Content and Language Integrated Learning (CLIL): A response to students' learning needs. Esp. Elizabeth Vides Orozco
Session outline:
1. Setting the scene 2. Literature review 3. Why content and language integrated language learning? 4. Practical considerations in the implementation of Content Based Programs. 5. The process of designing a theme-based models in EFL context? 6. Suggestions for Content Based materials 7. Issues in Content-Based evaluation. 8. Conclusion
STORY http://learnenglishkids.britishcouncil.org/en/mak e-your-own/story-maker
Setting the scene IED SOFIA CAMARGO DE LLERAS
• • • • • •
Public school Direct method General English Grammar oriented Failing. Not so fun of learning English. • National Bilingual Program. • Institutional demands • Learning needs
NEED ANALYSIS: NEEDS ASSESSMENT ESP (English for Specific Purpose)
Needs assessment -
National bilingual program Institution demands Students’learning needs
CONTENT AND LANGUAGEINTEGRATED LEARNING INSTRUCTION CLIL (CONTENT BASED)
• Communicative skills • Personal development topics • Cognitive strategies • Socio affective strategies • No grammar oriented classes • Speaking skill/ strategies • Different assessment
LITERATURE REVIEW
LITERATURE REVIEW
Why content and language integrated language learning?
GOOD CLIL PRACTICE IS DRIVEN BY COGNITION (Marsh, 2002)
It leads to high levels of language development and academic achievement while providing students with worthwhile nd interesting subject matters (brinton, Snow and Wesche: 2011)
Why content and language integrated language learning? It enhances both language and concept development and promotes positive attitudes (Snow and Brinton, 1988ÂŞ). Even though, learner language needs and interest may not always concide, the use of informational content which is percieved as relevant by the learner is assumed by many to increase motivation in the language course and thus to promote more effective learning (Marsh, 2002) Language should be taught through a focus on contextualized use rather than on fragmented examples of correct sentence level usage. The learner will become aware of the larger discourse level feature and the social interaction pattern which are esential to effective laguage use, as well as of the correct grammatical conventions.
Research: The input in the target language must be understood by the learner (Krashen, 1985). Input will serve for comprehension which is accomplised with the help of cues from the situational and verbal context. Input must contain new elements to be acquired
Practical considerations in the implementation of Content Based Programs. Administrative issues Program design Student population Content based teaching models Staff development Program evaluation
A basic premise of content based teaching is that content should be selected according to the needs and interest of the learners.
In general, what criteria do you think should be used in selecting content for language teaching - List 2 general considerations for content selection. - Consider your own teaching situation or one you expect to teach in, how these considerations would interface with the situation you have selected.
The process of designing a themebased models in EFL context? THEME BASED (TOPIC BASED)
It refers to a language class in which the syllabus is structured around themes or topics.
Topics are related to those students encounter in their general educational curriculum.
Language teachers assume responsibility for teaching the topic,they must be enthusiastic enough to stimulate student interest Skill course with the linguistic focus of the instruction determined by the students’ needs, their proficiency level and the degree to which the content matter «maps» onto the course objectives.
Suggestions for Content Based materials
A very large range of text types. Material chosen should be ÂŤexploitable (Shih, 1988):
Content authenticity. Task authenticity Interest level Dififculty level Availability Accessibility Textual aids Supporting materials Flexibility Source
Issues in Content-Based evaluation
Language and content Evaluating content langauge Evaluating language knowledge and skills
FIVE BROAD CATEGORIES Knowledge of elements of the liguistic codes Knowledge of discourse Interactive communication skills Academic language use skills Related study skills
Conclusion CLIL is context specific. It can be a very effective way of teach in school contexts.
THANKS COMMENTS QUESTIONS