Post on 14-May-2015
description
CLILCLILContentContent andand languagelanguage
integratedintegrated learninglearning
WhatWhat isis CLILCLIL??
It is a dual-focused educational It is a dual-focused educational approach in which an additional approach in which an additional
language is used for the learning language is used for the learning and teaching of both content and and teaching of both content and
languagelanguage..
Where doesWhere does CLIL CLIL come come from?from?
It was coined in 1994, but the first It was coined in 1994, but the first known known CLILCLIL-type programme dates -type programme dates
back some 5000 years to what is now back some 5000 years to what is now Iraq.Iraq.
CLILCLIL seeks to support second- seeks to support second-language learning while also favouring language learning while also favouring
first-language developmentfirst-language development
The rise ofThe rise of CLIL CLIL
By the mid-90s globalization was By the mid-90s globalization was placing greater linguistic demands on placing greater linguistic demands on mainstream education.mainstream education.
It has made the world interconnected.It has made the world interconnected.
The world is becoming a mixed global The world is becoming a mixed global village.village.
MindsetMindset
The Generation The Generation
YY (1982-2001)(1982-2001)
Focused on Focused on immediacy as in immediacy as in
“learn as you use, “learn as you use, use as you learn”use as you learn”
The Cyber The Cyber GenerationGeneration (after 2001)(after 2001)
Influenced by their own Influenced by their own early, personal, early, personal,
hands-on experience hands-on experience with integrated with integrated
technologiestechnologies
CLIL CLIL strategiesstrategies
A language that is not the student’s A language that is not the student’s native languagenative language
Content teachersContent teachers
Language teachers in Language teachers in CLILCLIL programmes programmes supporting content teachers supporting content teachers
IntegrationIntegration
Language Language learning is learning is included in included in
content content classesclasses
Content Content from from
subjects is subjects is used in used in
language-language-learning learning classesclasses
CLIL CLIL content goalscontent goals are supported are supported by by language goalslanguage goals
In addition to a focus on content and In addition to a focus on content and language there is a third elementlanguage there is a third element
The development of The development of learning skillslearning skills
The many faces of The many faces of CLILCLIL
Language showersLanguage showers CLIL campsCLIL camps Student exchangesStudent exchanges Local projectsLocal projects International International
projectsprojects Family staysFamily stays ModulesModules
Work-study abroadWork-study abroad One or more subjectsOne or more subjects Partial immersionPartial immersion Total immersionTotal immersion Two-way-immersionTwo-way-immersion Double immersionDouble immersion
Language showersLanguage showers For students between 4-For students between 4-
10 years old10 years old Between 30 minutes/1 Between 30 minutes/1
hour of exposure per dayhour of exposure per day Strategies:Strategies: games, games,
songs, visual, realia and songs, visual, realia and handling of objects and handling of objects and movementsmovements
Teacher:Teacher: speaks in speaks in CLILCLIL languagelanguage
Goals:Goals: **be aware of the be aware of the existence of different existence of different languages, languages, **be prepared be prepared for language learningfor language learning
Suggested Suggested activities:activities:
Routine activities Routine activities (lunchtime, get (lunchtime, get dressed)dressed)
Strategies:Strategies: repetition, maiming, repetition, maiming, gesturing pointing, gesturing pointing, songs to teach new songs to teach new vocabularyvocabulary
CLIL campsCLIL camps
For students coming For students coming from one schoolfrom one school
Purpose-designed Purpose-designed location location
Length:Length: 5 days 5 days Organization:Organization: **students students
are sub-divided into are sub-divided into teams,teams,**there are rules there are rules (all participants must (all participants must use the use the CLILCLIL language), language),** could be a system of could be a system of tokens and finestokens and fines
Goals:Goals: **experience experience success in living a success in living a second-language second-language environment,environment,**have fun have fun and associate the and associate the CLILCLIL language with an language with an enjoyable experience,enjoyable experience,* * motivate students to motivate students to continue second-continue second-language study,language study,**inspire inspire students to continue students to continue learning the learning the CLILCLIL languagelanguage
CLIL campsCLIL camps
Suggested activities for children from 9 Suggested activities for children from 9 years old:years old: **hiking and orienteering, hiking and orienteering, **a final a final talent show, talent show, **student teachingstudent teaching
Suggested activities for very young Suggested activities for very young children: *children: *a walkabout in the nature a walkabout in the nature environment, environment, **planning and building planning and building birdhouses, birdhouses, **doing competitive and non-doing competitive and non-competitive sports competitive sports
International projectsInternational projects
Need to lead to Need to lead to concrete concrete accomplishments accomplishments and enable students and enable students to connect with new to connect with new ideas, sources and ideas, sources and peoplepeople
Schools can either Schools can either join existing projects join existing projects or create a project of or create a project of their owntheir own
Goals:Goals: **help students help students assume greater assume greater responsibility for their responsibility for their learning, learning, **motivate students, motivate students, **create opportunities for create opportunities for contact and communication contact and communication with other speakers of the with other speakers of the CLILCLIL language, language,** develop develop skills in communication, skills in communication, information and information and communication technologies, communication technologies, teamwork and problem teamwork and problem solving, solving, **develop reasoning, develop reasoning, enquiry, critical and creative enquiry, critical and creative thinking and evaluation skillsthinking and evaluation skills
Suggested activitiesSuggested activities
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To choose a topic and develop it with the To choose a topic and develop it with the help of parents, members of the local help of parents, members of the local community, etc.community, etc.
Total immersion Total immersion programmesprogrammes
Begin in kindergarten or Begin in kindergarten or during the first year of during the first year of schoolschool
The curriculum is The curriculum is delivered through the delivered through the medium of the first medium of the first languagelanguage
Teacher:Teacher: **speaks the speaks the immersion language, immersion language, **puts stress on puts stress on communication skills communication skills (emphasis on fluency than (emphasis on fluency than on accuracy)on accuracy)
Strategies:Strategies: repetition and repetition and gesturesgestures
Language:Language: presented presented systematically and systematically and unsystematicallyunsystematically
Goals:Goals: **functional functional fluency in a second fluency in a second language, language, **development of their development of their mother tongue, mother tongue, **curriculum curriculum expectations in all expectations in all subjects, subjects, **an an appreciation on their appreciation on their own culture (s) and the own culture (s) and the culture (s) related to culture (s) related to the immersion the immersion languagelanguage
Bumps in the road to good Bumps in the road to good practice in practice in CLILCLIL
Grasping the Grasping the concept and concept and grappling with grappling with misconceptiomisconceptionsns
AttitudeAttitude
Interfering with Interfering with content acquisitioncontent acquisition
Suitable for the Suitable for the brightest studentsbrightest students
Just-in-case approachJust-in-case approach
The shortage of CLIL teachersThe shortage of CLIL teachers
Greater workload for teachers; Greater workload for teachers; shortage of materialsshortage of materials
School administrators School administrators understanding the implications understanding the implications ofof CLIL CLIL programming programming