‘CLIL’ IN PRIMARY: from theory to classroom practice
Salvador Rodríguez Almendros 25th February 2011
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
?
Teacher’s Tools in CLIL 4Cs
framework
– a guide for
subject matter/project/theme
3As lesson planning tool –
types of language
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
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
LIFE UNDER THE SEA
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 trito 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 alife 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 rtsa 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 ele 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
a s 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 afo o d c h a in
L is tin g ty p e s o 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 es e a e n v iro n m e n t
T h e im p o rta n c e o ffis h in th e M e d ite rra 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/ Language FOR learning: get food/reproduce? 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: teaching notes, lesson plans and resources)
Conclusions - It is really important for teachers to have time for reflecting on their daily practice to improve their teaching methods. - If proper scaffolding is set, language should not be a problem to explain content. Substitution tables are a very useful tool. - Regardless the subject being taught, there is always a type of language and a cultural background associated to it. - The 4Cs framework refers to the most important ‘Cs’ but there are some others to take into account: context, competences, curriculum, ‘collegiality’, curiosity, coherence, confidence, etc. ‘Learning English Through Science and Social Studies’ or ‘Learning Science and Social Studies Through English’? Answer: ‘use languages to learn and learn to use languages’