Speaking and CLIL by Z5GGnBMW


Content and Language
 Integrated Learning

        Steve Darn     1
        Common Questions
 What is CLIL?
 How does CLIL benefit learners?
 What are the underlying principles of
 What’s different about CLIL lessons?
 How do I become a CLIL teacher?
 Are there any available resources?
 Where can I find out more?

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             What is CLIL?
   CLIL refers to any dual-focused
    educational context in which an
    additional language, thus not usually the
    first language of the learners involved, is
    used as a medium in the teaching and
    learning of non-language content.
    Derived from the notion of ‘Language
    Across the Curriculum’

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                 Why CLIL?
   Successful language learning can be achieved
    when people have the opportunity to receive
    instruction, and at the same time experience real-
    life situations in which they can acquire the
   What CLIL can offer to learners of any age, is a
    more natural situation for language development
    which builds on other forms of learning. This
    natural use of language can boost a learner’s
    motivation towards learning languages. It is this
    naturalness which appears to be one of the major
    platforms for CLIL’s importance and success in
    relation to both language and other subject
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          Research Foundations
   It takes 5-7 years for students in a quality bilingual
    program to become academically proficient in English.
   Language acquisition is not a linear process; it is
    cyclical and recursive.
   Learners acquire best when they create, discover and
    construct their own meanings.
   Language is a means not an end, and when learners are
    interested in a topic, they will be motivated to acquire
    language to communicate.
   Semantic fluency precedes grammatical accuracy and
    errors are a natural part of language learning.
   Learners develop fluency in English by using English to
    communicate for a variety of purposes.
   Reading is essential for developing academic English
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                   CLIL Dimensions
                                              3. The Language Dimension
1. The Culture Dimension                       A.   Improve overall target language competence
   A. Build intercultural knowledge &         B.   Develop oral communication skills
    understanding                              C.   Deepen awareness of both mother tongue
   B. Develop intercultural                         and target language
    communication skills                       D.   Develop plurilingual interests and attitudes
   C. Learn about specific neighbouring       E.   Introduce a target language
    countries/regions and/or minority
    groups                                    4. The Content Dimension
   D. Introduce the wider cultural           A.   Provide opportunities to study content through
                                                     different perspectives
2. The Environment Dimension                  B. Access   subject-specific target language terminology
   A. Prepare for internationalisation,      C.   Prepare for future studies and/or working life
    specifically EU integration
   B. Access International Certification     5. The Learning Dimension
   C. Enhance school profile                 A.   Complement individual learning strategies
                                              B.   Diversify methods & forms of classroom practice
                                              C.   Increase learner motivation

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               CLIL Principles
    Progression in knowledge, skills and understanding
    related to specific elements of a defined curriculum.
    Using language to learn - whilst learning to use
    Developing thinking skills which link concept
    formation, understanding and language
    Exposure to alternative perspectives and shared

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     A University Perspective
   CLIL encourages students and faculty to view their studies in a global
    context and to venture beyond their own cultural and linguistic borders
    in order to gain additional perspectives and additional knowledge.

   CLIL bridges existing curricular and disciplinary boundaries, creating
    a more integrated learning environment and energizing the disciplines
    in new ways.

   By integrating the use of multiple languages into disciplines across the
    curriculum, CLIL reinforces the centrality of language study at all
    levels of education.

   CLIL challenges faculty, students, and administrators to place a higher
    value on the language proficiency of bilingual students and faculty.

   CLIL expands the number of graduates who are able to carry out work
    in their major area of study in more than one language and has the
    potential to create a larger workforce of bilingual and multilingual

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      A CLIL Lesson - Content
   Text

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               A CLIL Lesson – Language
Aim: to identify, locate and describe the functions of a range of plant and human organs

                  Identifying/naming                           … and is divided into two parts.
        This is a/the …                                       The top of the … is called the ….
        That is a …                                           The .. is attached to the bottom of the .. by a
        That’s the …                                          A long tube grows out of the …, this is the ..
        This is called a/the …
        It comes from a …                                               Describing location
        It’s from a …                                         It is found in the … of the …
        The … structure is called the …                       The … are found at the base of the ….
        The … … are called ….                                 They are (adj.) and are attached to the ….
        At the top of the … there is a (adj) part called      The … are arranged in a ring around the
         the ….                                                 centre of the ….
        Together, the … and the … are called the ….           The … is found in the centre of the …,
                                                               The .. is attached to the bottom of the .. by a
                  Describing appearance/structure              They are inside the ….
        It looks like …
        It’s got/hasn’t got …                                          Describing function
        It has/doesn’t have …                                 The … is the part which …
        All … have …, a …, and ….                             The … is where … is carried out
        The … are the often highly (adj) parts which          The … is used for …-ing
         … (function verb).                                    The … has the role of …-ing
        They are (adj) and are attached to the ….             The carries out the function of …-ing
        The … are arranged in a ring around the               The … has a …-ing role
         centre of the ...                                     The … is a …
        They consist of a ..with a .. shape at the            The …’s job is to …
         end.                                                  It does … the …-ing
        … and is shaped rather like a ….        Steve Darn                                                   10
                   CLIL Teachers
    are bilingual / plurilingual and know about:
   CLIL contexts around the               Drama and music
    world                                  Classroom language
   Identifying the core language          Error correction
    of a subject                           Peer observation – watching
   The language of thinking                teachers teach CLIL
   CLIL task design                       CLIL lesson planning
   Providing language support             Assessment in CLIL
   Teaching vocabulary in CLIL            ICT
   Developing listening in CLIL           Project work
   Working with texts and                 Classroom presentations
    words                                  Learning strategies
   Teaching subject-specific              School policy, administration
    writing                                 and management in CLIL
   Speaking and CLIL                      Networks and resources

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             TIE-CLIL Project
              (Translanguage in Europe)
   The TIE-CLIL project (funded through Socrates)
    promotes plurilingualism through the introduction
    of Content and Language Integrated Learning in
    five different EU languages (English, French,
    German, Italian, Spanish). The major aim of TIE-
    CLIL is to provide pre- and in-service development
    programmes in CLIL for language teachers and
    subject teachers through building on existing
    knowledge of this field, to provide state-of-the-art
    understanding of theory and practice.

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Visions is XXXXX’s newest four-level language
development program that supports students from
the newcomer level through transition into
mainstream classrooms. By incorporating
literature with content, students are taught, and
have ample practice with, the skills they need to
meet grade-level standards while being introduced
to the academic language needed for school
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     Materials - Characteristics
   Four levels: Newcomer (Basic), Beginning (A),
    Intermediate (B), Advanced/Transition (C)
   Basic level for non-schooled and low-beginning
    students provides systematic language
    development as well as literacy instruction
   Staff development video is designed for easy
    program access
   High-interest literature and content-based
    readings motivate students
   Scaffolding throughout all four books. 3-
    pronged approach: Introduce, Practice, Assess
   Writing activities reinforce and recycle
    strategic skills     Steve Darn               14
             Further Information
 The CLIL Compendium
 Euroclic
 Translanguage in Europe
 UK National Centre for languages

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