Licence to clil
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CLIL as a dual-focused educational approach could help achieve both the teaching of content and the mastery of the English language. It will also help teachers challenge the students’ cognitive skills, resulting in more engaged and motivated students in the class. • presenting CLIL features and parameters to EFL teachers who have never used CLIL . • distinguishing and comparing EFL and CLIL features. • enumerating the thinking skills and highlighting the importance of developing them as a valuable tool to achieve lifelong learning. • identifying the features of CLIL materials, and exemplify them with Eleanitz English CLIL project as a model in order to analyze the way in which the sequences and activities are organized and designed. • CLIL-ing an EFL course book unit in order to adapt the current class material to suit CLIL’s parameters and features.
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Licence to clil
- 1. LICENCE TO ‘CLIL’ CLIL-ing an EFL course book to exemplify the process of CLIL (Content Language Integrated Learning) 1 aliciartusi@gmail.com http://englishmixsite.blogspot.com
- 2. PART 1 ON CLIL PARAMETERS AND FEATURES COMPARISON AND CONTRAST BETWEEN EFL AND CLIL THE IMPORTANCE OF THINKING SKILLS
- 3. It’s competence-led Content is a slave to illustrate language structures It’s for an elite It suits the mixed-ability phylosophy Teachers do not transmit the content Students learn concepts and skillsrequires extra time in the curriculum Subjects are taught thru foreign language requires high level of L2 Isolates language learning It integrates content and language 2 3 4 5 6 Which numbers hide the truth about CLIL? 1 7 8 9 Skill-based focus of learning10 It provides reasons for learning11 13 Language mastery is assessed12 14Language is not assessed15
- 4. 4 Definitions from the experts: Mehisto and Lucietto, 2010 http://www.ccn-clil.eu/index.php?name=File&nodeIDX=5060
- 5. 5 https://sites.google.com/site/atriptoclil/what-is-clil Definitions from the experts: Phil Ball
- 6. 6 EFL CLIL Draw a line to the corresponding box. Then complete the chart on the following slide. http://www.kubbu.com/teacher/
- 7. 7 EFL English as a foreign language CLIL Content language integrated learning language-driven language sequencing language oriented PPP Presentation Practice Production language Procedure Concept topics are vehicles content is accommodated to teach the structure of the foreign language accurate input accurate output presents and transmits. content-driven conceptual sequencing task –oriented. PPP Production Practice Presentation CPL Concept Procedure Language language as a vehicle dual-focus content and language are accommodated rough input and rough output uses schemata. Guess and click to disclose the information
- 8. 8 drills and personalizes works on study skills uses visuals to illustrate vocabulary or make the page attractive. uses explicit scaffolds Linguistic and communicative competences may require social and learning strategies, and cooperative work. may cater for the mixed-ability nature of the classroom Evaluation as evidence of the mastery of the L2 (pass/fail criterion) Summative assessment prevails over formative assessment. requires complex problem solving. sharpens cognitive skills uses visuals, models and diagrams in order to make content understandable uses of embedded or explicit scaffolds. Competence-led requires social skills and learning strategies. Encourages cooperative work. tasks designed for the mixed-ability nature of the class evaluation as basis for improvement. Uses formative and summative ways of collecting evidence or progress.
- 9. 9 http://popplet.com/app/#/222029 Thinking Skills: cognitive strategies: mental manipulation of the material by Kaufman and Crandall (2005) adapted concepts from Chamot &O’Malley (1987)
- 10. judging how well one has accomplished and setting new goals. planning the parts, sequence, ideas, language to be expressed. Go through the material in order to preview ideas and concepts. checking one’s own performance, accuracy and appropriateness of one’s own production. 10 Thinking Skills Metagognitive strategies Planning and monitoring one’s production. Discover what it includes. Click on each strategy. Advanced organizing Organizational planning attending to specific aspects of input by scanning key words, concepts and linguistic markers. Self monitoring Self evaluating Selectively attending
- 11. 11 Social affective strategies: interacting with another person to assist a learning task. Questioning for clarification Cooperating Self-affirming Thinking Skills. Social affective strategies: interacting with another person to assist a learning task.
- 12. Lower Order thinking (LO) Remembering Understanding Appying Higher order thinking (HO) Analysing Evaluating Creating = Knowledge 12 The Cognitive Process Anderson and Krathwohl (2000) revised version of Bloom’s Taxonomy
- 13. PART 2 CLIL MATERIAL THE 4CS INTO THE 4CS EXPLORING A CLIL PROJECT CLIL-ING A COURSEBOOK UNIT ASSESSING THE OBJECTIVES
- 14. The 4 Cs framework by Coyle, Hood and Marsh
- 15. 15 New content Assessable objectives A conceptual sequence Tasks before texts Content and language scaffolds Visual scaffolds Interwoven Language work Different activity types Retrieval tasks Resources Assessment checklists How do the 4Cs translate into what a CLIL unit should include
- 16. 16 EXPLORE The World of Inventions Eleanitz English Teacher’s notes + part of the class material and see: Teacher’s notes Didactic objectives Sequence Activity types – scaffolds Assessment Class material How content is sequenced How language structures are worked EXPLORING A CLIL PROJECT: The World of Inventions http://www.eleanitz.org/web/default.php
- 17. 17 PART 3 CLIL-ing MATERIAL CLIL-ING A COURSEBOOK UNIT ASSESSING THE OBJECTIVES
- 18. 18 CLIL-ing a course book unit Engage Level 3 Unit 4, Oxford University Press, 2008, See Appendix 5
- 19. 19 BEFORE CLIL-ing Check on: •Scope and sequence + objectives •Extra material/ backmatter of the coursebook CLIL-ing •Reorganize objectives •Write conceptual sequence •Write activity list. Change, skip and add •Embed language structures and vocabulary •Add a retrieval task after each stage of the lesson •Assess AFTER CLIL-ling •Assess and evaluate •CLIL again CLIL-ing a course book unit
- 20. 20 Assessing students’ progress Formative assessment Project work Portfolios /e-portfolios Interviews Writing tasks Oral reports Self-evaluations Summative assessment tests Assessing content + language Possible criteria: Content (factual, cultural, etc) Language Communication Team work General presentation and delivery Possible Measuring standards: Advanced Proficient Basic Minimal
Editor's Notes
- Answers: 1,4,6,7,9,10,11,14 Read Appendix 1 and 2 What is CLIL and Defining CLIL parameters.
- http://www.ccn-clil.eu/index.php?name=File&nodeIDX=5060
- Some ideas for activity types at the orientation stage Associating, predicting, guessing, inferring, spotting sth different, finding similarities/differences, recognizing (circling, highliting, underlining, matching, numbering, removing) defining ( labeling, completing sentence starters, a chart), ticking/crossing out, ordering, classifying, completing, memorizing, recalling from memories and experiences, bringing personal photos/objects/pets/plants to class, finishing a sentence/drawing, miming, copying. Support porvided by teacher: Using BICS (Basic interpersonal communication skills) Eliciting, brainstorming, triggering,asking, prompting, repeating giving examples, using L1,ranking/sequencing key words, using graphs, using realia, miming, involving students in a hands-on self- explanatory activity, showing a video/ listening to music, supplying key words, visual support, suggested websites and ICTools.