NAVES (2009) “CLIL FOR THE KNOWLEDGE SOCIETY”
VIDEO WITH DAVID MARSH ON EURYDICE (2006)
Source: CLIL for the Knowledge Society by David Marsh
http://www.youtube.com/watch?v=TGnkEMjBg4g
INITIAL
EVALUTION
QUIZ - SELF-EVALUATION
QUIZ
1. What do you think the acronym CLIL stands for?
(a) Communication, Language and Information Learning
(b) Content and Language Integrated Learning
2. What do you think the video “CLIL for the Knowledge Society” is
about?
(a) The status of CLIL provision in Europe
(b) The role of CLIL in the knowledge society
3. Can you think of a synonym of ‘Knowledge Society’?
(a) Information society (b) CLIL
4. The screen says CLIL/ EMILE expert-FIN. Does EMILE stand for
Content and Language Integrated Learning in French?
(a) Yes, EMILE stands for “Enseignement d’une Matière par
l’Intégration d’une Langue Etrangère” in French
(b) Don’t know
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5. Have you ever heard of David Marsh? How could David Marsh be
best described? As a/an
(a) SLA research (b) CLIL instructor (c) Other (please specify)
6. What is Eurydice?
(a) a European company (b) the wife of Orpheus (c) a CLIL
association
7. Where do you think the video was shot? Why?
(a) Europe (b) USA (c) Australia
8. How long do you think this video clip is going to last?
(a) less than 1 minute (b) less than 2 minutes (c) less than 3 minutes
9. How good are you at geography?
(a) Very good. I could locate most European countries accurately.
(b) Not very good. I could only locate some European countries
accurately.
10. Are you already familiar with the European status of CLIL
provision, i.e. do you know in which countries CLIL instruction is part
of mainstream education, in which ones CLIL is mostly implemented in
pilot projects and which countries do not provide any CLIL
instruction at all?
(a) No, but I am really looking forward to learning about CLIL
provision in Europe
(b) Yes but I would like to deepen my knowledge on the current
status of CLIL provision in Europe.
11. The acronym AICLE is the Catalan and Spanish equivalent of EMILE
and CLIL
(a) Yes, AICLE stands for Aprenentatge Integrat de Continguts i
Llengües Estrangeres (Cat) and Aprendizaje Integrado de
Contenidos y Lenguas Extranjeras (Sp)
(b) I don’t know.
12. Have you ever studied a subject through a foreign language (FL) at
primary or secondary school?
(a) Yes, I studied more than three subjects through a FL
(b) Yes, I studied less than three subjects through a FL
(c) No, never.
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Initial Evaluation Questionnaire / Quiz / Test
1. The acronym CLIL
2. The video “CLIL for the Knowledge Society”
3. A synonym of ‘Knowledge Society’
4. The acronym EMILE
5. David Marsh’s adscription
6. What Eurydice is
7. Where the video was shot
8. How long the video clip lasts
9. Good at geography?
10. Status of CLIL provision
11. AICLE
12. Subjects taught through a FL
PRE-TEACHING
/
Me
ab
ab
My
partn
er
ab
ab
ab
ab
abc
abc
abc
abc
ab
ab
ab
abc
ab
ab
abc
abc
abc
abc
ab
ab
ab
abc
Key
INTRODUCING KEY CONCEPTS, EXPRESSIONS AND
IDEAS










Europe
Europe political map
European Council
CLILi
David Marshii
Eurydiceiii
Status of CLIL provisioniv
Knowledge societyv
“Interweaving of content and language in a dual-focus way”
“Learning by construction rather than learning by instruction”
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TASKS
In the first part of the video, you will learn about the status of CLIL
provision in Europe.
 In the first map, you will see shown in pink, the countries in which
CLIL is usually provided at primary and secondary school, i.e.
countries in which CLIL provision is part of mainstream education;
 In the second map, you will see shown in green, the countries in
which CLIL is solely provided in pilot projects.
 Finally, in the third map, you will see shown in grey, the countries
where there is no provision of CLIL.
PRE-WATCHING TASK
1. Where do you think Spain will appear, in the first, second or third
map?
(a) in the first map in pink with countries in which CLIL provision
is part of mainstream education
(b) in the second map in green with countries in which CLIL is
solely provided in pilot projects
(c) in the third map in grey with countries where there is no
provision of CLIL
2. What about Finland? Where will Finland appear? In the first, second
or third map?
(a) in the first map in pink with countries in which CLIL provision
is part of mainstream education
(b) in the second map in green with countries in which CLIL is
solely provided in pilot projects
(c) in the third map in grey with countries where there is no
provision of CLIL
3. Timed Game. Work in small groups. Study the political map of
Europe for two minutes. Put it aside. Without looking at it again,
locate as many European countries as possible in the blind political
map of Europe. When you finish, check your answers and answer the
following question:
How many countries did your group accurately locate?
(a) one to five (b) six to ten (c) more than ten
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http://en.wikipedia.org/wiki/File:Europe_countries_map_en_2.png
http://en.wikipedia.org/wiki/Europe
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WHILE
WATCHING TASKS
1. Locate and list in red/pink two/three countries where CLIL provision
is part of mainstream education
2. Locate and list in green/blue two/three countries where CLIL is
solely provided in pilot projects
3. Locate and list in black/grey two/three countries where there is no
provision of CLIL:
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POST
WATCHING TASKS (I)
. CHOOSE
TWO OF THE FOLLOWING
TASKS
1. Check the answer key. Were your guesses/predictions correct? How
many did you get right? How difficult was it for you? How challenging
was it? How useful was it? Justify your answers. You may use your
mother tongue to justify your answers.
2. Did you like this unit? Why? Why not? What have you learnt? Write in
English the summary of what you have learnt in this unit. You may use
your mother tongue in your feedback to your teacher.
3. List and locate in the maps three additional countries for each type of
CLIL provision in Europe.
4. Discuss what you thought of the video clip. For example, did it remind
you of an advertisement? Why? /Why not?
5. Do you expect the same type of CLIL provision today? Why? /Why not?
Discuss.
6. Would you be able to find an update of CLIL provision today in Europe
and elsewhere? How could you verify the CLIL provision of your country
of residence and of birth?
7. Why do you think the video was entitled “CLIL for the Knowledge
Society”?
8. What do you think David Marsh means by “Learning by construction
rather than learning by instruction”? To what extent do you think D.
Marsh might have Constructivism in mind? Discuss
9. Rephrase “Interweaving of content and language in a dual-focus way”
10. Why do you think David Marsh chooses to refer to CLIL as
“Interweaving of content and language in a dual-focus way”?
11. What do you think of the CLIL provision classificatory criterion? Could
you come up with a different one?
12. What have you learnt about geography? What have you learnt about
CLIL provision in Europe? What language use have you learnt?
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POST
WATCHING TASKS (II)
Self-Evaluation Questionnaire / Quiz / Test partially based on
the Initial Evaluation Quiz
Questions & Tasks
1. What does the acronym CLIL stand for?
2. What is the video “CLIL for the
Knowledge Society” about?
Key
a. CLIL = Content and
Language Integrated
Learning
a. The video “CLIL for the
Knowledge Society” is about
3. What is a synonym of ‘Knowledge Society?’ a. ____________________
is a synonym of ‘Knowledge
society
4. What does the acronym EMILE stand for? a. EMILE stands for
5. What is David Marsh’s position?
6. What is Eurydice?
c. David Marsh is /works as
a/an
E
7. Where was the video clip shot?
8. What does the acronym of AICLE stand
for?
9. List and locate three countries where/ in
which CLIL provision is part of mainstream
education
10. List and locate three countries where/ in
which CLIL provision is only in pilot
projects
11. List and locate three countries where/ in
which there is no provision of CLIL
12. What does “Interweaving of content and
language in a dual-focus way” mean?
13. What does “Learning by construction
rather than learning by instruction” mean?
a. FIN stands for Finland.
The video was shot in Finland,
where David Marsh works.
A AICLE stands for
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References:
Eurydice (2006) Content and language integrated learning (CLIL) at schools in Europe.
Bruxelles: Eurydice. European Unit. Retrieved from
http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/071EN.pdf
TASK 1. REFLECTING ON NAVES (2009) “CLIL FOR THE
KNOWLDEGE SOCIETY” VIDEO WITH DAVID MARSH ON
EURYDICE (2006) UNIT.
In pairs, answer the following questions. Justify your answers.
1. Is there any visual input? If so, where is it placed? Why do you think a shot
from the video is found at the beginning? How important is it in CLIL to use
visual input, graphic organizers? Why is it important? (Tip: Halliwell, 1994)
2. What does the Initial Evaluation Quiz aim at? Why is it important to check
learner’s previous knowledge and expectations? Why is it important to raise
learner’s expectations? (Tip see Naves Initial Evaluation Handouts)
3. Why is there a word in bold in each of the questions? Which words have been
chosen? Any ideas why? (Tip: input enhancement)
4. What is the role of repetition, redundancy, and building patterns and
routines in the tasks provided? (Tip: Halliwell, 1994)
5. What is the purpose of question # 1 in the Initial Evaluation Quiz? Does it aim at
testing learners’ knowledge or remind learners what the content is about?
What do you think the acronym CLIL stands for?
(a) Communication, Language and Information Learning
(b) Content and Language Integrated Learning
6. What is the purpose of question # 2 in the Initial Evaluation Quiz? What does it
aim at?
What do you think the video “CLIL for the Knowledge Society” is
going to be about?
(a) the status of CLIL provision in Europe
(b) the role of CLIL in the knowledge society
7. What is the purpose of questions # 3 and 4 in the Initial Evaluation Quiz? What
do they aim at? Do they tell/ teach learners about something else? If so, what?
Which are the mechanisms by which this is achieved?
Can you think of a synonym of ‘Knowledge Society’?
(a)
Information society
(b) CLIL
The screen says CLIL/ EMILE expert-FIN. Does EMILE stand
for Content and Language Integrated Learning in French?
(b)
Yes, EMILE stands for “Enseignement d’une Matière par
l’Intégration d’une Langue Etrangère” in French
(c)
Don’t know
8. What is the purpose of question # 8 and in the Initial Evaluation Quiz? What
does it aim at? Why is this type of question important?
How long do you think this clip is going to last?
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(a)
less than 1 minute (b) less than 2 minutes (c) less than 3
minutes
9. What is the purpose of question # 9 and in the Initial Evaluation Quiz? What
does it aim at? Why is this type of question important?
How good are you at geography?
(a)
Very good. I could locate most European countries
accurately.
(b)
Not very good. I could only locate some European countries
accurately.
10. What is the purpose of question # 10 in the Initial Evaluation Quiz? What does
it aim at? Why is this type of question important?
Are you already familiar with the European status of CLIL
provision, i.e. do you already know in which countries CLIL instruction
is part of mainstream education, in which ones CLIL is mostly
implemented in pilot projects and which countries do not provide
CLIL instruction at all?
(a)
No, but I am really looking forward to learning about CLIL
provision in Europe
(b)
Yes, but I would like to deepen my knowledge on the
current status of CLIL provision in Europe.
11. Why is it important to pre-teach / introduce the key terms? (Tip: Research on
vocabulary acquisition, mind maps, etc.). Can you think of other key terms that
should have been included?
12. Why is it important to design pre-tasks (Tip: Research on planning time and
schemata activation) What are the characteristics of the pre-watching / prereading tasks? What do they aim at? Suggest variants to the pre-watching
tasks?
13. Why do questions # 1 and 2 in the pre-watching tasks aim at providing a
reading/watching purpose at the same time as they check learners’ previous
knowledge? What are some of the characteristics of this type of questions? How
cognitively demanding are they? How contextualized are they?
Where do you think Spain/Finland will appear, in the first, second or
third map?
(a)
in the first map in pink with countries in which CLIL
provision is part of mainstream education
(b)
in the second map in green with countries in which CLIL is
solely provided in pilot projects
(c)
in the third map in grey with countries where there is no
provision of CLIL
14. To what extent is question # 3 in the pre-watching tasks a genuine ‘geography
task’? Discuss why. How cognitively demanding are they? How contextualized
are they?
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Timed Game. Work in small groups. Study the political map of
Europe for two minutes. Put it aside. Without looking at it again,
locate as many European countries as possible in the blind political
map of Europe. When you finish, check your answers and answer the
following question:
How many countries did your group accurately locate?
(a) one to five (b) six to ten (c) more than ten
15. What are the characteristics of the while-watching tasks? What do they aim at?
Suggest variants to the while-watching tasks? What did this while watching task
aim at?
Locate in the map and write down in red/pink two/three countries
where (a) CLIL provision is part of mainstream education (b) CLIL
is solely provided in pilot projects and (c) there is no provision of
CLIL
16. What are the characteristics of post-watching tasks? What do they aim at? Is
there any choice provided? Why?
17. What is the purpose of question # 1 in the post-watching tasks? What does it
aim at? Why is this type of question important?
Check the answer key. Were your guesses/predictions correct? How
many did you get right? How difficult was it for you? How challenging
was it? How useful was it? Justify your answers. You may use your
mother tongue to justify your answers.
18. What is the purpose of question # 2 in the post-watching tasks? What does it
aim at? Why is this type of question important?
Did you like this unit? Why? Why not? What have you learnt? Write
in English the summary of what you have learnt in this unit. You may
use your mother tongue in your feedback to your teacher.
19. Discuss three of the post-watching tasks in this unit.
20. Suggest variants and ways of improving pre-watching tasks for this unit
21. Suggest variants and ways of improving while-watching tasks for this unit
22. Suggest variants and ways of improving post-watching tasks for this unit
23. How can you build co-operative learning in this unit?
24. How can you promote and reinforce autonomous learning in this unit?
25. Write down the content and language objectives for this teaching unit (Tip:
Echevarria SIOP)
26. Design a self-evaluation test for this unit(Tip: Handout on evaluation by Navés)
27. How could the key and further info sources be used? Why? Design follow-up
tasks using the excerpts and info provided in the key to the tasks or Suggest your
own follow-up tasks
28. How meaningful was this unit? Justify your answer. (Tip. Handout on
meaningful learning by Navés)
29. Design some focus on form/s tasks
30. Turn the initial evaluation quiz into either a self-evaluation summative test or a
summative assessment. Provide the key for all the answers
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TASK 2. In groups, choose a CLIL video clip and design a unit for CLIL studentteachers / your classmates following Naves (2009) “CLIL for the Knowledge society”
video with David Marsh on Eurydice (2006) unit.
Your tasks should include at least:
1) An Initial Evaluation Quiz / Questionnaire / Test with Answer Key
2) The Key concepts, terms, expressions and ideas with Answer Key
3) An introduction to the video / tasks
4) Pre-watching tasks with Answer Key
5) While-watching tasks with Answer Key
6) Post-watching tasks with Answer Key
7) Follow-up tasks with Answer Key
8) Self-evaluation tasks with Answer Key
9) Rationale and Tips
10) References
KEYS
Initial Evaluation Questionnaire / Quiz / Test
Key
1. The acronym CLIL
2. The video “CLIL for the Knowledge Society”
a
a
3. A synonym of ‘Knowledge Society’
4. The acronym EMILE
5. David Marsh’s position
6. What Eurydice is
7. Where the video was shot
8. How long the video clip lasts
9. Good at geography?
10. Status of CLIL provision
11. AICLE
12. Subjects taught through a FL
a
a
c
b
a
a
a
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Further information from Eurydice (2006, p. 13)
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CLIL provision as
part of mainstream
school
education
CLIL provision
within pilot projects
Combination of CLIL
provision as part of
mainstream school
education and within
pilot projects
No CLIL provision
(Eurydice, 2006, p. 13)
i
CLIL
“CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign
language with dual-focused aims, namely the learning of content, and the simultaneous
learning of a foreign language".
(Marsh, D. 2002. Content and Language Integrated Learning: The European Dimension – Actions, Trends and
Foresight Potential retrieved from Ball ( What is CLIL at
http://www.onestopenglish.com/section.asp?docid=156604)
Content and Language Integrated Learning (CLIL) has become the umbrella term describing
both learning another (content) subject such as physics or geography through the medium of
a foreign language and learning a foreign language by studying a content-based subject. In
ELT, forms of CLIL have previously been known as 'Content-based instruction', 'English
across the curriculum' and 'Bilingual education'.
(Darn (2006) http://www.teachingenglish.org.uk/think/articles/content-language-integrated-learning
reprinted 2008 at
http://www.stevedarn.com/?Writings::CLIL%3A_Content_and_Language_Integrated_Learning)
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ii
DAVID MARSH
David Marsh
David Marsh has worked on multilingualism & bilingual education since the 1980s. He was part of the
team which conducted groundwork leading to the launch of the term Content and Language
Integrated Learning (CLIL) in 1994. In 2002, he coordinated production of CLIL - The European
Dimension: Actions, Trends and Foresight Potential for the European Commission (DG EAC). This
overview of the situation in Europe was used in the compilation of the 2004-2006 EC Action Plan:
Promoting Language Learning & Linguistic Diversity.
Born in Australia, educated in the UK and now based in Finland, he has extensive experience of
teacher development, capacity-building, research and consultancy in a range of different countries in
Africa, Europe and Asia. In 2004 he produced Special Educational Needs in Europe - The Teaching
and Learning of Languages: Insights & Innovation for the European Commission (DG EAC). From
2005-2007 he has managed various international research and development assignments on
education and curricular developments.
During 2008-2009 he coordinated an international research team (on behalf of the European
Commission) examining the evidence available concerning the impact of multilingualism on the brain.
Up to 2010, he acts as Strategic Director for CCN (Europe), and handles various educational
development and research initiatives in the European Union & East Asia.
He was awarded a joint commendation by the English Speaking Union in 2008 for publishing work on
CLIL, and a 2009 Estonian Education Sciences Award for Applied Didactics. He has published widely
and is co-author of Uncovering CLIL (Macmillan 2008) and a forthcoming 2010 book on Content and
Language Integrated Learning (Cambridge University Press).
He is now working on linkage between evidence of the impact of languages on the brain and how this
links to the use of specific language learning methodologies, alongside the development of a Macro
Framework for CLIL Teacher Education (European Centre for Modern Languages, Council of
Europe).
David Marsh, UNICOM, Continuing Education Centre, University of Jyväskylä, Finland
david.marsh@cec.jyu.fi
+ 358 400 843 653
Source: http://www.clilconsortium.jyu.fi/index.php?option=com_content&task=view&id=32&Itemid=52
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iii
EURYDICE
Eurydice / j
'r d si/ (Greek Mythology)
the wife of Orpheus. After she was killed by a snake Orpheus secured her release from the
underworld on the condition that he did not look back at her on their way back to the world of
the living. But Orpheus did look back, whereupon Eurydice disappeared.
Source: "Eurydice" The Oxford Dictionary of English (revised edition). Ed. Catherine Soanes and Angus Stevenson.
Oxford University Press, 2005. Oxford Reference Online. Oxford University Press. Universitat de Barcelona. 29
November 2009 http://www.oxfordreference.com/views/ENTRY.html?subview=Main&entry=t140.e25832
Eurydice (Εὐρυδίκη, Eurydíkē) (yur-ID-ih-see) in Greek mythology, was an oak nymph or one of the
daughters of Apollo (the god of light). She was the wife of Orpheus. Orpheus loved her dearly; on their
wedding day, Orpheus played songs filled with happiness as his bride danced through the meadow. One
day, a satyr saw and pursued her.
Source: http://en.wikipedia.org/wiki/Eurydice
The Eurydice Network is the Education Information Network in Europe. It was established by the
European Commission in 1980, following a request by the then European Community Ministers of
Education in their resolutions of 1976.
http://eacea.ec.europa.eu/portal/page/portal/Eurydice
iv
STATUS OF CLIL PROVISION
CLIL type provision is part of mainstream school education in the great majority of countries at primary
and secondary levels. In around a third of them, it also occurs within pilot projects
Source: Eurydice (2006)
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v
KNOWLEDGE SOCIETY
In 1973, United States sociologist Daniel Bell introduced the notion “information
society” in his book The Coming of Post-Industrial Society, where he formulates that
the main axis of this society will be theoretical knowledge and warns that knowledgebased services will be transformed into the central structure of the new economy and of
an information-led society, where ideologies will end up being superfluous. (…) The
notion “knowledge society” (“sociedad del conocimiento”) emerged toward the end of
the 90s and is particularly used as an alternative by some in academic circles to the
“information society”. UNESCO, in particular, has adopted the term “knowledge
society”, or its variant, “knowledge societies”, within its institutional policies.
(Source: Sally Burch Words Matter available from http://vecam.org/article517.html )
information society A concept that responds to the expansion and ubiquity of information. The
term has been in use since the 1970s, but has gained in popularity and is now widely used in
social and political policy. Sustained and accelerated growth of media, of education provision
and participation, as well as computer communications technologies has led many to posit that
the attendant information explosion distinguishes a new epoch. The information society is one in
which information is the defining feature, unlike the industrial society where steam power and
fossil fuels were distinguishing elements.
("information society" A Dictionary of Sociology. John Scott and Gordon Marshall. Oxford University Press 2009. Oxford
Reference Online. Oxford University Press. Universitat de Barcelona. 29 November
2009 http://www.oxfordreference.com/views/ENTRY.html?subview=Main&entry=t88.e1116 )
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