COMENIUS REGIO
SAVE EU
WORKSHOP on CLIL
Luisanna Paggiaro
Lend Pisa
28 Nov. 2013
Mehisto P., Marsh D., Frigols M.J.
Table of contents
a) Pre-knowledge (Sheet 1)
b) Core CLIL features
c) Cognitive skills: LOTS and HOTS; Bloom and others (Sheet
2)
d) Language skills: the Language Tryptic
e) Materials: selection and adaptation
f) Activity types (Sheet 3)
g) Modes and tasks
h) Planning a CLIL unit: the 4Cs as a planning guide (Sheet 4)
a) PRE-KNOWLEDGE
Choose one of the following statements about CLIL and support it
with your own arguments
CLIL is a “European solution to a European need” (The European
supranational state in the making since the mid twentieth century
has been built upon ideals like mobility, economic cohesion,
maintenance of cultural diversity and other principles that would be
hard to make real without efficient language learning schemes)
1.
2. CLIL is a new vision of language called for a new vision of learning.
CLIL is linked to experiential views of second language acquisition
and consequently a new methodology of language teaching
3. CLIL is a means to shift from a monoglot to a multilingual ideology
and to sow the seeds for a language change to become real through
education in Europe
The woodcut print entitled Sky and Water 1
by Maurits Cornelis Escher (1898-1972)
offers an excellent pictorial representation
of the idea of interwoveness.
Content and Language
Integrated Learning (CLIL) is a
dual-focused educational
approach in which an additional
language is used for the
learning and teaching of both
content and language. That is in
the teaching and learning
process, there is a focus not
only on content, and not only
on language. Each is
interwoven , even if the
emphasis is greater on one or
the other at a given time.
CLIL: Content and Language
Learning, Coyle, Hood and
Marsh (2010).
The 4Cs Framework of CLIL
CONTEXT
C
O
N
T
E
X
T
C
O
N
T
E
X
T
Cognition
Culture
CONTEXT
b) CORE CLIL FEATURES
Mutiple focus
•Supporting content and
language learning
•Integrating several subjetcs,
also through cross-curricular
themes and projects
•Supporting reflection on the
learning process
Active learning
•Ss communicating more
than the teacher
•Ss evaluate progress in
achieving learning outcomes
•Favouring peer co-operative
work
Safe and enriching learning environment
•Using routine activities and discourse
•Building ss confidence to experiment with
language and content
•Increasing ss language awareness
Authenticity
•Letting ss ask for the language help they need
•Maximising the accomodation of ss interests
•Using current materials from the media and other
sources
Scaffolding
•Building on ss’existing knowledge, skills, attitude
and experience repacking information in userfriendly ways
•Fostering creative and critical thinking
Create
Evaluate
Analyse
Apply
Understand
Remember
Bloom’s taxonomy (revised by Anderson and Krathwohl, 2001)
c) Cognitive skills: LOTS and HOTS
LOTS
• to remember
information
• to order information
• to define objects
• to check understanding
• to review learning
Sheet 2
HOTS
• to develop reasoning
skills
• to develop inquiry and
discussion
• to develop creative
thinking
• to evaluate the work of
oneself and others
• to hypothesize about
what could happen
d) LANGUAGE SKILLS
The language necessary for day to
day living, including conversations
with friends, informal interactions
BICS
Basic
Interpersonal
Communication
Skills
The language necessary to
understand and discuss
content in the classroom
CALP
Cognitive
Academic
Language
Proficiency
Context embedded
Cognitively
Context reduced
undemanding
Cognitively
demanding
THE LANGUAGE TRIPTYCH
Language of learning
Language
for learning
CLIL linguistic
progression
Language
learning and
language using
from
CLIL, Coyle, Hood and Marsh, CUP
Language
through learning
COMMUNICATION
Language of
Language for learning
learning
Asking each other
Key vocabulary questions: What do you
know about…?
Classifying: The different
elements are….
Comparing and
contrasting: The animals
living in the savannah
are bigger than the ones
living in a pond
Other:
What does it mean?
How do you spell it?
Language through
learning
Distinguish language
needed to carry out
activities
Retain language revised
by both the teacher and
the learner
Make use of peer
explanations
Record, predict and
learn new words which
arise from activities
Language of learning
An analysis of language needed for learners to access
basic concepts and skills relating to the subject theme
or topic.
Learners need to aquire language specific to the
subject and the thematic content.
This means shifting lingistic progression from a
dependancy on grammatical levels of difficulty towards
functional and notional levels of difficulty demanded
by the content.
Language for learning
The kind of language needed to function in a
foreign language environment.
Learners need strategies to help them use the
foreign language effectively.
The learner needs to be supported in developing
skills such as those needed for pairwork,
cooperative group work, asking questions,
debating, chatting, enquiring, thinking,
memorizing, etc.
Language through learning
Effective learning cannot take place without
active involvement of language and thinking.
When learners are encouraged to articulate their
understanding, then a deeper level of learning
takes place.
This emerging language needs to be captured by
the teacher, but it is difficult to predict
beforehand what will emerge.
The language of science
Science subjects use language to describe, explain and
analyse scientific phenomena
Through learning
about science,
learners develop
language for thinking
skills such as:
• Reasoning
• Questioning
• Creative problemsolving
• Evaluating
From CLIL Activities, L. Dale
and R. Tanner, CUP, 2012
Input (spoken, written and visual information)
• Teacher explanations, instructions and
demonstrations
• Written texts: scientific articles, laboratory
reports instructions foe experiments
• Video or audio input: websites, scientific models
on the web, online games
• Objects and models
• Hands-on work: experiments, field work and
demonstrations
• Visuals: pictures, photographs, models,
diagrams, graphs and charts, etc
SCAFFOLDING
Scaffolding is the support given during the learning process which is
tailored to the needs of the student with the intention of helping the
student achieve his/her learning goals (Sawyer, 2006).
Examples of scaffolding are
creating interest
breaking down tasks into small steps
providing before, during and after task support
using visuals and realia
demonstrating tasks
using word banks, glossaries, sentence substitution tables, writing
frames
using model texts for production of language
providing constructive feedback
e) CLIL MATERIALS
SELECTION
CLIL materials need to
show curriculum subjects
presented in a non-native
language.
They are different from ELT
materials (selected because
of a grammar or a functional
syllabus).
CLIL materials are selected
because of the subject
content; the language
needed to support the
subject has to be
considered.
ADAPTATION
Materials can be translated from the
L1 curriculum, taken from native
speaker coursebooks, downloaded
from the Internet or made by
teachers.
Materials can be adapted
by reordering language in a rubric
paraphrasing language
removing unnecessary details
reducing length of sentences
f) ACTIVITY TYPES
ELT ACTIVITIES
CLIL ACTIVITIES
 Cloze test
 Word/sentence table
 Gap fill
completion
 Labelling
 Information transfer
 Matching
 Feature identification
 Multiple choice
(underlining key words)
 T/F
 Poster presentation
 Ordering words/sentences
 Loop or domino games
 Jigsaw reading/listening
 Pyramid discussion
 Hot seat
Sheet 4
g) MODES AND TASKS
Alternating
various modes
with different
puposes
•Frontal
•Individual
•Pair
•Group
•Plenary
Tasks are low or higher order:
Copying
Reading aloud
Analysing
Imagining
Writing creatively
Various types of tasks: Jigsaw; informationgap; problem solving; decision making;
opinion exchange
h) PLANNING
Traditional elements
CLIL elements
 Need analisys
 The 4C have to be present
 Objectives
 Integration between
 Title and topic
cognition and language
 Timing and pacing
 True-to-life tasks
 Activities
 Support to learning
 Materials
(scaffolding)
 Resources and media
 Learner’s production
 Criteria of evaluation
 Integrated evaluation
The 4Cs as a planning guide (1)
1. Start with content. Define it
What will I teach? What will
they learn? What are my
teaching aims/objectives?
What are the learning
outcomes?
What language do they need to work
with the content? Specialized
vocabulary and phrases? What kind of
talk will they engage in? Will I need to
check out key grammatical coverage of
a particular tense or grammar feature?
What about the language of tasks and
classroom activities? What about
discussion and debate?
2. Now
link content with communication
The 4Cs as a planning guide (2)
3. Then explore the
kind of thinking skills
you can develop
What are the cultural
implications of the topic? How
does the CLIL context allow for
‘value added’? What about
otherness and self? How does
this connect with the all Cs
What kind of questions must I ask in
order to go beyond ‘display’
questions? Which tasks will I develop
to encourage higher order thinkingwhat are the
language/communication as well as
the content implications? Which
thinking skills will we concentrate on
which are appropriate for the
content?
4. Finally Culture is
not a post script but
rather a thread which
weaves its way
throughout the topic
From Planning Tools for Teachers, Do Coyle, 2005
WEB REFERENCES
• CLIL- Planning Tools for Teachers, Do Coyle, University of Nottingham, 2005.
http://www.slideshare.net/gorettiblanch/theoretical-clil-framework
• CLIL - European Commission http://ec.europa.eu/languages/languageteaching/content-and-language-integrated-learning_en.htm
• CLIL CONSORTIUM http://www.clilviu.es/
• TIECLIL , http://www.tieclil.org/index.htm
• One Stop English - CLIL , http://www.onestopenglish.com/clil/
• CLIL Matrix , http://archive.ecml.at/mtp2/CLILmatrix/
• AECLIL Project Assessment and evaluation in CLIL,
http://aeclil.altervista.org/
• CLIL-CD European Framework for CLIL Teacher Education
• http://clil-cd.ecml.at/
• CLIL PRACTICE: Perspectives from the field http://www.icpj.eu/
• ALI CLIL http://www.progettolingue.net/aliclil