Literacy in primary CLIL - Cambridge Assessment...

Literacy in primary CLIL

Supporting teachers in primary

CLIL contexts

Overview

• What does literacy mean?

• How does CLIL develop literacy in

primary contexts?

• What does literacy in primary CLIL look

like?

• How can teachers develop learners’

literacy skills in CLIL contexts?

What does literacy mean?

Interactive task 1

Literacy is … (multiple choice)

A. the study of literature

B. knowing the alphabet and how to write

words and sentences

C. the ability to read and write

D. the ability to read, write, speak and

listen

E. something more than A, B, C and D

Meanings of literacy

1. ‘the ability to read, write, speak and listen well’ (National Literacy Trust – UK, 2009)

… and think creatively (New Zealand Curriculum, 2010)




2. ‘the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts.’ (UNESCO, 2006)




2. ‘the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts.’ (UNESCO, 2006)

3. ‘literacy involves … literacy in action, critical literacy, literacy as social practice and multiple literacies’ (Cambridge Assessment: What is literacy? 2013)

How does CLIL develop

literacy in primary contexts?

How do you think literacy is

developed in primary CLIL?

1. Learners develop academic vocabulary.

2. Learners develop basic interpersonal

communicative skills.

3. Learners read and produce a wide range of

text types.

4. There’s a focus on subject and other

literacies.

5. CLIL incorporates multimodal learning of

subject concepts and language.



1. Learners develop academic vocabulary.

Academic vocabulary

mammal

amphibian

reptile

plus

equals

lava

crater

vent

compare classify predict



2. Learners develop basic interpersonal

communicative skills.

We think the

pen is made

of plastic.

Yes. But we

think the pen is

made of plastic

and metal.

First we should

measure its length.

OK. Then let’s

measure its

width.



3. Learners read and produce a wide

range of text types in CLIL.

explanations

descriptions

instructions

recounts



4. There’s a focus on subject and other

literacies.

subject level text type: explanation type of visuals

science 2 where food comes from

how animals move

photographs, Venn

diagram, table

geography 5 where water comes

from

how volcanoes erupt

diagrams, maps, video



5. CLIL incorporates multimodal learning

of subject concepts and language.

video audio digital print image

Literacy and CLIL

• ‘… literacy instruction must be

embedded across the curriculum ... and

developed by the growing complexity of

content’ (Cambridge Assessment: What is literacy? 2013)

• ‘Subject literacy skills (are) essential to

learners’ cognitive academic language

proficiency, (but) are often absent from

CLIL practices’ (T. Ting, 2014)

Developing literacy for CLIL in

primary ELT: Level 1 Subject literacy

skills for CLIL

English Ladder 1

examples

Science

Literacy

instruction …

embedded across

the curriculum

Science

Classify the pictures (animals) and make a

poster.

Make a food chart. (plants or animals)

The English Ladder Student’s Book 1, Cambridge University Press 2012



skills for CLIL

Super Minds 1

examples

Art and Maths

Literacy

instruction …

embedded across

the curriculum

Art

Look and read. Mix the colours to make

new colours.

(Short explanation of how to mix primary

colours to make secondary colours)

Maths

Listen and look at the shapes.

(Short explanation of tangrams)

Look at the tangrams. What shapes are

missing?

Super Minds, Student’s Book 1, Cambridge University Press 2012



skills for CLIL

English Ladder 4

‘Learning about maps’

Geography

Literacy

instruction …

embedded across

the curriculum

1. Match the map symbols and the words.

(village, lake, road, castle, forest, beach,

bridge, river)

2. Read and complete the descriptions for

the map.

‘Start at A2. Go south for 3 kilometres.

Then go west for half a kilometre. You are

at the bridge/ beach.’

3. Play the ‘Where are you?’ game.

The English Ladder Student’s Book 4, Cambridge University Press 2012

Developing subject literacy in

primary CLIL Subject literacy

skills for CLIL

Essential Science 4

Science, Geography and History

‘Where do we live?’

Geography

Literacy

instruction

embedded across

the curriculum

Subject literacy

skills develop

academic

language

proficiency

LOOK AND READ

Look at this map.

‘1 cm on the map is equivalent to 2 kilometers.’

real map of part of Tenerife with human

features

What type of information does it give us?

1. Where do we live?

(explanation of e.g. settlement, municipality,

region)

• Is there a special word to describe people

from your region?

(Focus on Citizenship)

Essential Science 4, Santillana Richmond, 2006

What does literacy in primary

CLIL look like?

What do you think literacy in

primary CLIL looks like?

1. It has easy content and language.

2. It can’t be cross-curricular.

3. It can be formal and impersonal.

4. It can be imaginative and informative.

5. It can’t involve PowerPoint

presentations.

1. ‘Literacy … developed by the

growing complexity of content’

Super Minds, Student’s Book 2, Cambridge University Press 2012

Literacy …

developed by

the growing

complexity

of content

Kids Box, Student’s Book 5, Cambridge University Press 2014

2. Literacy in primary CLIL can be

cross-curricular

http://englishpile.blogspot.com.es Teacher: Ana Prieto Estrada, Catalonia

Science: subject-specific stimulus

• a range of materials to find out how

to describe different textures

Science and art: peer collaboration

• communicating ideas to create a

hand that shows and describes

how different materials feel

http://englishpile.blogspot.com.es

3. Literacy in primary CLIL can be

formal and impersonal

1

2

3

4

Most learners need

longer planning, drafting

and editing time than in

ELT or when learning

subjects in their L1.

4. Literacy in

CLIL can be

imaginative

and

informative.

Teacher: Jose Mª Álvarez

Carmona

CEIP San Blas (Ajalvir)

Madrid

5. Literacy in CLIL can be subject-

specific, collaborative and multimodal

Europe FRANCE

… nice, nice district.

… nice, nice street.

… nice, nice school.

Smagghe

Once upon a time there was

a nice, nice planet. Smagghe

On this planet there was

a nice, nice continent.

Europe

Smagghe

In this continent there was

a nice, nice country.

FRANCE

Arles

Smagghe

In the country there was

a nice, nice city. Smagghe

Literacy in CLIL looks subject-

specific, collaborative and multimodal

… nice, nice district.

… nice, nice street.

+

+

+

… nice, nice school.

Smagghe

Behind this door there was

a nice, nice classroom. Smagghe

How can teachers develop learners’ literacy skills in primary CLIL?

Developing learners’ literacy

skills in primary CLIL

1. Learners talk together to think and

learn about new content and language.

How?

Write one suggestion in the chat box.



1. Talk together to think and learn about

new content and language.

How?

• Use motivating stimuli to activate learners’ prior knowledge of subject content, e.g. photographs





How?


• Use multimodal input





How?


• Use multimodal input

• Use a range of age-appropriate model texts

Task 1: motivating

photographic stimulus to

activate prior knowledge

and develop subject and

visual literacy.

Task 3: age-appropriate,

subject-specific model

text.

(explanation of an

underwater food chain)

Task 2: multimodal

input.

Tasks 4–6: reading,

writing, talking, creating

Guess What! Student’s Book 5, Cambridge University Press 2015



2. Read and listen to a range of subject

text types for different purposes.

Write some examples of text types in the

chat box.



2. Read and listen to a range of subject text types for different purposes, for example: • simple explanations, recounts (e.g. science)

• charts, maps, graphs (e.g. geography/maths)

• reports, descriptions (e.g. science/geography)

• instructions (e.g. physical education)

• short biographies (e.g. art/music)

• video clips with all of the above

• non-fiction books for extended

reading


in primary CLIL

3. Work together to prepare for writing texts

2. Model the text.

3. Work together to write a

similar text.

4. Learners work alone or in pairs to write a

similar text.

5. Compare other

examples of the text type.

1. Talk about

purpose of the text.

What

is it?

What

features

does it

have?

What support will learners need?

Learners

suggest ideas to

include in a

collaborative

class text.

What’s the

same?

What’s

different?

LITERACY

IN PRIMARY

CLIL

To summarise

1. CLIL develops literacy in primary

contexts

2. What literacy in primary CLIL can be

3. Teachers can develop literacy in

primary CLIL lessons

To conclude …

‘CLIL can educate towards pluriliteracy ...

across languages and disciplines.’

Disciplinary literacy (2014) T. Ting

Further information

University of Cambridge

Cambridge English Language Assessment

1 Hills Road, Cambridge, CB1 2EU, UK

Tel: +44 (0)1223 553997

Fax: +44 (0)1223 553621

Email: [email protected]

Keep up to date with what’s new via the

Cambridge English Language Assessment website: www.cambridgeenglish.org

For information on Cambridge English webinars for teachers:

www.cambridgeenglish.org/webinars

Supporting mixed ability learners with Key for Schools and

Preliminary for Schools reading/writing skills

25 and 27 January 2016

Literacy in primary CLIL - Cambridge Assessment...

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