LEND Summer School, SiroloAugust 2014

Dr Diana HicksSponsored by

International Study Programmes, UK

• Lets start with and from you...

Which questions have you asked yourself about CLIL– or others?

• Wave if you have...

• Why are we doing CLIL?

• What age should we start?

• Are teachers allowed to use Mother Tongue?

• Are pupils allowed to use Mother Tongue?

• Is it suitable for all subjects?

• Is it suitable for all pupils?

• What level of English do I need?

• What level of English do the pupils need?

• How can I do it?

• How can we assess the results?

• Do you have any other questions?• Please write them on the papers

coming round – in L2 please!

1 Why are we doing it?

• In most countries, including Italy, CLIL was introduced to• 1 raise the level of pupils English

proficiency

• And...

• 2 to modernise pedagogy ( for all pupils and teachers!)

Modernising pedagogy would include

• 1 Collaborative tasks – pair and group work

• Do your pupils have opportunities to learn from each other?

•

• 2 creative tasks

• Do your pupils invent, design, experiment..?

• 3 cognitive tasks – • A how much thinking – • B what kind of thinking

• do your pupils do?

• 4 criticality –

• pupils establish criteria for their own judgement

• ‘’This is better/more important/more serious/more useful than this because....’’

• 5 Communication

• Is the line of communication mostly teacher-student-teacher or student-student?

• 6 Collegiality

• How much do you work and share teaching experiences with your colleagues?

• CLIL requires all those ‘C’s’

What age should we start?

• Probably the second year after starting school

Should teachers use L1?

• Yes!

Should pupils use L1?

• Yes!

What are your CLIL aims?

• Language learning through content ?• • or

• Content learning through language?

A reminder....

• C ontent • And • Language(s)• Integrated• Learning

• The most important word here is

• INTEGRATED

• Not .....

• IMMERSION

Immersion versus Integration?

• If the terms CLIL and immersion are used interchangeably, teachers, researchers , and learners will become confused..• (Lasgabaster, D. and Sierra, J.M)

Immersion and CLIL in English in ELTJ Vol 64/4 Oct 2010)

• … There are important differences to bear in mind , otherwise the general objectives set out in CLIL programmes may be unrealistic..

• Immersion classes often discourage use of L1 in the classroom. CLIL should actively encourage it.

The following two points come from..

• Jaana Seikkula-Leino: (2007)• CLIL Learning- Achievement

levels and Affective factors

• In immersion at least 50% of the teaching should be in L2 ( it is often 100%). • In CLIL it should be 25 % • ( according to EU)

Some dangers of Immersion

• 1 Unrealistic expectations of teachers

• 2 Unrealistic expectations of pupils

• 3 Dumbing down of materials/curriculum/activities

• 4 Slower pace

• 5 selection of ‘better’ pupils

Which ‘I’ are you?

Breathing space...

• If you want to, share with your neighbours any thoughts you have so far..

Your other questions

• Who is supposed to teach CLIL?• Teaching history/literature etc aren’t you

teaching CLIL?

• Are we already doing it when we teach them geography, culture or Business English?

• How can a language teacher do CLIL in a subject she is not expert in?

• Why are language teachers not encouraged/allowed to teach CLIL?

• As an ELT teacher, how much content knowledge is expected of me?

• How can a subject and content teacher co-operate?

• What about L1 as a language of culture?• Isn’t CLIL going to push students to read fewer

books in Italian covering academic subjects?

• At a higher level – C1/C2 – can I expect a higher use of L2?

• What is the Culture of CLIL? • Are we talking about citizenship?

• Whither CLIL assessment?

Is it suitable for all subjects?

• Yes. Though I worry about Maths

Is it suitable for all pupils?

• Yes. It should be.• The pupils are not the problem.

Are the tasks Inclusive or Exclusive?

• In other words, can all 30 pupils participate?

• It may be that the pedagogy is the problem.

What level of English do I need?

• At both primary and secondary levels –the language for your subject.

• 1 What tenses/structures are common in your subject?

• Science – present and past passive• Conditionals• Will future

• History• All the past tenses and the

passives

• Plus the topic and subject specific vocabulary

• In other words, check the frequently recurring• structures in your subject/topic

in both L1 and L2.

What level of English do my pupils need?

• Primary can start with zero

• Secondary – Scuola media and above- can start with what they have got

Other skills will help them more..

• Can the pupils• 1 work together?• 2 reflect on their work both

product and process?

• 3 read in different ways?

• 4 take notes – from texts and listening?

• 5 use a range of graphic organisers?

Finally - How do we do it?

• Modernising pedagogy means

• making changes

The main changes are

• 1 tasks

• 2 lesson structure

And..

• 3 roles of L1 and L2 in the classroom

• 4 actions of teacher and learner

And...

• 5 our understanding of language use

Language use

• It’s not so much about the correctness of language as

• 1 awareness of language use

• 2 appropriacy of language use

Are these sentences ‘right’?

• ‘He don’t love me no more. • He aint coming home tonight.

I’m gonna be lonesome’’ • (Bessie Smith)

Just a reminder...

• BICS and CALP..

Our first language is L1 BICS

• We speak ( and sing!) BICS• Basic• Interpersonal• Communication• Skills

Our second language is

• L1 CALP• Cognitive • Academic • Language• Proficiency

• ‘’CALP is no-one’s mother tongue’’ • Pierre Bourdieu

• For CLIL we need CALP- Accuracy

• In other words- appropriacy

Changes to lesson structure –Starting a lesson

• What happens in the first five minutes of your average lesson?

In the first five minutes...

• What do you do?

• What do your pupils do?

• If you want to, compare with your neighbours.

Do you...

• Fingers up for each one..

• 1 check homework?• 2 show a picture/flash card?

• 3 turn on the powerpoint?

• 4 ask the class a question?

• 5 Write something on the board?

In the first five minutes...

• What do your pupils do?

Traditional pedagogy

• often means starting from the teacher’s voice and actions

CLIL pedagogy

• Should start from the pupils

CLIL means moving from...

• the act of instruction

• to

• the process of learning

• Ting, T 2011 CLIL Not only not immersion but also more than the sum of its parts

• ELTJ 65/3 July 2011

The what and the how

• In successful CLIL teaching, the focus is much more on the HOW as the WHAT

•WHAT is the content

• ‘’We’re learning about Volcanoes/osmosis/ the roman empire’’

• HOW is

• ‘’How can I help all my pupils understand?’’ • ‘’How can I find out where they

are having problems?’’

What do you think?

• What % of information do pupils probably remember from these classroom activities?

Jot down a % number

• A audio visual – watching a video

• B practice by doing - an experiment, for example

• C frontal teaching - teacher talking

• D teaching others- working in groups

• E immediate use – applying knowledge to new context/purpose

• F reading

• G demonstration- watching a teacher demonstrate something

• H discussion

Pupils retention rates

• 1 frontal teaching 5%• 2 reading 10%• 3 audio-visual 20%• 4 demonstration 30%

• 5 discussion 50%• 6 practice by doing 75%• 7 teaching others 90%• 8 immediate use 90%

Time to talk.....

• Did anything surprise you? • How should/could this impact on

our classroom practice?

• The greater the focus on the act of instruction the less is retained..• Eg frontal teaching• Reading• Watching a film/powerpoint• Watching a demonstration

• The greater the focus on the process of making meaning – ie learning

• Eg discussion• Practice by doing• Immediate use• Teaching others• The greater the retention

Beginning of the lesson

• Today we’re going to talk about volcanoes.

• What do you know about volcanoes?

Think about it...

• What don’t you know about volcanoes?

Think about it...

• How is global warming affecting us?

• Fold your paper and write down some ideas (L1 or L2)

Think about it..

• Why would people leave their town/region/country?

• Fold your paper...

Think about it..

• Put these pictures into groups

Think about it...

• What would happen if we didn’t need to eat?

Think about it...

• Draw a country.• You are the king/queen of this country

because you killed the old king.• Everyone hates you.• How can you protect your head?

Think about it..

• We need to find out what worms do.

• Design an experiment.

Reflection

• What kinds of thinking did you do today in the different activities?

• Which activity was the easiest/hardest for you? Why?