Prof. Adriana Vizental PhD

• What are the students’ needs, i.e.

What is the goal of the CLIL program?

• What should we teach?

• How should we teach it?

In fact: the 4Cs in CLIL:

• content

• cognition

• communication &

• culture

Communication & culture = language acquisition

= focus on content (history, geography …) taught through the medium of a language which is not the mother tongue

Vocabulary

Form:

Spelling

pronunciation

Meaning:

of words, of larger lexical items (phrasal verbs, idioms)

meaning relations

Grammar: accuracy

Complexity

i.e. adapting one’s language to the CONTEXT

S’s social status, his role in the exchange

H’s social status, his role in the exchange

the social distance between S & H

the situation of the utterance (time & place)

activity type, discourse type …

MAK Halliday – Functional grammar S conveys meaning by every aspect of his utterance: pronunciation,

intonation, word choice, grammatical complexity …

Austin: Speech Acts

Grice: H – must make inferences

S & H negotiate meaning on a case-to-case basis

- clarify ambiguities, explain misunderstandings, ask for more info, …

Grice: Cooperative Principle

Austin: S performs language functions

the functional perspective to language teaching

- to ask for/offer (information), to apologize/praise, to

covering/concealing inadequacies (lack of vocabulary or info)

self-correction, reformulation (monitoring & repair)

catching H’s attention, interest, good will (humor, figurative speech)

indirectness & politeness (to avoid hurting H’s feelings)

negotiating power positions (getting things done your way)

• thinking skills: - to construct meaning

- to express thinking

• creative skills

• analytical skills

• evaluating skills

CLIL skills

Evaluation

both CEFR & CLIL:

- self-, peer- and group-evaluation rather than testing

Situation (close to the learners’ life experience & interest)

Interlocutor roles

Information gap

Real-world purpose

Authentic material (input & output texts)

You are … and you want to … Unfortunately, your … cannot …

1. Communicative tasks

In CLIL classes

travel in time & space

make research, consult bibliography

select & systematize the material

write the project (hard copy)

make a PowerPoint presentation …

Skills: creative, analytical & evaluating, i.e.

understanding

analyzing

synthesizing

evaluating

communicating about.

Instruction: Your teacher of English wants to take you and 9 of yourclassmates on a 7-day trip to London. Help him/her to plan the trip.

Task 1: Find 3 ways to get to London. Describe the advantages and disadvantages ofeach of them (e.g. price, duration, effort, …).

Task 2: Find 3 types of accommodation. Describe the advantages and disadvantagesof each of them (type, location, price, …).

Tasks 3: Download a map of London and pick 3 sites that you want to visit. Make ashort description of each site (50 words/each).

Tasks 4: Traveling around London: download maps of bus and underground routesand describe briefly how you can get to a certain place from your residence.

Tasks 5: Get information about other tourist offers: hop-on-hop-off buses, the LondonPass, etc. List advantages and disadvantages for each.

Tasks 6: Entertainment: find information about 3 ways you might want to spend oneof your evenings, e.g. going to the theater (name, place, show, price, …), to arestaurant/club (name, place, probable cost, …), ….

Tasks 7: You have always dreamed about visiting London, but accomplishing yourdreams will not be easy. Discuss your problems and find solutions to overcome them.

http://www.coe.int/t/dg4/linguistic/cadre_en.asp, Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), A Manual, Council of Europe, Language Policy Division, Strasbourg, 2009

http://www.coe.int/t/dg4/linguistic/cadre_en.asp, Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Case Studies, Council of Europe Publishing F-67075 Strasbourg Cedex, 2002

https://europass.cedefop.europa.eu/editors/en/cv/compose

http://www.beclil.eu/about-us/

Vizental Adriana, Metodica predării limbii engleze – Strategies of Teaching and Testing English as a Foreign Language, Ediţia a IV-a revăzută şi adăugită, Iaşi, Editura Polirom, Seria Collegium, 2014