1: Pairs
5min.
While listening activity:
BC: 1, 3, 5, 6, 7
Activate and
consolidate vocabulary
knowledge
Formative testing with
self-assessment
Audio x2:
Whole group
5 min.
Audio x 1: Listen to the
song and check answers.
Audio x 2: Dance and sing
the song once.
15 min.
Ts-ss
After listening activity:
Use Level 3 Unit 3 ICT
digital E-book & Audio
Presentation Flashcards to
present and compare
body parts and skeleton.
BC: 1, 3, 6
Introduce semantic &
phonetic aspects of
parts of the skeleton
Formative: drill pronun.
5 min
Ts-ss
Homework:
Print the ICT digital Poster
on the skeleton with and
without answers to fill in
for next session.
BC: 1, 3, 7, 8
Learner autonomy &
study / memory skills
Formative testing /selfassessment
CP Miguel Porcel Palma : An excellent PPP lesson


http://www.youtube.com/watch?v=OWF1djKCY3M&
feature=related
Look at the picture and
predict what this lesson
might be about.
While watching the
lesson, map different
stages of the teacher’s
original lesson plan.
Fill in the ACTVITY
STAGES.
Steps to coordinate
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
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Practice adapting /
planning your own sessions.
First, get into pairs and
look at your resources.
Brainstorm contents,
language and activites
while keeping context in
mind.
Transfer the info to your
lesson/unit worksheet.
Thank you for your participation today!
'Do not go where the path may lead; go instead where
there is no path and leave a trail'. Ralph Waldo
Emerson
PLEASE FEEL FREE TO REACH
ME AT…
KRISTA IRELAND
IRELANDK@SANTILLANA.ES
CLIL Bibliography

Bialystok, E. 2004. «The impact of bilingualism on language and literacy development». In Bhatia,
T.; Ritchie W. (eds.). The Handbook of Bilingualism. Oxford: Blackwell, 577-601.

Dalton-Puffer, C. 2007a. Discourse in Content and Language Integrated Learning (CLIL).
Amsterdam: John Benjamins Publishing.
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Dalton-Puffer, C. 2007b. Research on CLIL-where do we stand? Paper presented at the
Universidad Autónoma de Madrid, March 2007.

Dafouz, E. Núñez, B. y Sancho, C. 2007. Analysing Stance in a CLIL university context: non-native
speaker use of personal pronouns and modal verbs, in International Journal of Bilingual Education
and Bilingualism. Vol. 10 (5). Special Issue on CLIL. Clevendon, England: Multi-lingual Matters.
647-662
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Escobar, C. y Pérez Vidal, C. 2004. Teacher Education for the implementation of Content and
language integrated learning approach (CLIL) in the School System en Wilkinson, R. (ed)
Integrating Content and Language. Meeting the challenge of a Multilingual Higher Education.
Maastrich: Maastrich University Press. Pp. 402-415.

Genesee, F. 1987. Learning through two languages: Studies of immersion and bilingual education.
Cambridge MA: Newbury House.

Krashen, S. 1985. The Input Hypothesis: Issues and Implications. Longman, New York.

Llinares, A. and Whittaker, R.(in press). Teaching and learning history in secondary CLIL
classrooms:From speaking to writing. En Dafouz, E. y Guerrini, M. (eds) CLIL across Educational
Levels. Experiences from primary, secondary and tertiary contexts. Londres: Richmond Santillana.
CLIL Bibliography (cont.)
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Lyster, R. 2007. Learning and teaching languages through content. Amsterdam: John Benjamins.
Marsh, D. 2001. Using Languages to learn and learning to use languages.
Marsh, D. 2002. «The relevance and potential of content and language integrated learning (CLIL)
for achieving MT+2 in Europe». Euro-Pérez Vidal, C. y Campanale Grilloni, N. (eds.) 2005.
Content and Language Integrated Learning in Europe. Teaching materials for use in the secondary
school classroom. Barcelona: Gráficas Revenaque.
Pérez Vidal, C. 2007.‘The European Framework of Reference: The Portfolio.’ En Usó, J. and RuizMadrid, N., eds.
Pedagogical reflections on learning languages in instructed settings. Cambridge: Cambridge
Scholar Press.
Pérez Vidal, C. 2008. ‘El Enfoque Integrado de Contenidos y Lengua en Europa.’ Aula de
Innovación Educativa, 168, pp.7-17.
Schmitt, N. (ed.) (2002) An Introduction to Applied Linguistics. London: Arnold.
Van de Craen, P.; Lochtman K.; Ceuleers, E.; Mondt, K.; Allain, L. 2007. «An interdisciplinary
approach to CLIL learning in primary schools in Brussels». In Dalton-Puffer, C.; Smit, U. (eds.).
Empirical Perspectives on CLIL Classroom Discourse. Frankfurt am Main: Peter Lang, 253-274.
Vollmer et al.2006. Subject-specific competence in and language use of CLIL learners: the case of
Geography in grade 10 of secondary schools in Germany. Paper presented at the ESSE8
Conference in London, 29 August 2006.
Wildhage, M. y Otten, E. 2003. «Content and Language Integrated Learning», in Praxis des
bilingualen Unterrichts, eds M Wildhage and E Otten, Cornelson, Berlin, pp. 12-45.