Content and Language

Integrated Learning

CLIL is a form of dual-focused

learning where the focus is both

on content and on language.

WHAT IS CLIL?

Content Language

Successful CLIL: How of LEARNING

Success in learning a foreign language is contingent

on a certain degree of maturity in the native language. (Vigotsky)

O L1 provides a Language Acquisition Support System (Bruner)

O Children can transfer to the new language the system of meaning they already possess in their own.

O Children must build upon existing skills and knowledge acquired in and through L1.

O The use of L1 to think is important in order to allow children to communicate their thoughts

O CLIL is integration (code switching) and not immersion

BICS and CALP

BICS Basic Interpersonal Communicative Skills

CALP Cognitive Academic Language Proficiency

O Skills required for social, conversational situations (everyday language)

O Tasks are often less cognitively demanding (greetings, repeating dialogues, matching pictures with words…)

O Language of the subject

(subject- specific vocabulary)

O It is often abstract, formal,

cognitively demanding

(making hypotheses,

predicting, describing an

experiment…)

Two different types of language (Jim Cummins)

Watch Diana’s video in the materials of this section

“ children acquire a language unconsciously focusing on the meaning

and not on the form of the message - bottom up approach”

(comprehensible and multimodal input – Krashen)

Language is not graduated in CLIL but functional to the content

O I don’t know (if) I think it will

O We’ve got a A lot of

O At the end Once upon a time

O There isn’t any There aren’t any

O Have you got any Happily ever after

O It is healthier because…

EXAMPLES

We often ask children to label, show, name or describe

O 1 Listen and point

O 2 Listen and do

O 3 Listen and match

O 4 Listen and colour

O 5 Listen and say

O …

.

Traditional language teaching

D.Hicks_ from Bologna Lend seminar 28.11.2015

Focus on cognitive, thinking

and creative tasks

-‘What do you think …….?’

-‘What do you know about…?’

-‘What can you see in the picture?’

CLIL

Clil activities should move from

Lower Order Thinking Skills (concret)…

LOTS

O Remembering

O Understanding

O Applying

What, which, where, when, who, how many?

Label, describe, name, show..

… to Higher Order Thinking Skills (more abstract)

What would it happen if….?

Can you think of…?

HOTS

It is important to…

O increase student talking time (STT) and to reduce teacher talking

time (TTT)

O making input comprehensible: realistic, relevant, challenging,

slightly higher level of language than learners are able to

understand (Krashen)

O create situations in which students are involved in problem solving

situations, have to share ideas, report back on researches,

prepare presentations, take part in role plays, give feedback…

Focue on developing communication skills

SCAFFOLDING LEARNING

LANGUAGE FRAME /substitution table

Which part of a plant are you eating?

Visual organizers: Why?

O to select, transfer and categorize information

O to process information at high levels of comprehension, application, analysis, synthesis, and evaluation

o to describe / summarize / classify

o to explain a process

o to find similarities and differences

o to show sequences or order of events

o to analyze cause-effect relationships

Visual organizers

Activities have to be carefully planned if they are to be effective. The following chart shows some key questions that will help with the planning

A PLANNING model based on the Task Cycle

O 1. Tuning in - Pre-task

O 2. Finding out - Task

O 3. Sorting out - Task

O 4. Reflection - Post-task

1. Tuning in / pre-task activating prior knowledge

using multi-modal input

Connecting new and old

Start from the students! Build on what learnersknow!

O What would happen if we didn’t need to eat?

O Find 5 things in the room made of different materials

O Put the pictures into groups choosing your own criteria

O Predictions (give a title, predict 5 ideas)

ENERGY

Strategies to «activate»

• Give an image, guess the content

• Give some words and guess the topic

rock

gas

hydrogen

helium

inner

outer

hot

cold

near

far

(The Universe)

Grouping Leave the students discuss in groups in order to find their own criteria to classify objects, pictures or words. Don’t give your criteria at the beginning…let them THINK!!!!

K W L

What I know

What I want to

know

What I learnt

K-W-L chart

The teacher distributes the "K-W-L" chart to students individually

at the start of each topic. Students complete the first two

categories by writing what they know about the content, what

they would like to know. The "learned" category is completed at

the end of the learning process.

What can you see in the sky

during the day?

What can you see in the sky at

night ?

What do you know? (brainstorming)

Example 1: The Wolf What we know – What we have learnt

Graffiti or Placemat

«What does the word «TREE» make you think of?»

(You find explanation of these strategies in the article by

S,Rampone and I.Calabrese in section 3.b – Module 3)

2. FINDING OUT discoverying the content through the right materials!

The teacher finds, adapts authentic resources and creates his own!

Plan problem-based activities that involve communication

Need to scaffold reading and speaking Successful readers:

read in phrases

guess from context

differentiate between essential and non-essential lexis

know the grammatical category of an unknown word

read in chunks

(see examples in slides 9/14 -how to adapt a text- and 15-33 in the «Scaffolding Input and Output» presentation-section 3.b, Module 3)

Supporting reading skills

Proficient readers access the meaning of text by building up a global understanding of what they are reading as they go along – rather than by decoding the meaning of each individual word in turn. In order to give our students practice in reading skills development, we should work a lot on:

- reading in chunks

- building on background knowledge

- pre-reading activities.

We can start by teaching skimming- scanning

O SKIMMING is a method of rapidly moving the eyes over text with the purpose of getting only the main ideas and a general overview of the content.

O SCANNING rapidly covers a great deal of material in order to locate a specific fact or piece of information. Scanning is very useful for finding a specific name, date, statistic, or fact without reading the entire article.

1. Choose a text and identify key words. Write the keywords on cards and

keep them in your hands.

2. Put the SS in groups of 3/4. Give a copy of the text to each group. Tell the groups to skim the text for general meaning.

3. Then, one student at a time from each group has to run to you, listen to you reading the word on the card you will show, go back and tell the group the word.

4. The group has to scan the text quickly in order to find the word and underline/colour it.

5. A new student from each group runs to you. Encourage groups to work quickly.

6. At the end, read the words on each card one at a time and ask students to say the sentence in which they are included.

7. Use the key-words to make a diagram/concept map about the text

(See example next slide)

SCANNING with key-words - Focusing on the meaning of key words that will appear in a text

EXAMPLE OF A TEXT WITH KEY WORDS

MARS

has

2 moons a red surface

volcanoes, craters

a thin atmosphere

of

carbon dioxide

revolves

the Sun in 687 Earth days

is rocky

Before reading a text ask the students to make hypothesis about the content (animal activity)

An adapted text (checking predictions)

Select a text. Write a list of several key words or phrases from the text on small cards and make enough copies for students working in groups (a set of cards per group)

Give each group a set of cards. Give time to read and help each other to understand the words.

Tell the students to divide the slips between them and to listen carefully to you reading the text.

While you read the text, they must place the key words on the table in the order they hear them.

Read the text again

Let them to send a spy to the other groups to compare the order of the words. Then check as a whole class.

Groups take turns to retell the text by organising the key-words they have on the table in short sentences

Each group glues the key words on a poster trying to make short sentences by writing the missing verbs/words.

Listening with key words

Example of cards and text for Listening with key words

Info gap

Jigsaw reading

MAKING CONTENT

VISIBLE IN ORDER

TO SUPPORT LANGUAGE AND CONTENT

Matching pictures with definitions

C. SORTING OUT Organising and applying knowledge

(Task report)

VIZUAL ORGANIZERS

(See examples slides 34-44 in «Supporting input and output» in

section 3.b– Module 3)

Comparing and presenting data

COMPARING

Half sentences

Drama

O From seed to plant

http://vimeo.com/90990851

DRAMA

INVENTING A

NEW PLANET

Landforms in a box

CREATING GAMES FOR PEERS

Memory games (word/picture – word/picture/definition)

Word search Fortune wheel

Pupils’ generated

quiz