CLIL AND EUROPEAN PROJECTS

Brenda Salas JiménezElia Fernández Noriega

Yaiza Irizábal CoboElisabeth Torres González

Ángela Arce Martínez

• CLIL IN EUROPE

• THE CLIL ALREADY IS ESTABLISHED IN EUROPE

• ENGLISH IN THE FIRST PLACE

• ORGANIZATIONAL STRUCTURE OF THE PROGRAM CLIL IN THE EUROPEAN CONTEXT

• DISCUSSION ABOUT APPROPRIATE SUBJECTS

• THE NUMBER OF HOURS OF CLASS IS DECISIVE

• FEATURED PROJECTS

• EUROPEAN PROJECTS

• ETWINNING

• EXERCISES

INDEX

CLIL in EuropeEuropean

Commission• 28 commissioners

• It defends the interests of the EU.

• It supervises and applies policies of the EU.

• It represents the EU in the international area.

MULTILINGUALISM POLICYBilingual Education:Country’s

native language

Secondary

language

Partially Bilingual Education

All school subjects

Limited number of school subjects

2 Langua

ges

CLIL

“Content and Language integrated learning”

“ An effective method of encouraging bilingualism in all areas of education”

EARLY AGES

HIGHER EDUCATION

THE CLIL ALREADY IS ESTABLISHED IN EUROPE

EDUCATIONAL EUROPEAN CONTEXT RAPIDLY

1980 Few countries

Nowadays All countries

Permanent way Tempory proyects or in a permanent way

Luxembourg & Malta All the students recieve education in at leasts two languages

Secondhand languagesForeign Languages

Minority languages

Greece

Denmark

Portugal CyprusLithuania

- English in the first place

- Official languages

- Use of minority languages in the CLIL program

- Parents and students had different points of view about those languages

English in the first place

- Primary and secondary in some countries

- Spain, Belgium, Italy, Finland, Great Britain and Romania = Preschool

- Secondary in almost all the countries

- Different durations of CLIL program

Organizational structure of the program CLIL in the European context

The selection of criteria to admit students in the programs of CLIL.

FIRST NOW

Has been spontaneously regulated by supply and

demand

There are more countries that are

establishing access criteria

Czech Republic, Slovakia and Bulgaria

• General knowledge• Mathematics• Knowledge native language

France and Romania

• Knowledge and skills of the language used in the program CLIL.

Hungary, Low Countries and Poland

• General knowledge and skills of the language used in the program CLIL and their native language.

DISCUSSION ABOUT APPROPRIATE SUBJECTS

• THREE GROUPS OF SUBJECTS:

• THE HUMANITIES AND SOCIAL SCIENCES

• THE NATURAL SCIENCES

• CREATIVE

• FEW COUNTRIES HAVE STIPULATIONS AS TO THE SUBJECTS FOR CLIL PROGRAM.

• THERE ARE SOME DIFFERENCES BETWEEN PRIMARY AND SECONDARY

STIPULATIONS

Primary

•are virtually non-existent whit the exception of Estonia and the German-speaking region of Belgium

Secondary

•many countries also give freedom to schools in the choice of subjects

SUBJECTS MORE CITED

Natural Sciences

• Mathematics• Biology• Physics• Chemistry•Technology

Social sciences

• History, • Geography • Economics

Creative

• Music• Art

THE NUMBER OF HOURS OF CLASS IS DECISIVE

It´s depends on every country

It is not established in a fixed way and it is depends on every school.

Have aproximate procedure

Established concret numbers

MALTA & LUXEMBOURG 50% – 66 %

EXPOSURE TIME

EUROPEAN PROJECTS

ITALIC: INTERACTION FOR

TEACHING AND LEARNING IN CLIL

• 11 SECONDARY SCHOOLS ACROSS ENGLAND AND SCOTLAND

• 24 TEACHERS

• OVER 650 LEARNERS 11-14 YEARS OLD

• DIFFERENT CLIL EXPERIENCES, DIFFERENT TYPES OF SCHOOLS

ITALIC: INTERACTING FOR TEACHING

AND LEARNING IN CLIL

• MOTIVATION TO LEARN AND STUDENT 'GAINS' IN CLASSROOMS WHERE A MODERN LANGUAGE IS THE MEDIUM FOR LEARNING NEW CONTENT KNOWLEDGE

• MOTIVATION AND 'SUCCESSFUL' LEARNING

• THREE DIMENSIONAL MOTIVATION MODEL

• LEARNER IDENTITY,

• LEARNER ENGAGEMENT

• THE LEARNING ENVIRONMENT

• PRPOFESSIONAL LEARNING COMMUNITIES.

• SHARING THEIR IDEAS AND PRACTICES WITH EACH OTHER

CORE CLIL

ACTIVATOR

S

Synthesis of good

pedagogy and good CLIL

practice

Cooperating for

programme

consolidation Talking

through planned learning

and progress

with students

Making it real

Engaging

students

Stretching

thinking

Managing the

affective side of

learning

Reflecting on

practice

COOPERATING FOR PROGRAMME CONSOLIDATION

Contribute to planning ways of

working with programme

participatns to improve students’

learning

TALKING THROUGH PLANNED LEARNING AND PROGRESS WITH STUDENTS

Teachers

•Make a daily•Guide students•Organize a formative assesment

MAKING IT REAL

- - Learning trhought the students’ interests- Apply lerning in the here and now- Communication with speakers of the CLIL language

ENGAGING STUDENTS

STRETCHING THINKINGApplynig

Analysing

Evaluating

Use new konowledge and skills

Activities focused

MANAGING THE AFFECTIVE SIDE OF LEARNING

Create a participitacion and respect climate

Teachers and studen

ts

Commited and belive

in the capacities

of the students

REFLECTING ON PRACTICE

Teachers

Reflect and make changes for adapted to students’ needs

Early language and intercultural acquisition studies

ELIAS

Studies on theEffectiveness

ofBilingual

Using innovativeTechniques

(zoo)

Bilingual as the best way

to learn

Learn other important things besides language

Report results after

the research

This proyect instructs

teachers to teach

bilingual

TIECLIL – TRANSLANGUAGE IN EUROPE – CONTENT AND LANGUAGE

INTEGRATED

5

MO

DU

LE

SMain features of CLIL

Second language acquisition for CLIL

Practical aspects of teaching in CLIL

Language awareness in bilingual teaching 

CLIL for the learner

Aim

Target group

Trainers

Expected outcomes

Subject

Content

Methodology

Evaluation and

certification

STRUCTURES

MODULE 1: MAIN FEATURES OF CLIL

THE EXPECTED

The development and understanding of the potential of CLIL.

The analysis of CLIL case studies.

The contribution to a CLIL glossary

The design of an individual profile of competences

MODULE 2: SECOND LANGUAGE ACQUISITION FOR CLIL

SIX

UNITS 1. Learner's language: interlanguage.

2. Types of learning: incidental and

intentional.

3. Exposure to the language: input and

interaction.

4. Second Language Competence:

Communicative and Learning Strategies.

5. Individual Characteristics.

6. Findings in Bilingual Education research

which are relevant to CLIL.

MODULE 3: PRACTICAL ASPECTS OF TEACHING IN CLIL

FOCUSES ON THE LANGUAGE COMPETENCE

8 working units

Group work

School based work

Individual study

MODULE 4: LANGUAGE AWARENESS IN BILINGUAL TEACHING 

ALL TEACHERS ARE CONSCIOUS OF THE CULTURAL, LANGUAGE AND TEXTUAL CHARACTERISTICS

MAKES POSSIBLE

Help them to work together more efficiently and to take care of student's difficulties approaching text in the target language.

THIS PROVIDES A PRACTICAL HANDS-ON APPROACH TO LEARNER CENTRED TEACHING IN CLIL

MODULE 5: CLIL FOR THE LEARNER

By end this module

and this program the participant will have…

• Reflected on the aims and objectives of his/her CLIL teaching.• Reflected on a learner-centred environment and the integration of a communicative teaching style into his/her classroom practices.• Investigated the needs and skills of the learner, whether at primary or at secondary level.• Worked on several teaching techniques appropriate to the CLIL context and selected his/her own approach to teaching in this context.• Explored a range of materials and topics available.• Examined several teaching sequences and created sequences for his/her own use.

CLIL-SI “SEMIIMERSIÓ EN LLENGUA

ESTRANGERA A L´AULA INCLUSIVA”

• WHERE IT IS?

DEPARTMENT OF DIDACTIC OF LINGUA IN FACULTY OF SCIENCE

OF EDUCATION IN AUTONOMOUS UNIVERSITY OF BARCELONA

• WHO GETS IT?

THEY ARE A COLLABORATIVE TEAM MADE UP OF BY PRIMARY,

SECONDARY AND UNIVERSITY TEACHERS INTERESTED IN

• WHICH IS THEIR OBJETIVE?

IMPROVE OUR UNDERSTANDING OF THE LEARNING OF SCHOOL

CURRICULAR CONTENT IN MULTILINGUAL ENVIRONMENTS.

WHAT THEY DO?

- THEY PROMOTE INCLUSIVE PRACTICES IN CLIL

CLASSROOMS.

- THEY CREATE TASKS AND MATERIALS FOR INCLUSIVE CLIL

CLASSROOMS.

- THEY ANALYZE THE STUDENTS' AND TEACHERS'

DISCOURSE

- THEY HELP CLASSROOM TEACHERS TO DEVELOP THEIR

OWN RESEARCH PROJECT IN CLIL CLASSROOMS.

- THEY PROMOTE THE EDUCATION OF CLIL TEACHERS.

- THEY PROMOTE THE DIALOGUE BETWEEN TEACHING EXPERTS FROM THE

LANGUAGE AND THE ACADEMIC CONTENT (SCIENCE, SOCIAL SCIENCE, MUSIC,

ETC.) AREAS.

- THEY HELP TEACHERS AND SCHOOLS WHICH START DEVELOPING CLIL PROGRAMS.

- THEY PUBLISH MONOGRAPHS ABOUT CLIL AND DIVULGATIVE AND RESEARCH

ARTICLES.

- THEY ORGANIZE COURSES AND CONGRESSES.

Teacher Education by learning through two

languagesTeaching language in all subjects (biology, maths)Socrates AcademyLearning a subject in other language is possibleCataluña and Vasc CountryIs emerging

TEL2L

ETWINNINGCommunicateCollaborate

Develop projects

Share, feel and be part of the most exciting learning community in Europe. 

ICT

Offers a platform for staff

(teachers, head teachers,

librarians, etc.), working in a

school in one of the European

countries involved.

FEATURED PROJECTS

SPAINPek, the Traveller Flea 3

Miguel Ángel González Estévez high school

Vilagarcía de Arousa (Galicia)

Multilingual Comic

EXERCISE 1: PROYECTS AND CHARACTERISTICS

ITALIC

CORE CLIL ACTIVATORS

TEL2L

CLIL - SI

TIECLIL

ELIAS

Choose the Project you like more. Why?

EXERCISE 2:

1. HAVE YOU EVER HAD AN EXPERIENCE WITH A CLIL METHODOLOGY? WOULD YOU LIKE TO HAVE IT? WHY?

2. ABOUT ETWINNING, IF YOU WERE A TEACHER, WOULD YOU TRY TO TAKE PART IN A PROJECT WITH YOUR PUPILS? WHY?

THANK YOU FOR

YOUR ATTENTION