Surya Prakash*CLILContent and Language Integrated Learning

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Surya Prakash*Common QuestionsWhat is CLIL?How does CLIL benefit learners?What are the underlying principles of CLIL? Whats different about CLIL lessons?How do I become a CLIL teacher?Are there any available resources?Where can I find out more?

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Surya Prakash*What is CLIL?CLIL refers to any dual-focused educational context in which an additional language, thus not usually the first language of the learners involved, is used as a medium in the teaching and learning of non-language content. Derived from the notion of Language Across the Curriculum

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Surya Prakash*Why CLIL?Successful language learning can be achieved when people have the opportunity to receive instruction, and at the same time experience real-life situations in which they can acquire the language.What CLIL can offer to learners of any age, is a more natural situation for language development which builds on other forms of learning. This natural use of language can boost a learners motivation towards learning languages. It is this naturalness which appears to be one of the major platforms for CLILs importance and success in relation to both language and other subject learning.

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Surya Prakash*Research FoundationsIt takes 5-7 years for students in a quality bilingual program to become academically proficient in English. Language acquisition is not a linear process; it is cyclical and recursive. Learners acquire best when they create, discover and construct their own meanings. Language is a means not an end, and when learners are interested in a topic, they will be motivated to acquire language to communicate. Semantic fluency precedes grammatical accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes. Reading is essential for developing academic English skills.

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Surya Prakash*CLIL Dimensions1. The Culture Dimension A. Build intercultural knowledge & understanding B. Develop intercultural communication skills C. Learn about specific neighbouring countries/regions and/or minority groups D. Introduce the wider cultural context2. The Environment Dimension A. Prepare for internationalisation, specifically EU integration B. Access International Certification C. Enhance school profile

3. The Language Dimension A. Improve overall target language competence B. Develop oral communication skillsC. Deepen awareness of both mother tongue and target languageD. Develop plurilingual interests and attitudes E. Introduce a target language 4. The Content Dimension A. Provide opportunities to study content through different perspectives B. Access subject-specific target language terminology C. Prepare for future studies and/or working life5. The Learning Dimension A. Complement individual learning strategies B. Diversify methods & forms of classroom practice C. Increase learner motivation

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Surya Prakash*CLIL PrinciplesCONTENT Progression in knowledge, skills and understanding related to specific elements of a defined curriculum.COMMUNICATION Using language to learn - whilst learning to use language.COGNITION Developing thinking skills which link concept formation, understanding and language CULTURE Exposure to alternative perspectives and shared understandings.

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Surya Prakash*A University PerspectiveCLIL encourages students and faculty to view their studies in a global context and to venture beyond their own cultural and linguistic borders in order to gain additional perspectives and additional knowledge. CLIL bridges existing curricular and disciplinary boundaries, creating a more integrated learning environment and energizing the disciplines in new ways. By integrating the use of multiple languages into disciplines across the curriculum, CLIL reinforces the centrality of language study at all levels of education. CLIL challenges faculty, students, and administrators to place a higher value on the language proficiency of bilingual students and faculty. CLIL expands the number of graduates who are able to carry out work in their major area of study in more than one language and has the potential to create a larger workforce of bilingual and multilingual professionals.

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Surya Prakash*A CLIL Lesson - ContentText

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Surya Prakash*A CLIL Lesson LanguageAim: to identify, locate and describe the functions of a range of plant and human organs

Identifying/naming This is a/the That is a Thats the This is called a/the It comes from a Its from a The structure is called the The are called . At the top of the there is a (adj) part called the . Together, the and the are called the .

Describing appearance/structure It looks like Its got/hasnt got It has/doesnt have All have , a , and . The are the often highly (adj) parts which (function verb).They are (adj) and are attached to the . The are arranged in a ring around the centre of the ...They consist of a ..with a .. shape at the end. and is shaped rather like a . and is divided into two parts. The top of the is called the . The .. is attached to the bottom of the .. by a A long tube grows out of the , this is the ..

Describing location It is found in the of the The are found at the base of the . They are (adj.) and are attached to the . The are arranged in a ring around the centre of the . The is found in the centre of the ,The .. is attached to the bottom of the .. by a They are inside the .

Describing function The is the part which The is where is carried outThe is used for -ingThe has the role of -ingThe carries out the function of -ingThe has a -ing roleThe is a The s job is to It does the -ing

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Surya Prakash*CLIL Teachersare bilingual / plurilingual and know about:CLIL contexts around the world Identifying the core language of a subject The language of thinking CLIL task design Providing language support Teaching vocabulary in CLIL Developing listening in CLIL Working with texts and words Teaching subject-specific writing Speaking and CLIL

Drama and music Classroom language Error correction Peer observation watching teachers teach CLIL CLIL lesson planning Assessment in CLIL ICT Project work Classroom presentations Learning strategies School policy, administration and management in CLIL Networks and resources

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Surya Prakash*TIE-CLIL Project(Translanguage in Europe)The TIE-CLIL project (funded through Socrates) promotes plurilingualism through the introduction of Content and Language Integrated Learning in five different EU languages (English, French, German, Italian, Spanish). The major aim of TIE-CLIL is to provide pre- and in-service development programmes in CLIL for language teachers and subject teachers through building on existing knowledge of this field, to provide state-of-the-art understanding of theory and practice.

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Surya Prakash*Materials Visions is XXXXXs newest four-level language development program that supports students from the newcomer level through transition into mainstream classrooms. By incorporating literature with content, students are taught, and have ample practice with, the skills they need to meet grade-level standards while being introduced to the academic language needed for school success!

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Surya Prakash*Materials - CharacteristicsFour levels: Newcomer (Basic), Beginning (A), Intermediate (B), Advanced/Transition (C)Basic level for non-schooled and low-beginning students provides systematic language development as well as literacy instructionStaff development video is designed for easy program accessHigh-interest literature and content-based readings motivate studentsScaffolding throughout all four books. 3-pronged approach: Introduce, Practice, AssessWriting activities reinforce and recycle strategic skills

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Surya Prakash*Further InformationThe CLIL Compendium www.clilcompendium.comEuroclic www.euroclic.netTranslanguage in Europe www.tieclil.orgUK National Centre for languages www.cilt.org.ukNILE www.nile-elt.comFACT www.factworld.info/uk

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