CLIL METHODOLOGY

English language Teaching and Learning

CLIL DEFINITION

Approach in which curricular subjects, such as History or Mathematics, or parts of subjects are taught through the medium of a second or foreign language.

Learners are dealing with content matter in a language they would have otherwise learnt in conventional language classes.

The Background

Language across the curriculum (UK)Immersion programmes (Canada)

Canada 70s and 80s: In Quebec English speaking children were instructed in French, the official language.

Content-based language teaching/learning (USA) 1980s: introduced subject content in language

courses with immigrant students.

CLIL dimensions:

Linguistic: From

• UK formula ‘Language across the curriculum’ To

• ‘Languages across the curriculum’ » (Woolf, 1998)

Educational: the 4 Cs• ‘It is through progression in the knowledge, skills and

understanding of the content, engagement in associated cognitive processing and interaction in the communicative context that learning takes place (Coyle, 1998:7).

Social: Multilingualism and multiculturalism=

• Ethos of European citizenship

Features of CLIL programmes: The L2 is the medium of instruction Overt support exists for the L1 Students enter with limited levels of language

proficiency The teachers are sufficiently competent (in both

languages) The L2 dimension curriculum parallels the local

L1 curriculum The classroom culture is that of the local

community. (C. Pérez Vidal, 2005)

COMMUNICATIVE LANGUAGE TEACHING (CLT)

+ Focus on meaning+ Group work interaction+ Genuine questions+ Opportunities to use lang. creatively+ Opportunities to participate in task

negotiations of topics

4Cs Conceptual Framework: Coyle (1999)

Content Communication Cognition Culture

Coyle developed the 4Cs Conceptual Framework from a holistic perspective to provide a basis for bringing together different facets of CLIL in order to support the development of CLIL pedagogies.

The framework goes beyond considering subject matter and language as two separate elements but rather positions content in the ‘knowledge for learning’ domain (integrating content and cognition) and language, a culture-bound phenomenon, as a medium for learning (integrating communication and intercultural understanding).

CLIL demands a reconceptualisation of the role of language in CLIL settings from language learning per se (based on grammatical progression) towards an approach which combines learning to use language and using language to learn

In the 4Cs Framework communication involves CLIL teachers and learners in using and developing : language of learning, Language for learning and Language through learning.

Language of Learning

Language of learning is based on an analysis of the language needed for learners to access basic concepts and skills relating to the subject theme or topic.

An analysis of the language needed to scaffold content learning will lead to a complementary approach to learning progression i.e. the use of tenses will not be determined by grammatical difficulty but by functional need demanded by the content.

Language for Learning

The development of teaching strategies to scaffold learning must take into account the language required for both these processes to operate successfully.

In CLIL settings this means learning how to learn effectively and developing skills such as those required for pair work, cooperative group work, asking questions, debating, chatting, enquiring, thinking, memorising and so on.

McGuiness (1999) claims that unless learners are able to understand and use language to learn, to support each other and to be supported, then quality learning will not take place.

Language for Learning

In CLIL settings using the second language to learn raises the teacher’s awareness of learners’ linguistic needs and triggers ‘tuned-in’ strategic language behaviour such as comprehensible input, context-embedded language and comprehension checks

CLIL fosters fluency rather than grammatical accuracy.

Language for Learning

Research has shown that cognitively undemanding work, such as copying or repetition, especially when there is little or no context to support it, does not enhance language learning (Smith & Paterson,1998: 1): by actively involving pupils in intellectually demanding work, the teacher is creating a genuine need for learners to acquire the appropriate language.

Language for Learning

Language is a matter of meaning as well as of form. Discourse does not just express meaning. Discourse

creates meaning. Language development continues throughout our lives,

particularly our educational lives. As we acquire new areas of knowledge, we acquire new

areas of language and meaning. (Mohan & van Naerssen, 1997: 2)

TESOL-SPAIN 2006

Approach Plurilingual approach

Curriculum Integrated curriculum

Methodology CLIL methodology

Subjects L1, L2 and L3At least two content subjects

Teachers Subject teachersLanguage teachers

CORE FEATURES OF CLIL METHODOLOGY

Multiple focusSafe and enriching learning environmentAuthenticityActive LearningScaffolding

Summary: CLIL Methodology

It’s about supporting language within context It's about embedding language within task and It is a methodology which is based on a specific needs analysis of

each and every learner in the classroom. It's a methodology based on a Vygotskyan model of constructing

ways and means for learners to get from where they are to where they need to be and packages that within an environment of interaction with peers and the teacher.

It's about teachers developing skills and knowledge about the language of their subject and techniques for creating task which offers learners access to this language.

Dialogic Teaching

Alexander (2005), suggests that talk is the most pervasive and powerful learning tool. Talk vitally mediates the cognitive and cultural

spaces between . . .teacher and learner, between society and the individual . . . Language not only manifests thinking but also structures it, and speech shapes the higher mental processes necessary for so much learning. (Alexander, 2005: 2)

Active teaching

1. Giving instructions clearly, 2. Accurately describing tasks, 3. Maintaining learners’ engagement in

instructional tasks by maintaining task focus, pacing instruction appropriately, and communicating their

expectations for students’success.(Adapted from Navés et al. 2002)

Presenting new information

1. Demonstrating,2. Outlining, 3. Using visuals, 4. Building redundancy, 5. Rephrasing, 6. Scaffolding, 7. Linking new information to learners’

previous knowledge…(Adapted from Navés et al. 2002)

Receptive skills

1. Emphasis is on the development of receptive skills.

2. Learners are allowed to respond in a wide variety of ways: non-verbal responses responding by doing Demonstrating…

(Adapted from Navés et al. 2002)

Experiential learning

Task- work includes: hands-on tasks, Experiential learning, Problem-solving tasks, etc.

(Adapted from Navés et al. 2002)

Cognitive skills

Cognitive abilities and processes such as identifying, comparing, drawing conclusions, inferring finding similarities and

differences,... (Adapted from Navés et al. 2002)

Collaborative learning, Autonomous learning and Self-directed learning

(Adapted from Navés et al. 2002)

THE ROLE OF LANGUAGE TEACHERS

CLIL is a tool for teaching and learning of content and language. Language teachers:

Support content teachersHelp students to gain the language needed to

manipulate content from other subjectsReinforce the acquisition of contentIncorporates the vocabulary, terminology and

texts from those other subjectsHelps develop learning skills

Injecting content into language classes will also help improve language learning

Students are likely to learn more if they are not simply learning language for language’s sake, but using the language to accomplish concrete tasks and learn new content

Content goals are supported by language goals Weekly agreement on language goals (with the content

teachers) Working through cross-curricular themes and project Foster the development of creative and critical thinking

Development of creative and critical thinking

Appreciating Assigning Associating Classifying Combining Committing Comparing Condensing Converting Defining Describing

Development of creative and critical thinking

Designating Discriminating Extending Identifying cause and effect Imaging Linking Observing Predicting Reconciling Roleplaying Separating Selecting Triggering

Curricular Adaptation

Address techniques and estrategies related to discursive functions (needed on all areas)

Priviledge topics from the other bilingual areasMore oral activitiesPromote student intercultural exchanges

TEACHER COORDINATION

Organize interdisciplinary proje Develop a general common linguistic competence Develop common projects to introduce values education

and cross-curricular topics Develop and intercultural skills and abilities Collaborative work: promote intercultural debate Lead a general focus on multiculturalism Language teacher helps and coordinates subject

teachers in developing materials, lesson planning and methodology

Role of language Teacher

Anticipate linguistic activities, grammar, etc.. Simplify content texts Formulate comprehension questions Summaries, oral expositions Writen productive activities Promote student’s linguistic reflection Develop communicative skills to deal with content area

texts Choose FL contents related to the Foreign culture Develop cognitive skills

FL teaching strategies

Work together and guide the content teacher about: Warming-up activities Word activation How to exploit a text Comprehension activities How to deal with new vocabulary How to promote oral activities Turn-taking, conversational skills

FL teaching strategies

Strategies for summarising, describing, analysing, arguing, expressing an opinion, etc..

Develop ‘macrofunctions’ (functional use of oral discourse): Description Narration Text commentary Exposition Explanation Presentation Instruction Argumentation persuasion

FL teaching strategies

Encourage FL use in the classroom Rewarding FL use Oral game Using stickers (young students) Using yellow and red cards Encourage repetition Encourage peer correction/evaluation

Encourage students’ learning autonomyPair/group work

Using content materials in the FL classroom

Use texts about other areasWork on the features of the text:

Linguistic complexity Types of texts Discourse structure Outline and presentation Practise pronunciation Check spelling