CLIL- Content and language integrated learning Нуракаева Л.Т. «Centre for Educational...
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Transcript of CLIL- Content and language integrated learning Нуракаева Л.Т. «Centre for Educational...
CLIL- Content and language integrated learning
Нуракаева Л.Т.
«Centre for Educational Programs»
IMPLEMENTATION OF TRILINGUAL EDUCATION AT NIS
Trilingual education policy
Guides for schools onimplementation of Trilingual Education
Guides for teachers (CLIL, team teaching, languages immersion)
Literature review on International Research2
AEO Development Strategy 2020
WHAT IS THE TRILINGUAL EDUCATION POLICY?
“ Trilingual education in Nazarbayev Intellectual Schools supports the acquisition of Kazakh, Russian and English as distinct subjects and, also, the use of these languages as a medium of instruction for non-language subjects to promote both language learning and content learning.”
Further information: • Trilingual Education Policy for
Nazarbayev Intellectual Schools
• Subject programmes (sections 3, 5, 8 & 9)
KAZAKH
RUSSIAN
ENGLISH
World History
Computer Science
Biol
ogy
Econ
omic
s
Glo
bal
pers
pect
ives
Chem
istr
y
Mat
h
Phys
ics
• His
tory
of K
azak
hsta
n
Kaza
khst
an in
the
mod
ern
wor
ld
Geo
grap
hy
• Bas
ics
of
• Law
Wor
ld
cogn
itio
n
Com
pute
r Sc
ienc
e
Literature
LANGUAGE-SUBJECT INTEGRATION
What is CLIL?
CLIL advantages
4 Cs Framework
Main concepts
How to use at the lesson?
CLIL teacher
Outline
CLIL is a dual-focused teaching approach in which an additional language is used for the learning and teaching of both content and language.CLIL has a dual (integrated) aim: learning of the subject matter (content) and learning of the (second/foreign/target) language used as the medium of instruction for the content
What is CLIL ?
CLIL advantages
• develops confident learners
• enhances academic cognitive processes and communication skills
• encourages intercultural understanding and community values
• learners become more sensitive to vocabulary and ideas presented in their first language as well as in the target language
• learners gain more extensive and varied vocabulary in the target language
• learners reach proficiency levels in all four skills of L, S, W,R
4 Cs Framework
CONTENT
(subject matter)
COMMUNICATION
(language learning and
using)
COGNITION
(learning and thinking
processes)
CULTURE (developing intercultural
understanding and global citizenship)
MAIN CONCEPTS
BICS(Basic
Interpersonal Communicative
Skills)
CALP (Cognitive Academic Language
Proficiency)
MAIN CONCEPTS
HOTs
LOTs
AT THE LESSON
Affective filter hypothesis
Activate previous /
prior knowledge
Comprehensible input
SST
Give wait time
Text
Use gestures
What is elliptical?
So, you see, the orbit of a
planet is elliptical
What is orbit?
What is planet?
DIFFERENTIATION
SCAFFOLDING
Enunciate clearly
Ensure that input
is comprehe
nsible
Design appropriate lessons with both content
and language objectives
Limit use of
idiomatic expression
sSpeak more slowly
Check for
student attention
Repeat, rephrase,
and expand to maintain comprehens
ion
Make instructi
on appropri
ate to student fluency levels
Adjust lesson pace to
students’ language proficien
cy
LOTS & HOTS
Think/pair/
share
Give feedback
CLIL teachers
«All teachers are language teachers»
The Bullock Report – A Language for Life, 1975.
Language Content
CLIL teacher
CONCLUSION
Online Forum
http://cep-forum.nis.edu.kz/index.php
Tool for:
Accessing information Sharing resources Discussion of
practiceGiving feedback on
the programmes
You can get your login and password from your school’s IT specialist.
THANK YOU for your attention!