There is another issue to be mentioned and it refers to this idea found in the European Commission Survey “Eurydice” (2006) in Ball (2012:34) that says that “any subject may be chosen for CLIL from among those on offer, meaning that in theory, no subject on the standard curriculum is considered inappropriate or unworkable”. They might teach the content first in the native language and then do some activities based … And then an art teacher may be more interested in more descriptive language. In this mini-series of four articles, we've tried, as far as possible, to put that record a little straighter. Teaching in primary is often by Ztopic or project [ based, among other models, and the teacher draws implicitly on different disciplines and subjects to render childrens Zmeeting with the Registered Office: 33 Palmeira Mansions, Hove, BN3 2GB England. TKT: CLIL Part 2: Scaffolding content and language learning – Participant’s Worksheet 2 www.teachers.cambridgeesol.org Page 6 of 7 Look at the types of scaffolding (1–8) then match them with examples of scaffolding from CLIL classrooms (A–H). He thought that Liberalism was 'false liberty' and thought that the famous 'Declaration of the Rights of Man' of 1789 was focused too much on the individual. We've already seen two examples of this - the 'Running Dictation' about the planets from Article Two ('How do you know if you're practising CLIL?') We provide teachers with structures that we’ve used because we know what you might want to try doing. • See TKT: CLILHandbookfor a full list of aims. Q4 provides a conceptual framework whereby the contrasts become the reason for doing the task. Some teachers only teach in English with very little of their mother tongue. The higher the level of thinking involved, the more likely the assimilation of the vehicular language. If they are teaching some kind of lecture in English they need to be aware that they need to support their learners’ listening skills. Remember how we remarked in Article 3 that topic content often seemed to be 'disposable'? In CLIL there is a chance that they are being asked their opinions because the expression of opinions (for example) is a key competence in the syllabus content. And people will take from this what they want but that’s the opportunity that we provide. Both PPP and ESA continue to regard the study of thematic content and language as separate things, as separate processes. By the end of the course I think they’ve got an understanding of what language and language skills the students need to use in their classes. This is a teacher training course for teachers of English and other subjects who might be transitioning from teaching in one language to teaching in two languages in their schools. Co-operating with colleagues 3. Activities to enhance peer communication (assimilate conceptual content + communicative competence), 2. These cookies do not contain any information that is personally identifiable to you. Yes, I think that’s true. Onestopenglish is a teacher resource site, part of Macmillan Education, one of the world’s leading publishers of English language teaching materials. It is simply untrue to say that you could not ask a 9 year-old child to work on the text above. For example in science there is the thing of nominalisation, you have a verb and you make it into a noun by adding an ‘ion’ ending; for example evaporate changes to evaporation. He thought that eventually the proletariat would come to dominate the bourgeoisie and then control the means of production.…. (Participants share ideas and see Key below). Deploying strategies 4. Read the text on Socialism, Marxism and Anarchism. The students simply work on more complex content, with activities which involve stages of preparation for subsequent production. In CLIL, students use the language to learn content. Turn to your partner and ask him/her if she plays any musical instruments. Grade/Level: High School. Q4 is much better because it provides 'scaffolding'. What we help with particularly is making subject teachers more language aware. What’s interesting in that first session is that there is a lot of peer teaching going on. There is not one way, there are many many ways that people are doing CLIL. So a typical session may involve some kind of practical demonstration and then an application of that demonstration. And in terms of feedback, we have a pause at the end of the first week to check on how everyone’s doing. Q1. They share experiences and knowledge on our courses. Procedures: 1. How many birds would you like to kill with one stone? There is still far too much discussion about the alleged powers of CLIL to solve everything from school failure to bubonic plague when there is scant demonstration on both the web and in the scholastic publishing world of what a CLIL lesson actually constitutes. Collaborate with your teaching partner to bring the latest CLIL pedagogy into practice. In CLIL it is possible to do rather more. and the Information-Gap Crossword about 'The Accumulation of capital' in Article 3 ('Language, concepts … In many ways, then, a CLIL lesson is similar to an ELT integrated skills lesson, except that it includes exploration of language, is delivered by a teacher versed in CLIL methodology and is based on material directly related to a content-based subject. The origins of CLIL are about the majority, and yet also cover the social equity issues of marginalized communities. (1998): The Practice of Language Teaching, Longman 2. So I get to observe you trying things out. We've already seen two examples of this - the 'Running Dictation' about the planets from Article Two ('How do you know if you're practising CLIL?') Here, the activities are designed to enhance the assimilation of the conceptual content at the same time as developing communicative strategies. Most often, these language teachers are looking to include more content in their teaching, so rather than teaching general English they’ll teach geography through English with language support built in. Now read the text, extracting the word or phrase that opposes the idea expressed below. Often you have people who are subject experts who don’t speak great English, and then language teachers who maybe aren’t content specialists and are trying to access the culture of art or history or whatever the subject is. Compare and contrast the three ideologies. Company number: 1755588 VAT number: 199440621. Keith Kelly looks at examples of language used in making conclusions and findings from the area of geography, categorized by nouns, verbs, word groups and prepositions. For example, if you have an ESL class full of students from China, you’ll teach them subjects but won’t use any Chinese to do so. The conceptualization of CLIL involved people with genuine interests in the public education sector. As an example, in a series of studies conducted in the Basque country, Lasagabaster (2008 ) and Lasagabaster and Sierra (2009 ) found that female Secondary learners performed better than A Cookie stores a small amount of data about your visit to our website on your computer. The focus is on meaning, so language is not regarded as a set of rules and the ability to separate and study on their own, but as a resource for creating meaning in a communicative context. What about teaching names of spring flowers? Live Chat Cookies – when you use the Live Chat function, Live Chat uses cookies to improve their service and recognise previous use. It simply depends on what you ask the child to do. CLIL, therefore, seems to prefer an approach that could be defined as 'Production, Practice, Presentation', especially where the language - if it is focused on at all - is looked at post-partum - after the act - but always in context. Instead, he suggests that CLIL is actually a specific methodological practice and gives his own six-point definition. 1. If you asked a 9 year-old child the following questions about the previous text on Marx et al: a) What was Marx's other name?b) Which country did he come from?c) When was the Declaration of Rights written? 3. Number 4 acknowledges the power of meaningful engagement. In this article, Phil Ball challenges the idea that CLIL is an ‘umbrella term’ that covers many educational practices. and the Information-Gap Crossword about 'The Accumulation of capital' in Article 3 ('Language, concepts and procedures. It seems to be more focused on inductive than deductive thinking, but that's for another article! Within a CLIL educational programme an additional language is used as the medium of instruction for another area of the school curriculum. In article two, we will look at the types of CLIL practice that are possible, and how we might go about answering the question 'How do I know if I'm practising CLIL?' 2007; Marsh 2008). On the first day we do a ‘KWL’; this is what do you know? A history teacher will be more interested in sequencing and chronological language as well as past tenses for example. The ICEF Monitor (International Consultants for Education and Fairs) reports, for example, that. The methods for doing so vary from browser to browser, and from version to version. Well it seems that for both PPP and ESA it is too. Cognition (cognitive skills) and examples 8. (1983 OUP)  Fundamental Concepts of Language Teaching3  Graddol, D. (2006 British Council Publications) English Next. The first, covering a science topic, is intended for young learners (primary school), while the others, covering science and history respectively, are intended for secondary school. So in fact it’s quite light on theory because a lot of people bring a lot of the theory anyway. -- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. In this article, John Clegg talks about the importance of explicitly teaching general academic language, particularly for learners of a subject in L2. These types are applicable to both primary, secondary and post-compulsory education. That’s the K, what do you want to know? To reflect on the ingredients of successful CLIL programmes. Number 2 is well illustrated by the Marx example from this article. BOOST FOR CLIL IN VET project! Examples of CLIL training: CLIL courses for vwo, havo and/or tvmbo, tailor-made to your school or institution. So for example the teachers that we had in, each of them in their school has a different kind of Content and Language Integrated Learning because they do CLIL differently; some are doing trans-lingual CLIL, which is when they might teach one lesson in English and one lesson in their native language. … whilst assimilating the economic concepts that form the conceptual objective of the lesson. Building safe and meaningful learning experiences 6. This enables us to personalise our content for you, greet you by name and remember your preferences (for example, your choice of language or region). If you chose Q4 as being the most accessible, then you will have thought about various reasons for your choice. Task 2: Listening to confirm expectations (5 minutes) What Can Art Tell Us About Ourselves? The instruction even tells the student not to read the text beforehand. You know part of the course is about how to scaffold; what do you do before you start your lecture, what do you do during the lecture, and then at the end what can you do to support your students, not only with the content you are trying to get across, but also with the language needs. To discuss how to implement a successful CLIL programme in each participant context. Wikipedia Reborn. There are currently no comments for this post. The first one is done for you. 4 Unique and Engaging CLIL Lesson Plan Ideas. There may be social studies research where they do an interview and collect data out of the other class and then analyse that data to produce some kind of report for example. Harmer, J. Registered as a charity under the Charities Act 1960 No: 281859. They might teach the content first in the native language and then do some activities based on that content in English. Reasons for scaffolding Examples of scaffolding 1. Similarly, we might say that Q1 above is, if not exactly 'light', then maybe unnecessarily complex - and what is our objective? For example, some parts of the world such as Australia promote LOTE (Languages Other Than English), where CLIL vehicular languages include Asian, European and heritage languages. Use one of these three activities and randomly select students. CHALLENGES IN CLIL IMPLEMENTATION Based on Mehisto and Asser (2007), Mehisto (2008, p. 99-100) notes that one of the issues to address in CLIL implementation is the lack of knowledge stakeholders have with regard to aims. It might be discussing how you might use this new knowledge or you may do a little bit of peer teaching. That’s the W and then at the very end of the course the L is what did you learn from this experience. The above is an intimidating text for a native speaker, let alone a CLIL student. With more than 700,000 registered users in over 100 countries around the world, Onestopenglish is the number one resource site for English language teachers, providing access to thousands of resources, including lesson plans, worksheets, audio, video and flashcards. Yes, we’re aware from the very first day who’s teaching which subject, what their subject interests are and at what level they are teaching that subject. For example, in a school in the UK French might be used for one hour per day to teach science or maths with the aim of achieving both science/maths outcomes and language outcomes. We need to be aware of different elements of language depending on the subjects the teachers are hoping to teach. There is a European union paper called ‘The Future European Citizen’ and the idea is that you have the Mother tongue, a language of global economic use, at the moment it’s English so we’re on track with that, then a language perhaps of local interest. We make language teachers aware of linguistic functions like this when they are teaching science in English. The text is read as part of the task. But the reigning philosophy of CLIL would appear to be that there is no such thing as a difficult text. What w orks in one cont ext may not be as fruitful in another . Is this making sense? If you wish to read our full privacy policy please find it here. Functionality cookies: These are used to recognise you when you return to our website. Resourc5. In this final article, we'll look at some of the challenges facing CLIL, as it attempts to both gain a foothold in standard educational practice and at the same time convince its doubters that it can really deliver. Activities to engage higher cognitive skills (make students think - offer more opportunities for employing a range of operations), Number 1. Communication - vocabulary: revisited – new - structures - functions 6. in relation with above (5) - examples of communication (interaction/task) 7. Look at the possible questions that could follow (or precede) the above (partial) text on Marxists, Socialists and Anarchists. For example, CLIL can be used for widely used languages like English, and for learning minority or heritage languages. Yes it’s very specific. In CLIL, there appear to be four basic types of activity that can help students to prosper, despite their relative lack of linguistic resources. Discuss the opening line of Humpty Dumpty in relation to the development of the English Civil War and the role of Royalist propaganda in its initial stages. Examples and tools to guide student production ( oral and written ) ( focus on the ingredients successful... 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