Transcript CLIL - Steve Darn

CLIL
Content and Language
Integrated Learning
7/22/2015
Steve Darn
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What is CLIL?
An approach?
 A methodology?
 Nothing new?
 A philosophy?
 A process?
 Good?
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By any other name…..
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Content-based Instruction (CBI)
Content-based Language Instruction (CLII)
Content-based Language Teaching (CBLT)
Integration of Content and Language
Content and Language Integrated Classrooms
English-enriched Content Teaching
Content-enriched English Teaching
English-focused Content Teaching
Content-focused English Teaching
Content-centered English Teaching
English-centered Content Teaching
Content-driven English Teaching
English-driven Content Teaching
English-sensitive Content Teaching
Content-sensitive English Teaching
Content-oriented Language Learning
Content-infused Language Teaching
Theme-based Language Teaching
Topic-based Language Teaching
Discipline-based ESL Instruction
Sheltered Subject Matter Teaching
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Teaching Content Through English
Teaching English Through Content
Foreign Language Medium Instruction (FLMI)
Teaching Through Foreign Languages (TTFL)
Teaching Content in a Foreign Language (TCFL)
Dual-focused Language Instruction
Content-support ELT
Adjunct / Linked Language courses
Integration of Languages and Disciplines (BILD)
Four-handed foreign language instruction
Learning with Languages
Learning through an additional language
Foreign Language Immersion Program (FLIP)
Plurilingual Instruction
Foreign Languages Across the Curriculum (FLAC)
Extended Second Language Learning
Language-enhanced Content Instruction
Integrated Curriculum
Bridge Program
Cross-Curricular Teaching
Interdisciplinary Teaching
Learning skills based ELT / ESP
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A definition
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CLIL refers to any dual-focused educational
context in which an additional language is
used as a medium in the teaching and
learning of non-language content. It is an
umbrella term covering aspects of:
Language Across the Curriculum
Bilingual Education
Content-based instruction/learning
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Another definition
CLIL is the meeting point of content and
language in space (the classroom) and
time (the lesson).
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Why CLIL?
 Economic(al)
reason
 Political reason
 Pedagogical reason
 Intercultural reason
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Messages
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Every teacher is by definition a language
teacher.
Every school should have a language policy.
Language is the principal means of making
sense of knowledge.
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Languages in Europe
The EU has
23 official
languages
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The cost of
translation
in all EU
institutions
is estimated
at €800
million p.a.
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The future student
Personality competent
Inter-personality
competent
Media competent
Communicatively competent
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Inter-culturally competent
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Education in Europe
Common European Framework
The Bologna Process
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Language Policies
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CLIL and ELT
Communicative approach
 Process rather than product
 Message rather than medium
 Integration rather than isolation
 Learner potential rather than teacher
input
 Language across the curriculum
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How does CLIL work?
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Knowledge of the language becomes the means of learning
content
Language is integrated into the broad curriculum.
CLIL is based on language acquisition rather than learning.
Learning is improved through increased motivation.
Language is seen in real-life situations in which students can
acquire the language. This is natural language development.
CLIL is long-term learning. Students become academically
proficient in English after 5-7 years in a good bilingual
program.
Fluency is more important than accuracy. Learners develop
fluency by using English to communicate for a variety of
purposes.
Reading is the essential skill.
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Learning by….
CLIL is material driven
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Research Foundations
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It takes 5-7 years for students in a quality bilingual
program to become academically proficient in English.
Language acquisition is cyclical, not a linear process.
Learners acquire best when they create, discover and
construct their own meanings.
Language is a means, not an end, and when learners are
interested in a topic, they will be motivated to acquire
language to communicate.
Fluency precedes accuracy and errors are a natural part
of language learning.
Learners develop fluency in English by using English to
communicate for a variety of purposes.
Reading is essential for developing academic English
skills.
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The benefits of CLIL
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Introduce the wider cultural context
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Prepare for internationalisation
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Enhance the school profile (bilingual education)
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Improve overall and specific language
competence
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Prepare for future studies and / or working life
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Develop multilingual interests and attitudes
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Diversify methods of teaching and learning
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Increase learner motivation
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CLIL in the classroom
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CLIL curriculum
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CLIL teachers
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CLIL lessons
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The CLIL curriculum
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All or some subjects are taught through a foreign
or second language
The curriculum is based on the 4 Cs - CONTENT,
COMMUNICATION, COGNITION and
CULTURE
More content is taught as language competence
increases
There is no language syllabus
CLIL starts in elementary school
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CLIL lessons
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Contain the 4 Cs
Are not language lessons or subject lessons
delivered in a foreign language
The subject matter determines the language
needed to learn. Language is not graded.
Are often based on reading or listening texts
Are similar to ‘integrated skills’ lessons,
incorprtae aspects of the lexical approach
and are humanistic and communicative.
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A CLIL lesson framework
There is no such thing as a ‘CLIL lesson’, but
lessons often follow a pattern:
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Processing the text
Organisation of knowledge
Language identification
Tasks for learners
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An interactive text
Jeans are trousers traditionally made from
denim, but may also be made from a variety of fabrics
including cotton and corduroy. Originally work clothes,
they became popular among teenagers starting in the
1950s. Historic brands include Levi's and Wrangler. Today
Jeans are a very popular form of casual dress around the
world and come in many styles and colors. The earliest
known pre-cursor for jeans is the Indian export of a thick
cotton cloth, in the 16th century, known as dungaree. Dyed
in indigo, it was sold near the Dongarii Fort near Mumbai.
Jeans were first created in Genoa. The first denim came
from Nîmes, France.
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Organisation of knowledge
an ‘ideational framework’
Jean s
H istory
p eop le
b ran d s
p laces
Levi's
W ran glers
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m aterials
d en im
cotton
cord u roy
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styles
colou rs
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‘Jean’ language
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made from/made of
 denim
a variety of
 cotton
popular among
 corduroy
form of
 historic
earliest known
 brand
pre-cursor for
 casual dress
known as
 style
dyed in
 dungarees
first created in/by/as
 indigo
passives for describing a manufacturing process
reduced relative clauses
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A student generated text
Levi's® is a brand of riveted denim jeans manufactured by
Levi Strauss & Co. It is thought that Levi Strauss sold his
first jeans to gold miners during the California Gold Rush.
Modern jeans began to appear in the 1920s. By the 1990s,
the brand was facing competition from other brands and
cheaper products from places like China, Hong Kong, and
Vietnam.
In 2000, the "Launderette" advertisement for Levi's 501s
was named the 6th best television commercial ever. The
advertisement featured the song I Heard It Through the
Grapevine by Marvin Gaye.
The new RedWire DLX Jeans will have iPod remote control
fitted in its pockets, and comes complete with attached
headphones. A pair will cost $200.
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A CLIL Lesson - Content
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A CLIL Lesson – Language
Aim: to identify, locate and describe the functions of a range of plant and human organs
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Identifying/naming
This is a/the …
That is a …
That’s the …
This is called a/the …
It comes from a …
It’s from a …
The … structure is called the …
The … … are called ….
At the top of the … there is a (adj) part called
the ….
Together, the … and the … are called the ….
Describing appearance/structure
It looks like …
It’s got/hasn’t got …
It has/doesn’t have …
All … have …, a …, and ….
The … are the often highly (adj) parts which
… (function verb).
They are (adj) and are attached to the ….
The … are arranged in a ring around the
centre of the ...
They consist of a ..with a .. shape at the
end.
… and is shaped rather like a ….
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… and is divided into two parts.
The top of the … is called the ….
The .. is attached to the bottom of the .. by a
A long tube grows out of the …, this is the ..
Describing location
It is found in the … of the …
The … are found at the base of the ….
They are (adj.) and are attached to the ….
The … are arranged in a ring around the centre
of the ….
The … is found in the centre of the …,
The .. is attached to the bottom of the .. by a
They are inside the ….
Describing function
The … is the part which …
The … is where … is carried out
The … is used for …-ing
The … has the role of …-ing
The carries out the function of …-ing
The … has a …-ing role
The … is a …
The …’s job is to …
It does … the …-ing
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CLIL teachers
CLIL teachers are:
 Subject teachers who can also teach language
 Language teachers who can teach content
 Competent in the target language
 Properly trained and involved in INSET
CLIL teachers are good at:
 identifying the core language of a subject
 working with texts and words
 designing tasks and projects
 using technology
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Team teaching
Subject
Teacher
Language
Teacher
Vocational Trainer
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Benefits to teaching
Motivation for teaching increases
 Each discipline becomes stronger on
its own merit
 Teachers expand their repertoire of
teaching techniques and strategies
 Mutual respect among teachers of
various disciplines increases.
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Problems
 Opposition
to language teaching by
subject teachers
 Most
current CLIL programs are
experimental
 CLIL
 Lack
is based on language acquisition
of CLIL teacher-training
 Reduction
of comprehension according to
language competence
 It
is unnatural or difficult to teach some
subjects using CLIL
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Issues
Contexts
 Integrating subjects and languages
 Training
 Materials
 Recognition
 Testing and assessment
 Teacher confidence and collaboration
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CLIL Continuum
Content
Subject teachers with ELT training
Language acquisition
Take-off
Language learning
Language teachers with subject knowledge
Language
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CLIL in Turkey?
 What
is done already in
schools and universities?
 Motivation
 The ‘prep’ year
 Europeanisation
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Four Websites
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http://www.clilcompendium.com/
http://www.clil-axis.net/
http://clilcom.stadia.fi/1500
http://www.factworld.info/
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Thank you for listening
www.stevedarn.com
[email protected]
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