Table of contents

Introduction p. 5

Literature Review p. 6

Potential Subheadings p. 7

Mechanisms, Forces and Pedagogy p. 8

Bibliography p. 14

5

Introduction

6

Literature Review

7

Potential Subheadings

8

Mechanisms, Forces and Pedagogy

GROUP SUPPORT DECISION-MAKING SYSTEMS AND INSTRUMENTS

work or strategic plans that articulate intended outputs and outcomes

9

COMMUNICATION PLAN

is public (more likely to achieve goals when they are public)

is results focussed

COMMITTED AND SKILLED LEADERS AND INSTRUCTORS WHO CO-OPERATE

trained in CLIL programme management and/or pedagogy appropriate for CLIL

REPORTING INSTRUMENTS

are results and/or effects-based

refer to measurable outputs and outcomes from plans

support taking an iterative approach during course/programme development

VISIBLE SHORT-TERM WINS

are drawn out during CLIL programme development

key stakeholders discuss and recognise achievements

PROFESSIONAL DEVELOPMENT FOR KEY STAKEHOLDERS

includes CLIL course/programme management training

includes training for content instructors in pedagogy appropriate for CLIL

RESULTS OR EFFECTS-BASED PLANS

include measurable outputs and outcomes

are used to assess progress throughout

A KNOWLEDGE MANAGEMENT SYSTEM

identifies what knowledge is to be captured

articulates how knowledge will be captured

articulates how knowledge will be stored, shared and acted upon

CURRICULA

draw out both intended learning outcomes for content and language

tie assessment to intended learning outcomes

MANAGEMENT STRUCTURES

includes a working group or a steering committee

meetings for honing course/programme as one moves forward

EQUIPMENT, SOFTWARE, APPLICATIONS, TOOLS AND CONNECTIVITY

instructors are supported by IT specialists

connectivity is reliable

equipment, software, applications and tools are fully operational

LEARNING MATERIALS

integrate both content and language

foster best practices reflected in section on CLIL-related pedagogy

OPPORTUNITIES FOR JOINT STAKEHOLDER LEARNING AND DISCUSSION

key stakeholders are identified and take part in programme development

10

key stakeholders are engaged about learning how to implement CLIL

LEARNING ENVIRONMENTS

are rich fostering student engagement and critical thinking

STAKEHOLDER INCLUSION

stakeholders are identified and engaged in development

SENSE OF MISSION & HARD WORK

willingness for course/programme developers to put in extra time

willingness to do more than the minimum

LEARNING FOR ALL

all stakeholders seek to learn more about quality CLIL

HIGH EXPECTATIONS FOR ALL STAKEHOLDERS

instructors and managers/leaders all set and work toward high expectations for themselves and each other

STUDENT LEARNING AND VOICE

student input is sought throughout CLIL courses/programmes and not simply at the end (e.g. mid-term evaluation, not just final evaluation)

A BELIEF IN CLIL

key stakeholders need to believe CLIL is possible and act accordingly

STATUS

the perceived status of CLIL courses is managed knowledgeably

CLARITY

intended outcomes are clear, as are plans, assessment criteria, etc.

CONTINUITY

continuity exists across documents, practices and communication

AUTONOMY

students and other stakeholders are supported in taking charge of their own learning.

11

ASSESSMENT SUPPORTS LEARNING

Instructors e.g.:

tie assessment to planned outcomes

use assessment results to improve on an ongoing basis plans and practices

Students e.g.:

use assessment results to plan learning and improve practices

participate in assessing their own and peers’ work

RICH & DETAILED SCAFFOLDING MAINTAINS STUDENTS

IN THEIR ZONE OF PROXIMAL DEVELOPMENT

Instructors e.g.:

provide scaffolding that helps students to reach beyond what they could do on their own

provide scaffolding for content and language

Students e.g.:

are fully engaged in intellectually challenging, goals/outcomes-oriented activities

learn to specify the support they need

learn to self-scaffold

INSTRUCTORS, ADMINISTRATORS & STUDENTS ARE PART OF A

PROFESSIONAL LEARNING COMMUNITY

Instructors, administrators, and students:

see themselves as learners and act accordingly

investigate their own practices

articulate ‘rules of the game’ such as principles guiding co-operation

collaborate constructively

create a common vision of rich CLIL learning environments

Students e.g.:

are given a voice in what they want to learn and how they wish to do this

investigate the teaching and learning process

HIGH EXPECTATIONS FOR ALL

Instructors and administrators e.g.:

foster a ‘can-do’ growth mindset in students

make visible learning expectations

provide rich scaffolding, and learning environments

do not label students

do not label each other

have high expectations for each other and support each other’s learning

12

Students e.g.:

develop learning skills to deal with challenging content and learning through the CLIL language

are in the habit of developing meta-affective, meta-linguistic, meta-social and meta-cognitive awareness and skills

set personal goals and measure progress in achieving these

INTENDED LEARNING OUTCOMES ARE EXPLICIT & MADE VISIBLE

Instructors e.g.:

display and discus with students intended learner outcomes for content and language

measure and discuss progress in achieving intended outcomes

Students e.g.:

plan based on discussed intended learning outcomes

self-assess progress in achieving goals/outcomes and decide what to change in their work and study processes

CONTENT INSTRUCTORS SUPPORT LANGUAGE LEARNING

Instructors e.g.:

content instructors make the component parts of the language of their subject visible

content instructors support and assess ongoing language learning

LEARNING ENVIRONMENTS ARE JOINTLY CONSTRUCTED &

PSYCHOLOGICALLY SAFE

Instructors e.g.:

engage students in decision making

do not use ridicule or sarcasm

have a strong sense of affiliation with students

Students e.g.:

help set rules, and learning outcomes

have as strong sense of affiliation with classmates

assess the learning process and have a say in shaping it

LANGUAGE INSTRUCTORS SUPPORT CONTENT LEARNING

language instructors use content-based instruction

MAKING LEARNING MEANINGFUL

Instructors e.g.:

create opportunities for contact and communication with speaks of CLIL language

build on student interests and prior knowledge

make connections with students’ main academic interests, their lives and communities

LEARNER AUTONOMY & RESPONSIBILITY ARE PROMOTED

Instructors e.g.:

negotiate activities, plans, goals and co-operation with students

13

promote student self-awareness and self-discovery (meta-affective, meta-social, meta-cognitive and meta-linguistic skills)

promote group work, social and self-management skills

promote self and peer assessment

Students e.g.:

build a rich repertoire of learning skills

develop the habit of goal-setting and planning

lead and co-operate

CREATIVE & CRITICAL THINKING PERMEATE

ACTIVITIES & DRIVE LEARNING

Instructors e.g.:

model creativity, criticality, rigour in thought, healthy scepticism, respect, and care in inquiry

provide students with rich opportunities for well structured exploratory talk where lines of reasoning are developed

provide rich opportunities for students to appraise, argue/debate/defend a point, assess, classify, compare, conclude, contrast, create, design, examine, evaluate, experiment, hypothesise, inquire, research, provide evidence, etc.

provide rich scaffolds for critical thinking about content and language

Students e.g.:

are involved in active inquiry and research demonstrating rigour, thoroughness, scepticism and care

demonstrate humility with respect to their opinions combined with the courage and skill to defend them

constructively weigh diverse opinions

identify problems, develop lines of reasoning, solve problems, and apply newly learned knowledge and skills in creating something meaningful

use information technology critically and appropriatel

14

Bibliography