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Clil and CEFR

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Author: Prof. Adriana Vizental PhD

Publié dans : Formation
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Clil and CEFR

  1. 1. Prof. Adriana Vizental PhD
  2. 2. • What are the students’ needs, i.e. What is the goal of the CLIL program? • What should we teach? • How should we teach it?
  3. 3. In fact: the 4Cs in CLIL: • content • cognition • communication & • culture Communication & culture = language acquisition = focus on content (history, geography …) taught through the medium of a language which is not the mother tongue
  4. 4.  Vocabulary  Form: Spelling pronunciation  Meaning: of words, of larger lexical items (phrasal verbs, idioms) meaning relations  Grammar: accuracy Complexity
  5. 5. i.e. adapting one’s language to the CONTEXT  S’s social status, his role in the exchange  H’s social status, his role in the exchange  the social distance between S & H  the situation of the utterance (time & place)  activity type, discourse type …
  6. 6.  MAK Halliday – Functional grammar  S conveys meaning by every aspect of his utterance: pronunciation, intonation, word choice, grammatical complexity …  Austin: Speech Acts Grice: H – must make inferences  S & H negotiate meaning on a case-to-case basis - clarify ambiguities, explain misunderstandings, ask for more info, …  Grice: Cooperative Principle  Austin: S performs language functions  the functional perspective to language teaching - to ask for/offer (information), to apologize/praise, to
  7. 7.  covering/concealing inadequacies (lack of vocabulary or info)  self-correction, reformulation (monitoring & repair)  catching H’s attention, interest, good will (humor, figurative speech)  indirectness & politeness (to avoid hurting H’s feelings)  negotiating power positions (getting things done your way)
  8. 8. • thinking skills: - to construct meaning - to express thinking • creative skills • analytical skills • evaluating skills CLIL skills Evaluation both CEFR & CLIL: - self-, peer- and group-evaluation rather than testing
  9. 9.  Situation (close to the learners’ life experience & interest)  Interlocutor roles  Information gap  Real-world purpose  Authentic material (input & output texts) You are … and you want to … Unfortunately, your … cannot … 1. Communicative tasks
  10. 10. In CLIL classes  travel in time & space  make research, consult bibliography  select & systematize the material  write the project (hard copy)  make a PowerPoint presentation … Skills: creative, analytical & evaluating, i.e.  understanding  analyzing  synthesizing  evaluating  communicating about.
  11. 11. Instruction: Your teacher of English wants to take you and 9 of your classmates on a 7-day trip to London. Help him/her to plan the trip. Task 1: Find 3 ways to get to London. Describe the advantages and disadvantages of each of them (e.g. price, duration, effort, …). Task 2: Find 3 types of accommodation. Describe the advantages and disadvantages of each of them (type, location, price, …). Tasks 3: Download a map of London and pick 3 sites that you want to visit. Make a short description of each site (50 words/each). Tasks 4: Traveling around London: download maps of bus and underground routes and describe briefly how you can get to a certain place from your residence. Tasks 5: Get information about other tourist offers: hop-on-hop-off buses, the London Pass, etc. List advantages and disadvantages for each. Tasks 6: Entertainment: find information about 3 ways you might want to spend one of your evenings, e.g. going to the theater (name, place, show, price, …), to a restaurant/club (name, place, probable cost, …), …. Tasks 7: You have always dreamed about visiting London, but accomplishing your dreams will not be easy. Discuss your problems and find solutions to overcome them.
  12. 12.  http://www.coe.int/t/dg4/linguistic/cadre_en.asp, Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), A Manual, Council of Europe, Language Policy Division, Strasbourg, 2009  http://www.coe.int/t/dg4/linguistic/cadre_en.asp, Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Case Studies, Council of Europe Publishing F-67075 Strasbourg Cedex, 2002  https://europass.cedefop.europa.eu/editors/en/cv/compose  http://www.beclil.eu/about-us/  Vizental Adriana, Metodica predării limbii engleze – Strategies of Teaching and Testing English as a Foreign Language, Ediţia a IV-a revăzută şi adăugită, Iaşi, Editura Polirom, Seria Collegium, 2014

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