CLIL Issues

CLIL – the issues: 

CLIL – the issues Contexts Integrating subjects and languages Training Materials Rubber stamp - recognition Teacher confidence, collaboration Testing and assessment

Content and Language Integrated Learning : 

Content and Language Integrated Learning English-medium education English-medium education as part of bilingual education English as a second/additional language English Across the Curriculum Teaching content in ELT Integrated Learning English as a Medium of Instruction

Contexts : 

Contexts Bulgaria (content teachers, translated + specific materials, bottom-up/top-down training, low investment) Malaysia (content teachers, specific materials, training problems, high investment, recognition) Germany (combined content and ELT specialists, little formal CLIL training - changing, some specific materials) Mexico (language teachers, specific materials, one-off publisher training) Basque (primary network of teachers, growing secondary, specific materials, regular meetings/training, high investment, recognition) Italy (buddy system, adapted materials, mainly bottom-up training, EU) Lithuania (buddy system, top down and bottom up, adapted materials, one-off trainings, high investment, recognition – Latvia and Estonia)

Integrating subjects and languages: 

Integrating subjects and languages Good study skills (presentations) Vocabulary Language awareness (women in history) Guiding the processing of language Reading Listening Supporting production of language Speaking Writing

Training: 

Training Content training and language training Training through book promo Comenius courses (NILE www.nile-elt.com) Integrated content and language Materials development and use Institutions and training

Materials: 

Materials CLIL Textbooks (Richmond/Santillana) Translations (China, Bulgaria) Imported textbooks Supplementary materials Adapted materials DIY materials Materials evaluation

Rubber stamp: 

Rubber stamp Weight Documentation Examination Certification Institutionalisation Setting standards Keeping in touch with teachers

Confidence + Collaboration: 

Confidence + Collaboration Networking (www.factworld.info) Sharing www.yahoogroups.com/factworld Peer support (buddies) Lesson observation Spreading the word Language development

Testing and assessment: 

Testing and assessment You can’t test what you haven’t taught Imported exams Variety in data collection Meeting the demands of formal exams Language choice (Innsbruck)

The Future: 

The Future Content teachers Integrated training Trainer/writer training Institutions and pre-service training Control group research Film lessons Examinations International partnerships Publishing

A Learning Phrasebook: 

A Learning Phrasebook English-medium teachers from many contexts complain of their students’ lack of ability in activating the language of the subject, that is producing the subject language in their own words This book aims to provide teachers with specific examples in how to provide learners with ‘scaffolding’ for constructing the language of the subjects they learn through the medium of English. Needs

Objectives: 

Objectives to describe key language: phrases for key curricular subjects and topics phrases commonly used to express thinking processes to present typical language support activities to support common language within each subject/topic language skills support (listening, speaking, reading and writing), grammar, vocabulary, function and discourse to offer practical pedagogical advice for teaching subjects in English as a second language

Example curriculum guidelines: 

Example curriculum guidelines Organisation of a topic within the subject: science Sub-topics Objectives Outcomes What is missing for CLIL learners? Language and task

Unit 1: Cells, Tissues, Organs, Systems: 

Unit 1: Cells, Tissues, Organs, Systems

Identifying Language1.1 Naming / Identifying: 

Identifying Language 1.1 Naming / Identifying This is a/the … That is a … That’s the … This is called a/the … The … … are called …. Together, the … and the … are called the …. It comes from a … It’s from a … The … structure is called the … At the top of the…there is a (adjective) part called the ….

1.2 Location: 

1.2 Location It is found in the … of the … The … are found at the base of the …. They are (adjective) 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 ….

1.3 Structure / appearance: 

1.3 Structure / appearance It looks like … It’s got/hasn’t got … It has/doesn’t have … All … have …, a …, and …. The … are the often highly (adjective) parts which … (function verb). They are (adjective) 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 … grows out of the …, this is the ….

1.4 Function: 

1.4 Function The … is the part which … The … is where … is carried out The … is used for …-ing The … has the role of …-ing The … carries out the function of …-ing The … has a …-ing role The … is a … The …’s job is to … It does … the …-ing

1.5 Processes: 

1.5 Processes First, Second, Third, Fourth, The first thing that ‘happens’ is The first thing to ‘happen’ is Firstly, Lastly, Additionally, Subsequently, Additionally, Finally, Last but not least,

1.6 Simarity and Difference / Comparison: 

1.6 Simarity and Difference / Comparison …is like ……is similar to… …and …are similar … and … both share … … and…both have…in common … in that…in so far as…in …respects firstly, etc in the following ways, …, … and ……is unlike… …is different from / differs from … One can distinguish…from… … can be distinguished from … While … is …, … isn’t …One of the main differences between … and … is that … is/has … The main difference… A major difference… Whereas … isn’t/hasn’t ……although… (subordinate clauses)…though… (ditto)….whereas… (main clauses)… but….(ditto) However /But / Neverthless On the one hand, on the other hand It is true that… Nevertheless…Admittedly…

Speaking: 

Speaking Pair speaking Running dictation Question loops Info Search Vocabulary work 20 questions

Listening: 

Listening Using semi-scripts Textbook visuals Graphs, charts Tables Flow diagrams Memorising Vocabulary

Reading: 

Reading Jigsaw reading Word-order Vocabulary Filling diagrams Ordering Hierarchies Info search

Writing: 

Writing Frames and language support sheets Integrating content and writing Supplementing textbooks Writing reports Making observations Making presentations Creative writing