Transcript Slide 1
CLIL Concepts From: Dalia-Ona Pinkevičienė and Loreta Zavadskienė What is CLIL? An umbrella term covering a dozen of educational approaches (immersion, bilingual education, multilingual education, language showers, bains linguistiques...) A continuum of educational approaches devoted to two main components – language and content CLIL lessons have a dual focus: one related to particular subject or topic and one linked to language. (The British Council page) Neither translation of first language teaching into another language, nor disguised systematic grammar. CLIL-Classroom principles Language is used to learn as well as to communicate It is the subject matter which determines the language needed to learn Subject is taught in simple easily comprehensible ways, using diagrams, illustrations, graphs, highlighted terms Language – subject based vocabulary, texts and discussions. If needed, L1 can be used CLIL: Conceptual map (Coyle) A successful CLIL lesson combines elements of the following 4Cs Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. (It should not repeat the content learnt in other lessons!) Communication – Using language to learn and learning to use language. Language does not follow the grammatical progression found in languagelearning settings Cognition-Developing thinking skills which link concept formation (abstract and concrete), understanding and language Culture- understanding of otherness and self, deepened feelings of community and global citizenship (Marsh) Language Triangle Three interrelated types of language Language of learning – content obligatory language related to the subject theme or topic Language for learning – language needed to operate in foreign language environment (for pair/ group work, asking questions, debating, etc.) Language through learning- new language that cannot be planned. This emerging language needs to be captured, recycled and developed so that it becomes a part of a learner’s repertoire Lexical rather than grammatical approach Language that has real purpose and is dictated by the context of the subject Attention to collocations, semi-fixed expressions, set phrases and subject specific and academic vocabulary Chunks of language that can be picked up and used immediately Benefits of CLIL The whole that is greater than the sum of the parts (synergy effect) Accelerates learning Is authentic Nurtures a feel good (fun!) and can do attitude Fires the brain up, fires the neurons, rejuvenates teaching Serves as a platform for ultimate students’ interest in other languages and cultures Gives feelings of professional satisfaction and cooperation to teachers Parents are for it Beneficial for the school Discouraging factors/ limitations CLIL is complex There is no single model for CLIL – the context is to be taken into account Who is to teach CLIL (language or subject teachers), and how to combine both? New concepts are always difficult to accept Threat to the native language, if any? Do academic language and terminology develop? Insufficient understanding of content through the medium of foreign language CLIL methodology and assessment are not clear – teachers have to be supported Teacher overload, shortage of materials Topics to be Covered Water Pollution of oceans Stabilization of sand dunes Rising sea levels Seaside littering Recession of beaches Coastal erosion Pollution of rivers Surface water quality List of References Coyle, D., Hood, P. and D. Marsh 2010. CLIL: content and language integrated learning. Cambridge: Cambridge University Press