An introduction to content and language integrated learning
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Transcript of An introduction to content and language integrated learning
An introduction to CLILContent and Language Integrated Learning
Ann Robertson
How it all started…
Tonight’s presentation
What is CLIL?
How to CLIL (a very quick example!)
Benefits and challenges
Questions?
What is CLIL?Content and Language Integrated Learning
(CLIL) is a dual-focused educational approach in
which an additional language is used for the
learning and teaching of both content and
language (Coyle, Hood and Marsh, 2010, p. 1)
It has dual (integrated) aims: learning of the subject matter (content)
learning of the L2 used as the medium of instruction
for the content.
CLIL encompasses a continuum of approaches in which
some form of specific academic language support is
offered to students in order to facilitate their learning of
the content through another language
CLIL is not just immersion (teaching in another language)
because language is explicitly taught (Ting 2011)
CLIL can be ‘hard’ or ‘soft’ ‘hard’ CLIL – most of the lesson is conducted in the other language
OR content is given primacy
‘soft’ CLIL – only some of the lesson is conducted in the other
language OR language is given primacy.
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L2 teaching and subject teaching in L2 compared
Key Features
Second language teaching
Subject teaching in L2 (hard CLIL?)
Subject teaching through L2 immersionConventional FL
teaching
Topic/content- based language teaching (soft CLIL?)
Priority in planning:
Language Language Subject Subject
Taught by: Language or class teacher
Language teacher At higher levels, a subject teacher who can also teach language or who can team teach with a language teacher
Subject teacher
Assessment of: Language Language Subject and language Subject
Teaching focus:
Language teaching
Language teaching
Subject teaching with language support
Subject teaching
Materials: Language Language/subject Subject and language Subject
Syllabus: Language syllabus: general purposes
Language syllabus: CALP
Content syllabus and CALP
Subject
Methodology: SL methodologies SL methodologies Language-supported subject-teaching
Subject teachingAdapted from: Clegg, J (2003) Teaching subjects through a foreign language in the primary school. BC Germany
The 4Cs of CLIL According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine:
Content
The knowledge, concepts, and skills of the discipline (e.g. Science, IT, Arts).
Communication
The communication of meaning about the knowledge, concepts, and skills being learned (e.g.
stating facts in science, giving instructions on using software, describing emotions in response
to music).
Cognition
The thinking skills which make sense of knowledge, experience, and the world around us (e.g.
remembering, understanding, evaluating, critiquing, reflecting, creating – LOT & HOT).
Culture –
The interaction and engagement with the world around us:
social (e.g. social conventions for expressing oneself in the target language),
pedagogical (e.g. classroom conventions for learning and classroom interaction)
disciplinary (e.g. scientific conventions for preparing reports to disseminate knowledge).
A Sample CLIL lessonStates of matter
Lesson stages1) Warmer –setting the stage2) Connecting to students’ thoughts, feelings
or prior knowledge3) Sharing learning outcomes4) Introducing new vocabulary5) Introducing new content6) Reinforcement and reflection on new
content7) Applying new knowledge8) Evaluation
1.Warmer
2. Connecting with students’ thoughts, feelings or prior knowledge
solid liquid gas
3. Learning outcomesBy the end of this lesson, you will be able to:
Use a particle model to explain the behaviour of particles in a solid, liquid and gas
Use a particle model to explain changes of state
Complete a table of aspects of kinetic theory by reading an information report
Write a simple information report on changes produced by adding or removing heat on states of matter.
4. Introducing key vocabularyPair work – matching
Vocabulary matchingkinetic (adj.)
having movement
theory (n.) an idea that explains something
to behave (v.) to do something in a particular way
particle (n.) a very small part of something
force (n.) physical energy
to vary (v.)
to be different
to vibrate (v.) to shake with quick, small movements
fixed (adj.) not able to move
to roll (v.) to turn smoothly
5. Introducing new contentRead the information report and update your
table:solid liquid gas
Example
Distance between particles
Forces between particles
Movement of particles
solid liquid gas
Example desk water air
Distance between particles
very small / very close together
small/ /close together
large/ far apart
Forces between particles
strong less strong weak
Movement of particles
vibrate in fixed place
roll over one another
move freely
6. Reflection and reinforcement
Deconstructing genre: The Information ReportPurpose and social functionParticipants, processes and tense
6. Reflection and reinforcement
Make groups of six to eight. At the teacher’s instruction, work
with your team mates to demonstrate a state of matter.
7. Applying new knowledge
Language support -nominalisation
Noun Verb (active) Verb (passive)
evaporation
sublimation
condensation
freezing
melting
adding
removing
Further language supportMelting is the process in which a solid turns
to a liquid when heat is added.Evaporation is the process through
which ..................... ..................................... when heat is ........................
Freezing is the process whereby ...................................... .......................................... when heat is ...........................
Condensation is the process through which .................. ............................................. when heat is ........................
Sublimation is the process in which ............................... ................................... when heat is ..................................
ScaffoldSubstance State Heat/cool Distance
between particles
New state Name of change of state
Coconut oil solid heat increases liquid melting
Water heat
Coconut oil
cool
Steam
cool
Naphthalene
solid heat
Naphthalene
gas cool
Your turn –writing taskRead the table from left to right and write a
short explanation e.g.When coconut oil, a solid, is heated, the distance between the particles increases and the new state is liquid coconut oil. The name of the change of state from a solid to a liquid is called melting.
Homework: Organise your sentences into an information report on “Creating changes to states of matter”
8.EvaluationAsk students to read some of their sentences
aloud.Review of homework in the following lesson
Why CLIL?“in formal educational settings, second
languages are best learned when the focus is on mastery of content rather than on mastery of language per se” (Richards & Rodgers, 2001: 209)
CLIL encompasses “language of, for and through learning”, which corresponds to:the essential vocabulary and grammar related
to contentthe language needed to interact and
communicate understanding in the classroomnew language that emerges through learning
(student-directed) (Coyle et al, 2010: 36-38).
Students need to develop not only “Basic Interpersonal Communicative Skills” (BICS) i.e. “skills needed for social, conversational situations” but also “Cognitive Academic Language Proficiency” (CALP), i.e. the abstract and formal language needed for academic study (Cummins, cited in Bentley, 2010: 8)
ChallengesTeacher competencies – content AND
languageCognitive demands on students may cause
anxiety and demotivation stemming from fear of failure >emphasis on short-term learning goals to build
student confidence; provision of support within their ZPD
(Vygotsky, 1978); pair and group work; role of teacher as facilitator rather than
knowermodification and scaffolding of authentic
materials = HARD WORK FOR TEACHERS
So why bother?
‘I found using CLIL made my students more active and interested. They think now that learning English has a real purpose.’
ReferencesBentley, K. (2010). The TKT Course CLIL Module. Cambridge: CUPCoyle, D., Hood, P., and Marsh., D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: CUP.Mehisto, P., Frigols, M. & Marsh, D. (2008). Uncovering CLIL. UK: Macmillan.Richards, J.C. and Rodgers, T.S.(2001). Approaches and Methods in Language Teaching (2nd ed.) New York: Cambridge University Press.Ting, Y. T. (2011). CLIL… not only not immersion but also more than the sum of its parts. ELT Journal, 65(3), 314-317.