3 synchronous session 2022 History, contexts & contents

CLIL

History, context, and contents. Third Synchronous Session:

Prof. Sandra Camelo

What's CLIL about?

Content & Language Integrated Learning

A bilingual teaching approach in which there is a dual attention to language and content (Graddol, 2006; Coyle, 2010)

Content & Language Integrated Learning

CLIL is being around for centuries, even in ancient Greece it was used; it was also popular in the 19th century and later in the 1970s and 1980s in the Canadian immersion experiments. The term CLIL was coined in 1994 and launched in 1996

Related terms

Bilingual Integration of Languages and Disciplines (BILD) Content and Language Integrated Learning (CLIL) Content and Language Integration in Primary (CLIP) Content-based Instruction (CBI) Content-based Language Instruction (CBLI) Content-based Language Teaching (CBLT) English Across the Curriculum (EAC) Languages Across the Curriculum (LAC) Teaching Content Through English Teaching English Through Content

Related terms

Soft CLIL Primary focus on the language content (Language Driven) Strong CLIL Primary focus on the subject content (Content driven)

Related terms

Mid or Comfortable CLIL Lesson subjects, or parts of subjects, are taught via a foreign language with dual-focused aims, and where learning is a combination of both language and content.

CLIL Scale:

language classes with frequent use of content for language practice

subject courses + language classes

language classes based on thematic units

partial immersion

subject courses

total immersion

Language Driven

Content Driven

Teachers' beliefs

- Incidental language teaching: language surfaces naturally as an outcome of content instruction.

- Intentional FL learning in CLIL cannot be undermined.

- Integrated teaching: A foreign language enrichment packed into content teaching.

(Bovellan, 2014: 23-24)

CLIL Consolidation

Content & Language Integrated Learning

English stablishes as a lingua franca in the world by the 1990s and more strongly in the 21st century, and becomes a core skill in education. More content from the different disciplines is written in English and circulates globally on Internet.

Content & Language Integrated Learning

There is insignificant English presence and exposition in most non-English speaking countries where the EFL curricular hours couldn't make up for the lack of input and practice

Language focus and empty contents critique in Communicative and Situational Syllabi as content was subordinated to language teaching. Incorporating relevant deep content effectively: Principles of Utility and Learnability for selecting contents.

Critique to language focus and empty contents in Communicative and Situational Syllabi as content was subordinated to language teaching. Incorporating relevant deep content effectively: Principles of Utility and Learnability for selecting contents.

CLIL Components: 4Cs (Coyle, 2005)

CLIL Components:

Content: Knowledge and understanding related to specific elements of a defined curriculum. Communication: Using language to learn/learning to use language. Cognition: Thinking skills that link concept formation, understanding, and language processing. Culture: Different perspectives, understandings, awareness of others and self.

CLIL related competences (Cummins, 2000):

The first skills to be achieved when learning a FL are BICS (Basic Interpersonal Communicative Skills). CALP (Cognitive Academic Language Proficiency) is required for dealing with cognitive contents. Developing CALP requires focusing on content, language and language use both in the source and target languages.

Text types and discourses are a central part of discipline-specific language (Bovellan, 2014: 33)

Cognitive Demand and Context (Cummins, 2000)

Quadrant III with high context and high cognitive demand offers the most ideal setting for CLIL learning.

(Bovellan, 2014: 46-47)

Cognitive Development (Bloom's Taxonomy):

Appraise. Categorise. Compare. Judge. Differentiate.

Thinking about Content

What's Content?*

Topics, Themes, Concepts.

Attitudes (Moral basis of content)

Subject-related skills (procedures)

The activity teaches contents, by means of a process-led task (procedure) using lexis and language structures as the vehicle (Clegg, 2002).

*No hierarchy

CLIL Tension /Balance:

Conceptual Content

Procedural Content

Conceptual Content

Objectives: Summarise, Present, Select, Describe. .

Subject-related skills (procedures)

Procedural Content

Real content has continuity and conceptual (thematic) sequencing. Underlying cohesion.

Topics, Themes, Concepts.

Procedural Content

Integral development of the student. Affective and social strategies. Expressing impressions, feelings and reactions towards specific content.

Attitudes (Moral basis of content)

Language is specialised. Concepts and language need to be understood. Language and concepts become more cognitive demanding. .

Contextualised Content

Meaningful Content

Needs analysis. Learner's autonomy. Self Access. Learning to Learn. Learner Generated Syllabi. (Widdowson, 1980) .

Have you ever taught a CLIL class?

Which challenges could you face? What preparation you need? What subject are would you like to integrate to your English class?

- target-language competence

- subject knowledge

CLIL teachers

-knowledge of the subject matter -pedagogical competence -knowledge of SLA and TFL

CLIL teachers

Facilitate learners’:

comprehension of the subject area concepts -learning the language of the subject area -internalisation of the language of the subject area

CLIL teacher's strategies

CLIL institutional requirements

- institutional & parental approval of CLIL practice

-inter-departmental co-operation

CLIL institutional requirements

-institutional bilingual/ multilingual policy across the curriculum

- target language materials

"The balance between content and language signifies that curriculum topics in CLIL should have both subject-specific and language-specific aims, because in this way, the curriculum can provide learners with an authentic context for meaningful and purposeful language use." (Bovellan, 2014: 24)

Clear content objective(s).

Defined procedures for accomplishing the content objective. Defined procedural objectives in relation to what is done with the information (language functions, and cognitive strategies)

CLIL Materials' Musts:

Cognitive strategies development (defining, classifying, illustrating, exemplifying, comparing, constrasting, giving reasons, predicting, summarising, organising in a sequence, listing, adding, deducing, evaluating).

Defined language-based skills that are required for the students to fulfil the content objective, as well as the vocabulary and structures.

CLIL Materials' Musts:

Activities integrating 4Cs: content, communication, cognition, culture.

Clear activity sequencing.

CLIL Materials' Musts:

CLIL Materials' Musts:

Peer communication activities. Reading strategies Student written and oral production with emphasis on planning. Cognitive skills Pragmatic stragegies Personal and interpersonal skills

CLIL Materials

High conceptual/ procedural demand

High linguistic demand

Process-led materials

Reduced linguistic demand

Pair-group work

Lower linguistic demand

CLIL Materials

Realia

Text-books and Work-books

General Criteria: a. Structure (coherent with curriculum, objectives, assesment tools, review sections) b. Supplementary materials (ICTs, under/over achievers) c. Physical features (visuals, updated) d. Integrated Culture, Cognition, Commnunication & Contents (López-Medina, 2016)

CLIL Materials Checklist

Content Criteria: a. Curricular coherence b. Age appropriate and motivating c. Scaffolding (according to level) d. Functional and authentic (López-Medina, 2016)

CLIL Materials Checklist

Cultural Criteria: a. Cultural awareness and sensitivity b. Relevant to sociocultural environment c. Free from stereotypes d. Authentic and context specific (López-Medina, 2016)

CLIL Materials Checklist

Cognitive Criteria: a. Broken-down activities and previous knowledge activation b. Oral and written expression practice c. Learning styles d. Individual tasks and collaborative projects (López-Medina, 2016)

CLIL Materials Checklist

CLIL Materials

CLIL online resources

https://www.classtools.net/

CLIL Materials