Maldona

1. Is this a good CLIL activity?
Why?
Natàlia Maldonado
Pilar Olivares

2. Road Map
- Theoretical Framework
- Key concepts
- Cummins Matrix
- Practice

3. CLIL-AICLE-EMILE
CLIL : Content and Language Integrated Learning.
AICLE: Aprenentatge integrat de continguts i
llengua estrangera.
EMILE: Enseignement de Matières par Integration
d’une Langue Etrangère

4. Methodology framework

5. CLIL Definition
CLIL is an approach to integrate learning of non-
linguistic subject content and a foreign language,
with specific support to allow the development of
communication and cognitive skills, embedded in
a multicultural context to foster awareness raising
of self and others.
communication
content culture
cognition

6. Content
Previous
knowledge
Core
competences
Hands on Closer
environment

7. Communication
Language functions
(discussing, giving reasons,
presenting, reporting...
Key vocabulary and Language needed for task
specific language and completion and classroom
grammar structures management)
related to the content
for
Language Learning
of through
Difficult to predict before carrying out the Language that comes out
in the process.
activities. This is why, besides looking up
the dictionary and searching the web, which
can probably be included in advance, it
would be good to go back to the mindmap
and complete this section after the
implementation of the unit.

8. On the way..., scaffolding

9. Cognition: Bloom’s Taxonomy revisited
High cognitive demand - reasoning required
Creating
Generating new ideas, products, or ways of viewing things: Designing, constructing,
planning, producing, inventing
Evaluating
Justifying a decision or course of action: Checking, hypothesising, critiquing,
experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships:
Comparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situation: Implementing, carrying out, using,
executing
Understanding
Explaining ideas or concepts: Interpreting, summarising, paraphrasing, classifying,
explaining
Remembering
Recalling information: Recognising, listing, describing, retrieving, naming
Low cognitive demand - little reasoning required

10. Culture

11. Fighting with the 4Cs

12. Cummins Matrix
High Cognitive Demands
3 4
Low High
Linguistic Linguistic
Demands Demands
2 1
Low Cognitive Demands
CLIL Matrix adapted from Cummins (1984) (Coyle, 2002)

13. Teaching
I taught the
dog to whistle!

14. Outcomes
I don’t
hear him
whistling!

15. Learning?
I said I taught him,
I didn’t say
he learned it

16. The Jabberwocky problem
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
1. What were the slithy toves doing in the wabe?
2. How would you describe the state of the borogoves?
3. What can you say about the mome raths?
From Gold Dust Resources
http://excellence.qia.org.uk/Golddust/index.html