A CLIL introduction for teachers: ‘from theory to practice’
CLIL? What is it? Content and Language Integrated Learning, but...
content
SOME DOUBTS: - Do
or language content
we have to plan all the language we use?
- How do we explain the activities? - Do we need to use a lot of visual support?
language
?
The lartey frimps krolacked blinfly in the detchy shilbor Read the sentence above and answer the following: 1. What kind of frimps were they? 2.What did the frimps do? 3.How? 4.In what kind of shilbor did they krolack? 5.Which is the subject in this sentence? 6.Which is the verb?
The lartey frimps krolacked blinfly in the detchy shilbor Read the sentence above and answer the following: 1. Explain why the frimps were krolacking in the detchy shilbor. Be prepared to justify your claims with facts. 2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?
The lartey frimps krolacked blinfly in the detchy shilbor Read the sentence above and answer the following: 1. Explain why the frimps were krolacking in the detchy shilbor. Be prepared to justify your claims with facts. 2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?
The lartey frimps krolacked blinfly in the detchy shilbor Read the sentence above and answer the following: 1. Explain why the frimps were krolacking in the detchy shilbor. Be prepared to justify your claims with facts. 2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?
What kind of visuals can we use to introduce a topic to primary age children? Sample topic: Science - food chain Visual to show process
Visual to develop cognition
Set of visuals to start discussion
Teacher’s Tools in CLIL 4Cs
framework
– a guide for
subject matter/project/theme
3As lesson planning tool
Cummins’ matrix
for task and materials design
– an audit tool
The 4Cs conceptual framework for CLIL
(Coyle & Hood)
The 3As lesson planning tool
• Analyse: language of • Add: language for • Apply: language through
The 3As lesson planning tool
(Coyle)
CUMMINS’ MATRIX High cognitive demands
3 Low linguistic demands
X (CLIL)
2
4 High linguistic demands
1 Low cognitive demands
Tools used for designing a unit: 4 Cs framework:
content, communication, cognition & culture
3 As for lesson planning: analyse, Cummins’ matrix: cognitive Bloom’s taxonomy: for Scaffolding: both
add, apply
and linguistic demands
task and activity design
language and content
Vygotsky’s socio-cultural theory: collaborative Gardner’s multiple intelligences: learning
styles
learning
4Cs framework : the mindmap K e y F is h in g , p re s e rv in g a n d tra d in g m e th o d s
N u tritio n a l v a lu e o f fis h
L a n g u a g e O F le a rn in g
C a ta la n fis h m a rk e ts a n d a u c tio n s
S e a life d a n g e rs
v o c a b u la ry o n m a rin e e c o s y s te m s
s e a h o rs e
C O N T E N T
C O M M U N IC A T IO N
F is h fo r e a tin g a n d fis h fo r d e c o ra tio n
F o o d c h a in s
K e y s tru c tu re s to e n a b le s p e e c h (la n g u a g e p a te rn s )
L a n g u a g e F O R le a rn in g
B a s ic p a rts a n d c h a ra c te ris tic s
L a n g u a g e T H R O U G H le a rn in g
o ffis h
c ra b
je ly fis h
T y p e so f e x is tin g life :liv in g & n o n -liv in g th in g s
R e a lfa c ts a n d d a ta o n s e a n a tu ra l F L O R A & F A U N A
L IF E U N D E R T H E S E A
d o lp h in
L a n g u a g e c o m in g o u t w ith in th e d e v e lo p m e n t o fth e le s s o n s
s h a rk
fis h
c la m
D is c u s s in g a b o u tfis h u s a g e
A n a ly s in g
C la s s ify in g s e a e le m e n ts
s e a d a m a g e
C o n s c io u s n e s s o fn o tb u y in g s m a lfis h
lo b s te r s ta rfis h
P la n n in g a d is s e c tio n
C o n s tru c tin g
C O G N IT IO N
C U L T U R E
as e a e n v iro n m e n t
s tin g ra y Id e n tify in g e le m e n ts in a fo o d c h a in
L is tin g ty p e so f fis h s o ld in a fis h m a rk e t D e s c rib in g d ife re n t s p e c ie s o f fis h
C o m p a rin g fis h in g m e th o d s
o c to p u s
A w a re n e s s o fc a rin g a b o u tth e s e a e n v iro n m e n t
T h eim p o rta n c e o ffis h in th e M e d ite ra n e a n d ie t
3 As lesson planning tool (communication process)
Language of learning - Key phrases needed - Key vocabulary Language for learning -
Learning how to learn Language for pair group Understanding instructions How to deal with not understanding
Language through learning
COMMUNICATION Language OF learning: * Key vocabulary: fish, octopus, dolphin, starfish, jellyfish, shark, angelfish, living/non-living things, sunlit, twilight and midnight, eat/ live in/live up to/weigh/jump/ swim up to. * Key structures: under the sea, in the water, are the main enemies of..., can it breathe/move/excrete/ get food/reproduce? Language FOR learning: I can see, We can find, there is/are. I would like to know more about... Language THROUGH learning: - Language needed to express previous knowledge and experiences related to the sea depths
- ‘Dictionary use’ for vocabulary extension
Cummin’s Matrix High cognitive demands
3 Low linguistic demands
4
(LIFE UNDER THE SEA)
2
1 Low cognitive demands
High linguistic demands
Low order
High order
Bloom’s Taxonomy
Scaffolding the language
the content
Vygotsky’s socio-cultural theory
Gardner’s multiple intelligences (learning styles: variety of resources)