This is the slideshow that I will use for my workshop at THT 2016 in Kyrgyzstan. The handout can also be found here at SlideShare.

1. Balancing Language and
Content in CLIL Contexts
Brent A. Jones
Konan University, Hirao School of Management
http://tinyurl.com/bjones-balancing
What’s in a name?
content-based language instruction
content and language integrated learning
content-focused language learning
enhanced language learning
teaching language through content
immersion
TYPES OF CBI
• Adjunct Model
• Sheltered Model
• Theme-based Model
KEY CONCEPTS - PREVIEW
• Learning Outcomes (include student voice)
• Emphasis on High Frequency Vocabulary
• Lots of Comprehensible Input
• Reading-Writing Connection (Genre)
• “Can Do” Statements
• Relevance
• Focus on Content (with practice in all 4 skills)
• Blended Learning (Flipped Classroom)
• Scaffolding (just in time, just enough)
Students will not be motivated to learn unless they
regard the material they are taught as worth learning.
Dörnyei, 2001

2. Required English Courses
Semester One Semester Two Semester Three
Global Challenges
(twice a week)
American Studies
(twice a week)
European Studies
Speech & Discussion
(twice a week)
Discussion & Debate
(twice a week) Japan Studies
CUBE English I CUBE English II Business Communication
Introduction to TOEIC
Avoiding the Double
Whammy
Content (Conceptual) Difficulty
Language(Lexical,Syntactic)Difficulty
CB
A D
Content (Conceptual) Difficulty
Language(Lexical,Syntactic)Difficulty
CB
A D
Benefit of CLIL
Learning “authentic” language
Exposure to lots of language
Language learning as a bi-product of academic
endeavours
Useful language embedded in relevant, meaningful
contexts
Increased intrinsic motivation
So, quit stalling and tell
us how to do it.

3. BACKWARD DESIGN &
FORWARD ASSESSMENT
• Backward Design
• What’s important now and years after the course?
• What should students do in the course to succeed?
• Forward Assessment
• Imagine students in a situation where they would
use the knowledge and/or skills.
• Focus the learning on realistic, meaningful tasks.
Teaching and
Learning
Activities
Learning
Goals
Feedback and
Assessment
Integrated Course Design
(Adopted from Fink, 2003)
Source: L. Dee Fink, 2003
Source: L. Dee Fink, 2003

4. MODULES
• Society & Culture
• Business & The Economy
• The Environment
• Government & Politics
SOCIETY &
CULTURE
Convergent & Divergent Tasks
Reading - Writing Connection
(Genre approach)

5. BUSINESS & THE ECONOMY
CONVERGENT & DIVERGENT TASKS
Shadowing
Dictation & Dictogloss

6. THE ENVIRONMENT
Connections between Modules
Report & Persuasive Writing
GOVERNMENT & POLITICS

7. PEER-ASSESSED
INTERVIEWS
SCAFFOLDING

8. WWW.BRENTJONES.COM
Cognitive Load Theory
ACTFL
Proficiency
Guidelines
CEFR “Can Do” Statements / iBT
range / TOEIC range
One-Step Minimum per YEAR
LEARNING OBJECTIVES
• Cognitive objectives:
• What do you want your graduates to know?
• Affective objectives:
• What do you want your graduates to think or care
about?
• Behavioral objectives:
• What do you want your graduates to be able to do?