Transcript CLIL - Liceo “Jacopone

CLIL
Content and language
integrated learning
What is CLIL?
It is a dual-focused educational
approach in which an additional
language is used for the learning
and teaching of both content and
language.

(Marsh, 2008)
What is CLIL?

In CLIL there is a  CLIL is not a new
form of language
focus NOT ONLY
education, it is
on content and
not a new form
NOT ONLY on
of subject
language. The
education. It is
two are
an innovative
interwoven.
fusion of both.
ADJECTIVES for CLIL




Flexible
Inclusive
Transferable
Holistic
Where does CLIL come from?

It was coined in 1994, but CLIL-type
programme is as old as education. It
existed in ancient Rome as it exists
today in multilingual societies,
created through mobility and
education
HOW HAS IT CHANGED TODAY?
What
makes a difference today is
the chance of having a very large
range of learners, not only those
from privileged or elite
backgrounds
THE CONTEXT FOR CLIL
INDUSTRIAL AGE
o
o
o
KNOWLEDGE AGE
POWER BLOCKS
 Knowledge triangle
(countries, societies,
EDUCATION
educational systems)
TERRITORY (marked by
INNOVATION
borders and boundaries) RESEARCH
An age marked by
 Focus on: IDEAS
STRATEGIES OF
CREATIVITY
POSITION, as well as
INTELLIGENCE
PHYSICALLY BASED
 An aged marked by 2 main
RESOURCES
strategies: MOVEMENT and
UNLIMITED RESOURCES
The demands of the present
 By
the mid-90s globalization had an
impact on WHO learns WHICH language,
AT WHAT STAGE of their development
and in WHICH WAY.
2
AIMS: to achieve the best possible
results in the shortest time
AND
to get better results in content teaching
Mindset
The Generation Y
(1982-2001)
Focused on immediacy
as in “learn as you
use, use as you learn”
The Cyber Generation
(after 2001)
Influenced by their own
early, personal, handson experience with
integrated technologies
CLIL theoretical background
The cognitive revolution
Neurosciences at present)
(Broadbent
1958;
The constructivist perspective (Bruner, Piaget,
Vygotskj + Ceri at present)
Multiple intelligences (Gardner)
Learner autonomy
(Gredler, Kukla) Language-learning strategies (Oxford, 1990)
CONSEQUENCES
FOCUS on
FOCUS on
MOTIVATION
LEARNERS’
INVOLVEMENT
IN THEIR
EDUCATION
Integration
the non-
language subject
is not taught IN
a foreign
language, but
WITH and
THROUGH a
foreign language
It is a process of
CONVERGENCE
-fusions of
elements
previously
fragmented(subjects in the
curriculum)
CLIL content goals are supported by
language goals
In addition to a focus on content and
language there is a third element
The development of learning skills
CLIL as a form of
convergence
An example: ENVIRONMENTAL
STUDIES
A
newly emerged “integrated” subject
(topics from chemistry, economics,
geography, physics, even psychology)
 To structure this new subject teachers had
to climb out of their individual mindsets,
to explore ways of building an
INTEGRATED curriculum
Another example: CLIL
 In
the 90s,
the need for
language
awareness
made teachers
look for
solutions
Language teaching
while learning other
subjects
 more exposure

Better communicative
competence
 Higher levels of
authenticity, to
increase motivation

CONVERGENCE
It is a process which involves
pooling skills and knowledge
to change existing practice
and to activate forms of
innovation
WHO?
CLIL classroom practice
Makes learners active. They develop their
potential for get knowledge and skills
(EDUCATION) through a process of
enquiry (RESEARCH). They use complex
cognitive processes and instruments for
problem solving (INNOVATION).
The knowledge triangle
In CLIL classroom practice
The TEACHER
no longer
the DONOR of
knowledge,
rather
a FACILITATOR
STUDENTS are
empowered.
They are actively
engaged. They use
PERCEPTION
 COMMUNICATION
 REASONING

as individuals and as
a group of peers
Bumps in the road to good practice in
CLIL
Attitude
Grasping the
concept and
grappling with
misconceptions
Interfering with content
acquisition
Suitable for the brightest
students
Just-in-case approach
Bumps in the road to good practice in
CLIL
The shortage of CLIL teachers
Greater workload for teachers;
shortage of materials
School administrators understanding
the implications of CLIL programming
The many faces of CLIL
Language showers
 CLIL camps
 Student exchanges
 Local projects
 International projects
 Family stays
 Modules

Work-study abroad
 One or more subjects
 Partial immersion
 Total immersion
 Two-way-immersion
 Double immersion

Language showers





For students between 4-10
years old
Between 30 minutes/1
hour of exposure per day
Strategies: games, songs,
visual, realia and handling
of objects and movements
Teacher: speaks in CLIL
language
Goals: *be aware of the
existence of different
languages, *be prepared
for language learning
Suggested activities:
 Routine activities
(lunchtime, get
dressed)
 Strategies: repetition,
miming, gesturing
pointing, songs to
teach new vocabulary

CLIL camps




For students coming from
one school
Purpose-designed location
Length: 5 days
Organization: *students
are sub-divided into
teams,*there are rules (all
participants must use the
CLIL language),* could be
a system of tokens and
fines

Goals: *experience success
in living in a secondlanguage
environment,*have fun and
associate the CLIL language
with an enjoyable
experience,* motivate
students to continue
second-language
study,*inspire students to
continue learning the CLIL
language
International projects
Goals: *help students assume
 Need to lead to
greater responsibility for their
concrete
learning, *motivate students,
accomplishments and
*create opportunities for
enable students to
contact and communication
connect with new
with other speakers of the CLIL
ideas, sources and
language,* develop skills in
people
communication, information
and communication
 Schools can either join
technologies, teamwork and
existing projects or
create a project of their problem solving, *develop
reasoning, enquiry, critical and
own
creative thinking and
evaluation skills

Total immersion programmes
Begin in kindergarten or
during the first year of
school
The curriculum is delivered
through the medium of the
first language
Teacher: *speaks the
immersion language, *puts
stress on communication
skills (emphasis on fluency
than on accuracy)
Strategies: repetition and
gestures
Language: presented
systematically and
unsystematically
Goals: *functional
fluency in a second
language, *development
of their mother tongue,
*curriculum expectations
in all subjects, *an
appreciation on their own
culture (s) and the
culture (s) related to the
immersion language