An introduction to content and language integrated learning
- 2. How it all started…
- 3. Tonight’s presentation What is CLIL? How to CLIL (a very quick example!) Benefits and challenges Questions?
- 4. What is CLIL? Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language (Coyle, Hood and Marsh, 2010, p. 1) It has dual (integrated) aims: learning of the subject matter (content) learning of the L2 used as the medium of instruction for the content.
- 5. CLIL encompasses a continuum of approaches in which some form of specific academic language support is offered to students in order to facilitate their learning of the content through another language CLIL is not just immersion (teaching in another language) because language is explicitly taught (Ting 2011) CLIL can be ‘hard’ or ‘soft’ ‘hard’ CLIL – most of the lesson is conducted in the other language OR content is given primacy ‘soft’ CLIL – only some of the lesson is conducted in the other language OR language is given primacy. 5
- 6. L2 teaching and subject teaching in L2 compared Key Features Second language teaching Subject teaching in L2 (hard CLIL?) Subject teaching through L2 Topic/content-based Conventional FL immersion language teaching teaching (soft CLIL?) Priority in planning: Language Language Subject Subject Taught by: Language or class teacher Language teacher At higher levels, a subject teacher who can also teach language or who can team teach with a language teacher Subject teacher Assessment of: Language Language Subject and language Subject Teaching focus: Language teaching Language teaching Subject teaching with language support Subject teaching Materials: Language Language/subject Subject and language Subject Syllabus: Language syllabus: general purposes Language syllabus: CALP Content syllabus and CALP Subject Methodology: SL methodologies SL methodologies Language-supported subject-teaching Subject teaching Adapted from: Clegg, J (2003) Teaching subjects through a foreign language in the primary school. BC Germany
- 7. The 4Cs of CLIL According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine: Content The knowledge, concepts, and skills of the discipline (e.g. Science, IT, Arts). Communication The communication of meaning about the knowledge, concepts, and skills being learned (e.g. stating facts in science, giving instructions on using software, describing emotions in response to music). Cognition The thinking skills which make sense of knowledge, experience, and the world around us (e.g. remembering, understanding, evaluating, critiquing, reflecting, creating – LOT & HOT). Culture – The interaction and engagement with the world around us: social (e.g. social conventions for expressing oneself in the target language), pedagogical (e.g. classroom conventions for learning and classroom interaction) disciplinary (e.g. scientific conventions for preparing reports to disseminate knowledge).
- 9. Lesson stages 1) Warmer –setting the stage 2) Connecting to students’ thoughts, feelings or prior knowledge 3) Sharing learning outcomes 4) Introducing new vocabulary 5) Introducing new content 6) Reinforcement and reflection on new content 7) Applying new knowledge 8) Evaluation
- 10. 1.Warmer
- 11. 2. Connecting with students’ thoughts, feelings or prior knowledge solid liquid gas
- 12. 3. Learning outcomes By the end of this lesson, you will be able to: Use a particle model to explain the behaviour of particles in a solid, liquid and gas Use a particle model to explain changes of state Complete a table of aspects of kinetic theory by reading an information report Write a simple information report on changes produced by adding or removing heat on states of matter.
- 13. 4. Introducing key vocabulary Pair work – matching
- 14. Vocabulary matching kinetic (adj.) having movement theory (n.) an idea that explains something to behave (v.) to do something in a particular way particle (n.) a very small part of something force (n.) physical energy to vary (v.) to be different to vibrate (v.) to shake with quick, small movements fixed (adj.) not able to move to roll (v.) to turn smoothly
- 15. 5. Introducing new content Read the information report and update your table: solid liquid gas Example Distance between particles Forces between particles Movement of particles
- 16. solid liquid gas Example desk water air Distance between particles very small / very close together small/ /close together large/ far apart Forces between particles strong less strong weak Movement of particles vibrate in fixed place roll over one another move freely
- 17. 6. Reflection and reinforcement Deconstructing genre: The Information Report Purpose and social function Participants, processes and tense
- 18. 6. Reflection and reinforcement Make groups of six to eight. At the teacher’s instruction, work with your team mates to demonstrate a state of matter.
- 19. 7. Applying new knowledge
- 20. Language support -nominalisation Noun Verb (active) Verb (passive) evaporation sublimation condensation freezing melting adding removing
- 21. Further language support Melting is the process in which a solid turns to a liquid when heat is added. Evaporation is the process through which ..................... ..................................... when heat is ........................ Freezing is the process whereby ...................................... .......................................... when heat is ........................... Condensation is the process through which .................. ............................................. when heat is ........................ Sublimation is the process in which ............................... ................................... when heat is ..................................
- 22. Scaffold Substance State Heat/cool Distance between particles New state Name of change of state Coconut oil solid heat increases liquid melting Water heat Coconut oil cool Steam cool Naphthalene solid heat Naphthalene gas cool
- 23. Your turn –writing task Read the table from left to right and write a short explanation e.g. When coconut oil, a solid, is heated, the distance between the particles increases and the new state is liquid coconut oil. The name of the change of state from a solid to a liquid is called melting. Homework: Organise your sentences into an information report on “Creating changes to states of matter”
- 24. 8.Evaluation Ask students to read some of their sentences aloud. Review of homework in the following lesson
- 25. Why CLIL? “in formal educational settings, second languages are best learned when the focus is on mastery of content rather than on mastery of language per se” (Richards & Rodgers, 2001: 209) CLIL encompasses “language of, for and through learning”, which corresponds to: the essential vocabulary and grammar related to content the language needed to interact and communicate understanding in the classroom new language that emerges through learning (student-directed) (Coyle et al, 2010: 36-38).
- 26. Students need to develop not only “Basic Interpersonal Communicative Skills” (BICS) i.e. “skills needed for social, conversational situations” but also “Cognitive Academic Language Proficiency” (CALP), i.e. the abstract and formal language needed for academic study (Cummins, cited in Bentley, 2010: 8)
- 27. Challenges Teacher competencies – content AND language Cognitive demands on students may cause anxiety and demotivation stemming from fear of failure > emphasis on short-term learning goals to build student confidence; provision of support within their ZPD (Vygotsky, 1978); pair and group work; role of teacher as facilitator rather than knower modification and scaffolding of authentic materials = HARD WORK FOR TEACHERS
- 28. So why bother? ‘I found using CLIL made my students more active and interested. They think now that learning English has a real purpose.’
- 29. References Bentley, K. (2010). The TKT Course CLIL Module. Cambridge: CUP Coyle, D., Hood, P., and Marsh., D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: CUP. Mehisto, P., Frigols, M. & Marsh, D. (2008). Uncovering CLIL. UK: Macmillan. Richards, J.C. and Rodgers, T.S.(2001). Approaches and Methods in Language Teaching (2nd ed.) New York: Cambridge University Press. Ting, Y. T. (2011). CLIL… not only not immersion but also more than the sum of its parts. ELT Journal, 65(3), 314- 317.