CLIL

• The focus on language for learning (what it is and how to access it)

Embedding Language in Tasks

- Identifying the language

- Deciding how to deal with the language

Keith Kelly

keithpkelly@yahoo.co.uk

Cummins’ diagram of communicative dimensions

BICS and CALP

Embedded context

Embedded context (and language)

Language - 3rd Dimension

Sample students

Sample Student E

Student E - cognitively challenged, doesn't know topic, has L2.Ideal CLIL student?

CLIL Skills Cube

1) conceptual skills

2) procedural skills

3) linguistic skills

Activity Description

The teacher asked the pupils to investigate

the relationship between the size of a jar in

which a candle burns and the length of time

for which it burns. The pupils then analysed

their results and explained them using

scientific knowledge. They evaluated their

methods and suggested improvements.

What language?

• List the language features of the task you just discussed.

AssessmentLevel 5 … When the investigation involves a fair test, they identify key factors to be considered. Where appropriate, they make predictions based on their scientific knowledge and understanding. They select apparatus for a range of tasks and plan to use it effectively. They make a series of observations, comparisons or measurements with precision appropriate to the task. They begin to repeat observations and measurements and to offer simple explanations for any differences they encounter. They record observations and measurements systematically and, where appropriate, present data as line graphs. They draw conclusions that are consistent with the evidence and begin to relate these to scientific knowledge and understanding. They make practical suggestions about how their working methods could be improved. They use appropriate scientific language and conventions to communicate quantitative and qualitative data.

Sample Work 1

Language

International Baccalaureate

A conceptual frameworkMany learners in IB programmes have rich and complex multilingualbackgrounds. This means a large number of learners must access themajority of an IB programme curriculum in a language other than theirmother tongue. A thorough understanding of how this situationimpacts on learning is essential if schools are to ensure that the valueof the learner diversity is not lost, that there is equal access to thecurriculum for all learners and that the standards of conditions andpractices in place foster a successful teaching and learningenvironment for everyone.

…a conceptual framework of language and learning that is applicableto all IB learners. The particular implications for schools in

guaranteeingequal access to an IB programme for learners who are learning in alanguage other than their mother tongue are also described.