Erwin M. Gierlinger UE-UA/PH-OÖ
Erwin.gierlinger@ph-ooe.at
http://clilingmesoftly.wordpress.com
1
CLIL HEAVEN
The content of the
subject is in the
forefront and I try
to do this in
English
But what
about
LANGUAGE?
CONTENT
rules!
… and whose
LIFE is it
anyway?
But why
should we be
doing CLIL at
all if there are
no language
goals present?
All education is
language education,
since language is a
defining quality of
what it means to be
human
2
LLP: Language
learning
principles
SLP: Subjectspecific
learning
principles
ELP:
Educational
learning
principles
CLIL MODELS
3
CLIL Appropriate Language
Measures
• Subject Literacy s
• Interaction s.
• Multimodal s.
• Backward design s.
• Morphology
• Collocation
• Discourse markers
• Code switching
• Cultural awareness
• Use of MT/L1
• Language identity
CLS
SCA
LSD
MTL
• Visualisations
• Key – words
• TMLL -webquests
4
CLS – Cute LL Strategies
•
•
•
•
•
•
metacognitive strategies,
cognitive strategies,
social strategies,
affective strategies,
mnemonic strategies,
compensatory strategies
5
Cognitive Strategies
• Rehearsal: repeating the names of items or objects to be
remembered
• Organization: grouping and classifying words, terminology, or
concepts according to their semantic or syntactic attributes
• Inferencing: using information in text to guess meanings of new
linguistic items, predict outcomes, or complete missing parts
• Summarizing: synthesizing what one has heard to ensure the
information has been retained
• Deducing: applying rules to the understanding of language
• Imagery: using visual images to understand and remember new
verbal information
• Transfer: using known linguistic information to facilitate a new
learning task
• Elaboration: linking ideas contained in new information, or
integrating new ideas with known information
6
Mnemonic Strategies
7
Ground rules for talk – the 3 Rs
• We share our ideas and listen
to each other.
• We talk one at a time.
• We respect each other's
opinions
• We give reasons to explain
our ideas.
• If we disagree we ask “why”?
• We try to agree in the end.
Respect
Reason
Result
8
How to Be Your Very Best Language Detective:
Go for the grand view
First things first!
Time is money!
Wow, the things I know!
We have a job to do!
I spy with my little eye.
Last but not least!
9
My personal reading checklist
The title
 What do I already know about the topic?
Pictures, charts, drawings and other visuals
 What do they suggest? How do they help me answer the question "What is this all about"?
First paragraph
 Any important clues there?
Last paragraph
 What more have I found out?
Quick reading
 After reading quickly through the text, can I add one more piece of information that helps me understand the title?
Tasks and summary
 Can I already answer some or all of the tasks? Can I already say what the text is about?
Rereading the text
 Which five words help me most to understand this text?
 what more do I know that I didn't know before? How does it help me in answering the tasks?
Unknown important words (keywords)
When rereading the text are there still words that I do not know?
 Is it an important word or phrase? Try to find an ending for the following sentence. It is important because ….
 Can I make a guess and live with this for the moment?
 Do I need to check the meaning of this word in a dictionary? Have I made sure that the meaning chosen makes sense in this
context?
 Will I need to remember this word ? If so, how can I achieve this?
 What does the glossary say about this word ?
And finally
 Where do I still have problems in answering the tasks ?
10
Who am I as a language learner?
• Talk about /reflect on the languages that you already „know“?
What is your language biography?
• Which is your favourite language and why? What language do you
feel most confident in? Why?
• What do you like about other languages?
• What do you find difficult/easy about other languages?
• Why have you learnt/studied other languages?
• Are there any other languages that you would like to learn? If so
which ones, why and how?
• Have you ever felt embarrassed/confused/uneasy/marginalised in a
FL situation? What was it like?
• Are there any recommendations/advice that you could give to
learners of a foreign language?
11
Us and them: The cultural
aspect
The
Austrians/English
are ....
We
Austrians/English
are
Austrian/English
is
12
CLIL and the L1
• Explain the most important points in L1 and carry out
tasks in L2
• Bilingual mind maps
• Use L2 texts with L1 introduction and/or summary
• Gain information from L2 texts and analyse, discuss,
evaluate them in L1
• Use language games bilingually, such as crosswords,
memory, bingo
• Bilingual, visual support materials
• Create bilingual materials (L1/L2 version in wikipedia).
• Sandwich Technique: L2 > L1> L2 (code-switching)
• Code-mixing
• Google translations
• Suggestopedia/super learning: parallel texts
13
LSD – language specific dynamics
• Morphology training
• Collocations: Frequent/typical word
combinations
• General/Academic/Subject-specific language
• Subject-specific discourse/register
– Key words
14
Prefix – Suffix introduction
Prefix
• un
• super
• im
• re
• hyper
• anti
„Renewable energy?“
,what does this word
mean?
Root
• believe
• teach
• possibil
• build
• activ
• smok
Suffix
• able
• er
• ity
• able
• ity
• ing
15
Language inventory – key vocabulary awareness
Keywords/SSW
Collocations
1.
2.
3.
4.
5.
1. Pompeii was destroyed when the
volcano erupted in 79AD
eruptions
layers
tectonic plates
dormant
extinct
Academic words
1.
2.
3.
4.
destroy
Summit
analyse
evaluate
16
Language inventory – key vocabulary awareness
Take your key words hand-out and reflect on the lesson:
– Do I remember any words from the teaching or teaching materials that could
be added to the mind map or the grid? Make sure that you understand these
words and check their meanings in a dictionary.
– Pair work: Choose three words from the hand-out and explain them to your
partner. Then it is your partner's turn. After this, each of you writes a
meaningful sentence for each of the three words that you have heard and give
it to your partner. Your partner checks whether the sentence is correct or not.
– Pair work: Choose two keywords and compare your word families. Do you
have the same words and if not would you like to add any of your partner's
words?
– Group work: Create a crossword puzzle. Using 10 words from your hand-outs
create a crossword puzzle and challenge another group.
– Group work/pair work: Create a quiz activity with multiple choice statements.
Using six words from your hand-outs create a quiz with 4 multiple-choice
statements and challenge another pair or group. Follow this design:
• an XYZ is/XYZ means/causes/leads to/etc
– an extinct animal (3 more statements where only one is correct!)
17
CLIL Chemistry
18
CLIL History
19
Graphic organisers:
http://www.eduplace.com/graphicorganizer/
20
Webquests
A WebQuest is an inquiry-oriented
activity in which some or all of the
information that learners interact
with comes from resources on the
Internet.
• http://bestwebquests.com/
• http://webquest.org/
• http://oncampus.richmond.edu/acad
emics/education/projects/
21
HOME – EXPERT GROUPS:
ALTERNATIVE ENERGY RESOURCES
Solar energy
Homegroup
Geothermal
energy
Alternative energy
sources: benefits
and drawbacks
Tidal power
Wind power
Biomass
energy
22
The Net-generation
• Permanently connected
• Seek Innovation and
Entertainment
Grandad can you go
online and skype
with us?
– Multimedia Technology
– Videos, ipods, mobiles, etc.
• Collaborating and
Networking
– Blogs, social networks, forms,
wikis, etc.
Simon 3,6; Lara 1,10
(2011-02-24)
Don Tapscott “Grown up digital”
23
CLIL task: teachers
• The research question. Which “grand” question should the
student be able to answer by the time he/she finishes the chapter.
• Provide a summary in easy, accessible English.
• Make a language inventory.
• Write a list of 5 “Test yourself questions”. These
are to consolidate and reinforce learning
• Which smart learning strategies will be
involved?
• What media can be utilised?
• How can I turn it into an „identity activity/text“?
24
CLIL task: Learners
• In small interest groups decide on a topic and draw up a key
vocabulary inventory of it.
– You may Google your topic. For example, „volcanoes for kids“
and then decide on your keywords.
– Decide if there are any academic words that may be keywords
for your topic. Include them in your inventory.
http://www.nottingham.ac.uk/~alzsh3/acvocab/ Click on
“word lists”.
• Find useful collocations linked to your words in a monolingual
dictionary and include them in your grid.
• Design a language game or activity to consolidate your words.
Useful websites:
– http://jc-schools.net/tutorials/ppt-games/
– http://www.isabelperez.com/tesllinks2.htm#vocabulary
– http://www.btinternet.com/~ted.power/games.htm
25
Work in progress
• Evaluation criteria or success indicators.
– How do I know my impact? How do I know that my
students have achieved this?
• What is the empirical support for my principles,
procedures, measures, and techniques?
– And (how) does it matter?
• What‘s the role of the „L“ in CLIL?
• How can CLIL become more effective?
– If so in what ways?
26
There is no recipe, no professional
development set of worksheets, no
new teaching method, and no
band-aid remedy. It is a way of
thinking: "My role, as teacher, is to
evaluate the effect I have on my
students. J. Hattie, 2012
Erwin M. Gierlinger UE-UA/PH-OÖ
Erwin.gierlinger@ph-ooe.at
http://clilingmesoftly.wordpress.com
27
It‘s a visual world
•
•
•
•
•
•
•
•
•
•
Drawings
Cartoons
Clip art
Graphic organisers
Picture strip
Graphs, bars, charts
Video clips
Webquests
Realia
Any other visualisation
Visual images are
assumed to be dual
coded if they can be
translated. If we see
a picture of a dog,
we store both the
picture and the
word. Thus the
expression, „a
picture is worth a
thousand words“.
28
„The Prime-Minister‘s response was
extremely unprimeministerial”
BBC Radio 2, 19. October 2011
29