Introduction to TKT: CLIL

Content and LanguageIntegrated Learning

2

Aims of the presentation

to agree what CLIL is

to understand the TKT:CLIL test

to look at some test tasks and items

3

What is CLIL?Content and Language Integrated Learning

An approach in which a f……... language is used as

the m…………….. for teaching a c……………. subject

such as S…………, H………... or …………..t. The

target language and the subject content have a

j……………. role in the learning.

4

What are the main aims of CLIL?Change slide to triangle p.12?

To develop… C………………: subject knowledge and skills C………………: meaningful interaction C………………: thinking skills C………………: an awareness-

of other societiesof what it is to be a responsible citizen of being part of local and global communities

‘the 4Cs’ (Coyle, 1999)

5

Why CLIL? Learners: become more sensitive to vocabulary and ideas in their L1

as well as in the target language

gain more extensive and varied vocabulary in the target language

reach proficiency levels in all four skills and in ICT skills far beyond what is expected in ELT programmes

are more cognitively active during the learning process

develop intercultural understanding and community values Johnstone, R. & and R. Mckinstry. (2008) and Van de Craen, P.; Mondt, K; Allain, L and Gao,Y. (2008)

6

TKT:CLIL

Who is TKT:CLIL for?

What does TKT:CLIL test?

How is TKT:CLIL tested?

How is TKT:CLIL marked?

7

What is TKT:CLIL? a test of knowledge about CLIL an optional module of TKT independent of TKT

TKT:CLIL is NOT a test of subject knowledge a test of language proficiency a test of teaching skills

8

Who is TKT:CLIL for?

subject teachers who use English as a medium of study

English language teachers who teach curriculum subjects

classroom teachers who teach curriculum subjects in English

classroom assistants working in CLIL contexts English as an Additional Language (EAL)

teachers who work with non-native speaker learners in mainstream classes

9

Part 1 Knowledge of CLIL and Principles of CLIL

Part 2 Lesson Preparation Lesson Delivery Assessment

What does TKT:CLIL test ?

10

Main aims of CLIL

Ato focus on content vocabulary

Bto develop communication skills

Cto develop cognitive skills

Dto raise awareness of culture

Classroom activities1 Learners discuss in groups how they set up their science experiments.

2 Learners find out about different ways of celebrating spring festivals.

3 The teacher highlights the parts of a river from a geography text which the class has just read.

4 Learners give poster presentations about their group projects.

5 Learners classify plants according to several criteria.

6 Learners predict the outcome of an electricity experiment.

7 Learners do a web search to find out about traditional recipes for bread-making.

Part 1 Sample task

11

Part 1 Test Sample: Answers

1. B (Communication) 2. D (Culture) 3. A (Content) 4. B (Communication) 5. C (Cognitive) 6. C (Cognitive) 7. D (Culture)

12

Task 2Visual Organisers – lesson

planning

.

. . .

.

..

.

.

.

...1 2

5

3

4

13

Task 2 Part 2: Answers

1. E

2. A

3.C

4.B

5. D

14

Candidates are expected to be familiar with

the language of teaching represented in the

separate TKT glossary as well as the

terminology related to the description of

language, subject vocabulary and concepts

for TKT:CLIL.

15

How is TKT:CLIL tested? 80 items 80 minutes objective test format:

1-1 matching3/4/5 option matching3-option multiple-choiceodd-one-outorderingsequencing

separate answer sheet

16

How is TKT:CLIL graded?

Band A candidate at this level demonstrates:

4 extensive knowledge of TKT: CLIL content areas

3 breadth and depth of knowledge of TKT:CLIL content areas

2 basic but systematic knowledge of TKT:CLIL content areas

1 limited knowledge of TKT:CLIL content areas

17

“It would have been useful for us if during the last year of our degree we had had the chance to sit a test like this.”

“I was surprised to find such a good mixture of methodological, psychological and technical questions, very good indeed”

“TKT CLIL has made me reflect on my teaching style, methodology and the way I cater for my students’ needs.”

What teachers say about CLIL

18

Wordlist Sample

Art and Craft/Design abstract classical fabric paintingEconomics/Business Studies loss manufacture marketing negotiateEnvironment/Geography adapted atmospheric pressure carbon footprint climate change

History ancient archaeologist coronationICT application bullet points click and drag column databaseMathematics angle bar graph calculator

Science absorb / absorbent acceleration acid

19

TKT:CLIL Glossary sample

code switching: moving between first and target language while teaching and learning

compare and contrast: What is X and what is not X? To look for similarities and differences.

content- obligatory language: language needed for subject matter mastery in the mainstream classroom. This language may be the primary focus of second language lessons

visual organisers/ graphic organisers: aids which help learners to understand and remember new information by making thinking visible. They involve writing down or drawing ideas and making connections. They combine words and phrases, symbols and arrows to map knowledge. They include diagrams, tables, columns and webs.

20

Resources

TKT:CLIL Handbook TKT:CLIL Syllabus Sample Test TKT:CLIL Wordlist FAQs

Cambridge ESOL Website TKT:CLIL Glossary TKT Glossary The Teacher Portfolio PET Wordlist

21

Further informationUniversity of Cambridge

ESOL Examinations1 Hills Road, Cambridge, CB1 2EU, UK

Tel: +44 (0)1223 553355Fax: +44 (0)1223 460278

Email: esolhelpdesk@cambridgeesol.org

Keep up to date with what's new via the Cambridge ESOL website

www.CambridgeESOL.orgwww.CambridgeESOL.org