CREATING DYNAMIC CLIL TEACHING MATERIALS from AUTHENTIC TEXTS

Augmenting the CLIL Professional’s

“Bag of Tricks”

Prof. Larry M. Lynch

Santiago de Cali University

proflmlynch@gmail.com

Why We Need to Adapt Materials:

• Unsuitable material level• Too difficult• Inappropriate length or duration • Contextual use of grammar or language• Explore relevancy • Adapt for specific application• Adapt to student learning styles (*MITs)

*Theory of Multiple IntelligencesH. Gardner, 1988

Why CLIL Scaffolding?

• Encourages participation • Links existing knowledge to new knowledge • Focus is on learning goals • Helps teachers get to know learners

Some Key CLIL Features:

• activates schema of learner • Repackaging of information to be user-friendly • Addresses different learning styles • Promotes creative and critical thinking • Challenges learners to move forward

Use CLIL Content Repackaging to:

• Create opportunities to engage learners at all levels

• Make materials more exciting and relevant • Reinforce learning • Permit learner reflection on lesson

materials inside and outside of class • Extend learning beyond the class room • Allow expression of teacher expertise

Mehisto, Marsh & Frigols, 2008

Repurposing of information to facilitate understanding / retention

• Images • Charts and graphs• Audio / Video • Multimedia • Lists • Diagrams

• Drama • Simulations / Role play • Games / Puzzles • Interactive online content • Dialogues – conversations • Manipulatives

Ref. Krashen’s Input Hypothesis, 1980

“Improvement comes from supplying communicative and comprehensible input”

“Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill.”

Stephen Krashen

Input Hypothesis, (1980) &

Affective Filter Hypothesis

“The best methods are therefore those that supply comprehensible input in low anxiety situations, containing

messages that students really want to hear.”

Language Learner Typical Resources

0 5 10 15 20

cell phone

camcorder

iPod

voice recorder

digital camera

tablet

laptop

MP3 player

MP4 player

DVD player

Serie3

Serie2

Serie1

Language Learner Digital Resources

0

5

10

15

20

Serie1

Serie2

Serie3

Learner-Centered Digital Resources

• Cellular phones • iPod • Tablet • Blackberry • Laptop or desktop access• Email • Twitter • Facebook

VLE - Virtual Learning Environments• Quia (www.quia.com) • Dokeos

(http://sourceforge.net/projects/dokeos/)

• WiZiQ (www.wiziq.com) • Blackboard

(www.blackboard.com) • Moodle (http://moodle.org/) • Xerte

(www.nottingham.ac.uk/xerte/) • Wikieducator

(http://wikieducator.org/Main_Page)

The CLIL Strategy: Content Goals Supported by Language Goals

• Repurposing of

information to facilitate understanding

• Drawing out of key concepts and terminology

• In context vocabulary • Charts / diagrams • drawings / imagery • Hands-on activities

Mehisto, Marsh & Frigols, 2008

T/L Input Content Sources

Printed Content • Newspaper articles • Books • Magazines / e-zines• Journals • Brochures • Web pages • Blogs

Audio-Visual Content • Comics • TV series – Movie clips • Realia • Puppets / manipulatives • Adaptive games • Podcasts

Gardner, 1988

CLIL Cognition includes:

• Perceiving • Recognizing • Judging or Assessing • Reasoning • Conceiving and

Articulating • Imagining

• Long-term retention requires that we experience the application of new knowledge and the use of related skills in a meaningful context

Richards and Rodgers, 2001

TYPES OF ADAPTIVE EXERCISES WHICH PROVIDE MEANINGFUL CONTEXT :

• COGNITIVE PAIRS• CLOZE EXERCISE• FILL IN THE BLANKS• WORD OR LETTER UNSCRAMBLE• RE-ORDERING A SEQUENCE• TRUE or FALSE• GIVE A DESCRIPTION• EXPOSITORY WRITING • COMPLETE THE PHRASE or SENTENCE • ERROR CORRECTION• COMPREHENSION QUESTIONS• WRITE THE QUESTION

• COMPLETE A CHART or GRAPH• MULTIPLE CHOICE• SELECT AN ITEM FROM A GROUP• RE-WRITE or RE-STATE• GIVE AN OPINION• A COMBINATION of EXERCISES

Brinton, Snow & Wesche, 1989 Stryker and Leaver, 1997

CREATING DYNAMIC CLIL TEACHING MATERIALS from AUTHENTIC TEXTS

Let’s Try Some CLIL Repurposing ACTIVITIES

CLIL Repurposing Activities • “Find Someone Who …” (reviewing / accessing existing knowledge -

connecting to personal experience)• Graph the Richter Scale (text to graphic data

conversion) • Earthquake Aftermath Photo Discussions (content analysis - developing critical thinking

skills) • Earthquake Tracking Worldwide Online (group work and sharing of online content) • Filming Peer Experience Interviews (Oral production to audio-visual input / output)

NAME & From Where? Interview Data

Did you feel last Sunday’s tremors?

Where were you?

What happened when you felt the

tremors?

How did you feel?

Has this happened to you before?

Was it different than others you’ve

experienced?

C:\Users\CLIENTE\Desktop\EQMapQuickTips.gif

Earthquake Damage

Earthquake Aftermath - for each image consider the following:

• Describe the scene:

• What probably happened?

• How could you help survivors?

• What could you do about lost services, destroyed buildings and bodies?

• What about future prevention plans?

• Prepare a sequence of events for an earthquake occurrance

The Richter Scale The original formula developed by Charles Richter in 1935 is:

“CREATING DYNAMIC CLIL TEACHING MATERIALS from AUTHENTIC TEXTS”

Thank You Attendees!

For more information email: Prof. Larry M. Lynch

proflmlynch@gmail.com