YAMITH JOSÉ FANDIÑO PARRA - UNIVERSIDAD DE LA SALLE

FUNDAMENTALS OF CLIL

BOGOTÁ, COLOMBIA - OCTOBER 7, 2011

DEFINITIONSCLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content and the simultaneous learning of a foreign language. (Marsh, 2002)

SOFT CLIL TYPE OF CLIL TIME CONTEXT

Language-led 45 minutes once a week

Some curricular topics are taught during a language course.

Subject-led (modular)

15 hours during one term

Schools or teachers choose parts of the subject syllabus which they teach in the target language.

HARD CLIL

Partial inmersion About 50% of the curriculum

About half of the curriculum is taught in the target language. The content can reflect what is taught in the L1 curriculum or can be new content.

ADVANTAGES OF ADOPTING A CLIL APPROACH FOR LEARNERS

ADVANTAGES FOR TEACHERS ADOPTING A CLIL APPROACH 

Increasing motivation as language is used to fulfill real purposes

Introducing learners to the wider cultural context

Developing a positive ‘can do' attitude towards learning languages

Developing student multilingual interests and attitudes

Preparing students for further studies and work

The use of innovative methods, materials and e-learning

Individual and institutional networking opportunities and professional mobility

The development of good practices through cooperation with teachers in other departments, schools and countries

Higher levels of job satisfaction

COYLE (2005)

Fundamentals of CLIL Yamith José Fandiño October 7, 2011

CONTENT Integrating content from across the curriculum through high quality language interaction.

COGNITION Engaging learners through higher order thinking and knowledge processing.

COMMUNICATION Using language to learn and mediate ideas, thoughts and values.

CULTURE Interpreting and understanding the significance of content and language and their contribution to identity and citizenship.

CONTENT SKILLS COMMUNICATION SKILLS CULTURE SKILLS

accessing subject-specific target language terminology;

studying content through different perspectives;

identifying, describing and/or explaining concepts, principles, theories;

developing competences needed for the 21st

century (ICT use, media analysis, etc.);

preparing for future studies and/or working life.

agreeing or disagreeing; asking questions; clarifying what has been said; comparing and contrasting; describing cause and effect; describing a process; explaining a point of view; evaluating work (self and

others); expressing ideas; giving information; presenting solutions; presenting work; suggesting, etc.

tolerance of ambiguity; behavioral flexibility;

communicative awareness;

knowledge discovery; respect for otherness; empathy. knowledge of other

‘cultures’ understanding of our

own attitudes the ability and

willingness to adapt own cultural practices.

COGNITIVE SKILLS BLOOM’S REVISED TAXONOMY

Fundamentals of CLIL Yamith José Fandiño October 7, 2011

remembering ((list; name; recall; recite; recognize; relate; spell), ordering (What happens next? order; organize; sequence; rank), defining (What is X? What is the function of...? describe; identify), comparing-contrasting (What is X and what is not X? associate; distinguish), dividing (What does X belong to?; separate; share; sort), classifying (How many classes of X are there? categorize; decide which group; put into), predicting (What will / would / could happen to X? predict; guess; hypothesize), reasoning (Why X? What causes X? What comes as a result of X?; explain; justify; solve), creating (What if ...? imagine; build; change; compose; design; make up; produce), evaluating (What do you think about X? assess; give opinion; judge; rate; prove; what’s the value of . . . ?)

Coyle, 1999

Language of Learning (the what - content): it is linked to an analysis of content, thematic, syllabus demands - grammar, vocabulary, structures, functions

Language for Learning – (the how to – metacognition): it builds up learner repertoire linked to meta-cognitive skills & talk for learning in contexts real for the learners

Language through Learning (the why - cognition) – it is related to emergent knowledge building, skill development, and cognitive development.

Fundamentals of CLIL Yamith José Fandiño October 7, 2011

(Coyle, Hood & Marsh, 2010)

Fundamentals of CLIL Yamith José Fandiño October 7, 2011