This is easily illustrated. They might teach the content first in the native language and then do some activities based … There is another issue to be mentioned and it refers to this idea found in the European Commission Survey “Eurydice” (2006) in Ball (2012:34) that says that “any subject may be chosen for CLIL from among those on offer, meaning that in theory, no subject on the standard curriculum is considered inappropriate or unworkable”. Point out that they are all examples of good CLIL activities.) … whilst assimilating the economic concepts that form the conceptual objective of the lesson. incorporating CLIL understanding in Argentina as an example of an EFL context. The focus is on meaning, so language is not regarded as a set of rules and the ability to separate and study on their own, but as a resource for creating meaning in a communicative context. We provide teachers with structures that we’ve used because we know what you might want to try doing. Check out the examples and tools to guide your team to CLIL success! In CLIL there is a chance that they are being asked their opinions because the expression of opinions (for example) is a key competence in the syllabus content. Each institution is doing it differently, it’s quite broad. We provide this kind of environment for everyone where hopefully everyone feels comfortable and people are motivated. In case you're still unconvinced, consider the following opening line from the most famous of all English children's nursery rhymes: An easy text, of course. That’s the W and then at the very end of the course the L is what did you learn from this experience. (1983 OUP)  Fundamental Concepts of Language Teaching3  Graddol, D. (2006 British Council Publications) English Next. Examples: writing an essay, listening to a lecture or taking a standardised written test, justifying an opinion or judgement, predicting results. areas taught independently, as is the case, for example, for primary CLIL in some countries. Well it seems that for both PPP and ESA it is too. TKT: CLIL Part 2: Scaffolding content and language learning – Participant’s Worksheet 2 www.teachers.cambridgeesol.org Page 6 of 7 Look at the types of scaffolding (1–8) then match them with examples of scaffolding from CLIL classrooms (A–H). The above is an intimidating text for a native speaker, let alone a CLIL student. and the Information-Gap Crossword about 'The Accumulation of capital' in Article 3 ('Language, concepts and procedures. (Participants share ideas and see Key below). So in fact it’s quite light on theory because a lot of people bring a lot of the theory anyway. If you asked a 9 year-old child the following questions about the previous text on Marx et al: a) What was Marx's other name?b) Which country did he come from?c) When was the Declaration of Rights written? The higher the level of thinking involved, the more likely the assimilation of the vehicular language. We are very excited to be collaborating with you on this project. Article: The role of TKT: CLIL in professional development courses. We've already seen two examples of this - the 'Running Dictation' about the planets from Article Two ('How do you know if you're practising CLIL?') Here is an outline of a sample CLIL course. Additional information • See TKT: CLIL Handbookfor afurther example oftest fromPart 1:Aims and rationale for CLIL. The ICEF Monitor (International Consultants for Education and Fairs) reports, for example, that. Showing language teachers who are going to teach science that this is the key vocabulary which they need to be aware of when they are teaching is part of what we do. In article two, we will look at the types of CLIL practice that are possible, and how we might go about answering the question 'How do I know if I'm practising CLIL?' However, we're interested here in CLIL, and the contrast is illuminating. The preparation provides a 'minimum guarantee', after which students (depending on their ability or interest) can improvise further. To do that you need realia or nice pictures, coloured sheets of paper, crayons and clips. Communication - vocabulary: revisited – new - structures - functions 6. in relation with above (5) - examples of communication (interaction/task) 7. If you are a team teacher, this project is your key to professional development. Google Analytics - used to analyse the usage of our website. This is a teacher training course for teachers of English and other subjects who might be transitioning from teaching in one language to teaching in two languages in their schools. They are well qualified, well trained teachers and very interested in learning. We send these to your browser from our website and they are then stored on your computer’s hard drive, mobile device or tablet. So I get to observe you trying things out. If you continue to browse our website, you are agreeing to our use of cookies. CLIL is often referred to as an ‘umbrella’ term that includes many variants and/or a wide range of different approaches (Hondris et al. Within a CLIL educational programme an additional language is used as the medium of instruction for another area of the school curriculum. The language seems to count for more than the ideas it was originally designed to express. Resourc5. Both PPP and ESA continue to regard the study of thematic content and language as separate things, as separate processes. CHALLENGES IN CLIL IMPLEMENTATION Based on Mehisto and Asser (2007), Mehisto (2008, p. 99-100) notes that one of the issues to address in CLIL implementation is the lack of knowledge stakeholders have with regard to aims. There are three items with more than one key. For example, according to Mehisto et al. Some teachers only teach in English with very little of their mother tongue. CLIL lesson plans for English teachers. Yes, we’re aware from the very first day who’s teaching which subject, what their subject interests are and at what level they are teaching that subject. Phil Ball looks at some of the challenges facing CLIL, as it attempts to both gain a foothold in standard educational practice and at the same time convince its doubters that it can really deliver. Activities to engage higher cognitive skills (make students think - offer more opportunities for employing a range of operations), Number 1. In order to breach the 'gap' in both cases, the students had to write definitions, and then communicate them. This enables us to personalise our content for you, greet you by name and remember your preferences (for example, your choice of language or region). Number 2 is well illustrated by the Marx example from this article. And then an art teacher may be more interested in more descriptive language. CLIL workshops: you can pick ‘n’ mix some of these topics to create your own course; CLIL workshops … Marx wanted society to be communal and controlled, not individualised. You know part of the course is about how to scaffold; what do you do before you start your lecture, what do you do during the lecture, and then at the end what can you do to support your students, not only with the content you are trying to get across, but also with the language needs. 4 Unique and Engaging CLIL Lesson Plan Ideas. Funny acronyms | Production first | Rough output | Splashing around | Language in CLIL | Methodological frames | Language focus | Activity types | And finally. What w orks in one cont ext may not be as fruitful in another . Number 4 acknowledges the power of meaningful engagement. In this mini-series of four articles, we've tried, as far as possible, to put that record a little straighter. For example, some parts of the world such as Australia promote LOTE (Languages Other Than English), where CLIL vehicular languages include Asian, European and heritage languages. The individual had liberty, but to do what? But whatever you thought, it should be very clear that it is not the text itself that is the problem, but rather the relative complexity of the tasks. Description: ... 2. CLIL stands for Content and Language Integrated Learning. Opening CLIL activities are important to every lesson and are a great way to help students to start using their second language. Reasons for scaffolding Examples of scaffolding 1. For example, in a school in the UK French might be used for one hour per day to teach science or maths with the aim of achieving both science/maths outcomes and language outcomes. So instead of the instruction so beloved of language-learning textbooks: …an exchange that can logically culminate in the dialogue 'No' (Or, 'No I don't' if the author's intention were more linguistically ambitious!) and show more positive attitudes towards the FL both in CLIL and non-CLIL models. But that is not what you during the final lesson for a test right? These teachers bring a wealth of experience and knowledge with them and what each of them knows explicitly well is their own context, students, cities and they know the social and political make up of these places. Can CLIL deliver? In CLIL, students use the language to learn content. The origins of CLIL are about the majority, and yet also cover the social equity issues of marginalized communities. Keith Kelly looks at examples of language used in making generalizations from the area of science; these can be split into three broad groups: quantity, frequency and certainty. We use cookies on our website so that we can provide you with a good user experience and so that we can develop and improve our website. The activities revise concepts already learned in a unit, but not necessarily assimilated. We need to be aware of different elements of language depending on the subjects the teachers are hoping to teach. Diving into Ocean Life. In Number 3, the activity type acknowledges the fact that in order to speak (or write) students need to have something to say! The aim of this module is to show what some other teachers teach through the CLIL approach, and how they translate CLIL theory into practical teaching ideas. For example, CLIL can be used for widely used languages like English, and for learning minority or heritage languages. It simply depends on what you ask the child to do. • See TKT: CLILHandbookfor a full list of aims. (1998): The Practice of Language Teaching, Longman 2. Initial activities (brainstorming, warming-up activities), initial evaluation tasks. These types are applicable to both primary, secondary and post-compulsory education. example of a framework (Task 1 on worksheet), but also offers the students the option of alternative diagrammatic representations of the text. He thought that eventually the proletariat would come to dominate the bourgeoisie and then control the means of production.…. These cookies do not contain any information that is personally identifiable to you. Deploying strategies 4. Similarly, we might say that Q1 above is, if not exactly 'light', then maybe unnecessarily complex - and what is our objective? (2008: chapter 1), CLIL includes the following educational approaches: ‘language showers’,2 CLIL camps, student Yes, I think that’s true. A Cookie stores a small amount of data about your visit to our website on your computer. In terms of the European scene, more and more countries are focused on having future European citizens of their country who speak the language of that country, one language of international global trade and importance and then a language that’s of interest. Yes I hope that in the future the Erasmus and Erasmus+ projects, which is what the teachers are on, will continue and that we can still share, work and collaborate together. Procedures: 1. It might be discussing how you might use this new knowledge or you may do a little bit of peer teaching. If you wish to read our full privacy policy please find it here. Task 2: Listening to confirm expectations (5 minutes) 3. ideas. 1. All material and other You can, however, obtain up-to-date information about blocking and deleting cookies via these links: If you block cookies, you will not be able to use all the features on our website. ‘Clil4U’ is an EU-funded project intended to assist implementation of CLIL in … • Why is knowledge of the 4Cs useful for CLIL teachers? Q4 is much better because it provides 'scaffolding'. 1. Input text and … Wikipedia Reborn. Building safe and meaningful learning experiences 6. and the Information-Gap Crossword about 'The Accumulation of capital' in Article 3 ('Language, concepts … References 1. And this is important. The text is read as part of the task. When you share a page by using a social media sharing button (eg facebook, twitter) on this website, the third party social media website will use a cookie to enable this function. How many birds would you like to kill with one stone? Teachers need training in, as well as examples of, good practices of innovative, interactive and inspiring learning and teaching methods. It’s also about providing useful frameworks for teachers. Yes absolutely. There are a lot of opportunities for them to work together. In this article, Phil Ball challenges the idea that CLIL is an ‘umbrella term’ that covers many educational practices. In other words, evaluation in CLIL must take into . The tasks are rather 'light', but it might depend on our didactic objective. There is still far too much discussion about the alleged powers of CLIL to solve everything from school failure to bubonic plague when there is scant demonstration on both the web and in the scholastic publishing world of what a CLIL lesson actually constitutes. Kay Bentley questions and explores the role of TKT: CLIL in the professional education sphere. The first, covering a science topic, is intended for young learners (primary school), while the others, covering science and history respectively, are intended for secondary school. Look at the possible questions that could follow (or precede) the above (partial) text on Marxists, Socialists and Anarchists. There is not one way, there are many many ways that people are doing CLIL. Activities to guide student production (oral and written) (focus on the planning of production - 'minimum guarantees'), 4. Keith Kelly looks at examples of language used in making conclusions and findings from the area of geography, categorized by nouns, verbs, word groups and prepositions. An example of this could be teaching Peruvian History in English. Often you have people who are subject experts who don’t speak great English, and then language teachers who maybe aren’t content specialists and are trying to access the culture of art or history or whatever the subject is. We use cookies for analytical and technical purposes. Q1. Company number: 1755588 VAT number: 199440621. Registered Office: 33 Palmeira Mansions, Hove, BN3 2GB England. There are currently no comments for this post. Most browsers allow you to refuse to accept cookies and to delete cookies. Is this making sense? Assessing Clil Instead of reading the text in order to then perform a deductive task (so often the case in standard language and subject teaching), the task involves the reading itself and leads the students to the key content. 4. In CLIL, there appear to be four basic types of activity that can help students to prosper, despite their relative lack of linguistic resources. Cognition (cognitive skills) and examples 8. In CLIL it is possible to do rather more. We've already seen two examples of this - the 'Running Dictation' about the planets from Article Two ('How do you know if you're practising CLIL?') Collaborate with your teaching partner to bring the latest CLIL pedagogy into practice. To discuss how to implement a successful CLIL programme in each participant context. 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