Approach to CLIL Techniques

Approach to CLIL techniques

8 - 11 November 2022Porto, Portugal

Ana Isabel Almeida

Learning outcomes

Learning portfolio

Lesson plan (50' lesson) + Digital materials

15-minute presentation in groups of 3

Day 1

Principles and practice of CLIL

• The 4 Cs framework
• The role(s) of language in learning
• Becoming language aware

A shared vision for CLIL

• What is our ideal CLIL classroom and what goes on there?
• In an ideal world, what do you want your CLIL learners to be able to achieve?

Adapted from Coyle et al. (2010)

Principles and practice of CLIL

“CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content and not only on language. Each is interwoven even if the emphasis is greater on one or the other at a given time."

(Coyle, Hood & Marsh, 2010, p.1 )

01

Principles and practice of CLIL

Sources: Bentley, 2010; Mehisto et al. 2008, p.12

Principles and practice of CLIL

The 4 Cs Framework

(Coyle, Hood & Marsh, 2010)

Principles and practice of CLIL

The 4 Cs Framework

(Coyle, Hood & Marsh, 2010)

Principles and practice of CLIL

Principles and practice of CLIL

The role(s) of language in learning

In CLIL, we often refer to subject/discipline teachers as content teachers. It is the content of the discipline that drives CLIL. Content determines the language that is needed, and language transmits content.

Principles and practice of CLIL

Strongly agree

Agree

4 Corners

Strongly disagree

Disagree

Principles and practice of CLIL

Every teacher is a content and language teacher.

Principles and practice of CLIL

I include language objectives in my planning.

Principles and practice of CLIL

Language plays a key role in understanding new information.

Principles and practice of CLIL

Language plays a key role in knowledge creation.

Principles and practice of CLIL

Language plays a key role in intellectual development.

Principles and practice of CLIL

Expanding the 4Cs framework

https://anasalmeid.wixsite.com/teacher-training/principles

Principles and practice of CLIL

Principles and practice of CLIL

Academic language

Each discipline has its own language and literacy which consists of:

• terminology
• text types (also known as genres) - e.g., research report, argumentative essay, paper presentation
• language to express different types of thinking

Principles and practice of CLIL

Academic language

Source: Morton (2020)

Principles and practice of CLIL

What are Cognitive Discourse Functions (CDFs)?

Morton, T. (2020). Cognitive Discourse Functions: A Bridge between Content, Literacy and Language for Teaching and Assessment in CLIL. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 3(1), 7-17. https://doi.org/10.5565/rev/clil.33

Principles and practice of CLIL

Guidelines for using CDFs to integrate content, literacy and language in CLIL teaching and assessment (Morton, 2020)

1. Be explicit about language and literacy objectives which accompany content objectivese.g. if students have to produce definitions, they can be given explicit support by being shown how they work in terms of words and grammar.2. Be clear about the objectives you are working toward at the level of teaching units/ individual lessons. e.g. reduce the number of objectives addressed in any unit/lesson to allow time for modelling, practice and feedback 3. Dedicate some time to clarifying to learners what exactly they have to do in terms of producing language (an explanation, a report, a set of definitions, a description) and to providing clear models and opportunities for practice

Principles and practice of CLIL

How language aware are you?

In order to decide what academic language your students need, ask yourself the following question:

What must the students be able to understand, say and write in order to demonstrate that they have achieved the learning outcomes of my discipline? (Mehisto, 2017, p. 116).

Principles and practice of CLIL

How language aware are you?

1. What is the language of my subject? What is the language of and for learning?
2. What are the main text types (written or spoken) of my discipline?
3. What do my students need to read?
4. What do they need to listen to?
5. What do they need to talk about?
6. What do my students need to write?

Day 2

Lesson planning & materials design in CLIL

• Planning a unit/lesson

• How to start a CLIL lesson
• How to create a digital environment in your classroom

Lesson planning & materials design in CLIL

Planning a unit

• Step 1: Considering content
• Step 2: Connecting content and cognition (CDFs; HOTS/LOTS)
• Step 3: Communication – Defining language learning and using (Language Triptych)
• Step 4: Developing cultural awareness and opportunities (macro culture; micro cultures)

(Coyle, Hood & Marsh, 2010)

Lesson planning & materials design in CLIL

(Coyle, Hood & Marsh, 2010, p.56)

Lesson planning & materials design in CLIL

(Coyle, Hood & Marsh, 2010)

Lesson planning & materials design in CLIL

Step 1: Considering content

Global goal + Unit title +

(Coyle, Hood & Marsh, 2010, p.57)

Lesson planning & materials design in CLIL

Step 2: Connecting content and cognition

(Coyle, Hood & Marsh, 2010, p.58)

Lesson planning & materials design in CLIL

Step 2: Connecting content and cognition

(Coyle, Hood & Marsh, 2010, p.58)

Reflection points: 1. Use a taxonomy of thinking skills such as Bloom’s (1956) or Anderson and Krathwohl’s (2001) for reference (refer to Chapter 3). Which cognitive skills seem to be most appropriate for development in terms of the content? 2. Are we encouraging the use of higher-order thinking (HOTS) such as hypothesizing and problem solving as well as lower-order thinking (LOTS) such as remembering, understanding and applying new knowledge? 3. What kind of questions must we ask in order to go beyond ‘display’ questions and present students with challenging problem-solving, hypothesizing, analysing and evaluation tasks? 4. What kind of questions do we want our learners to ask? Have students been given opportunities to discuss their new knowledge and understanding? 5. How does/do our global goal(s) fit with developing cognition?

Lesson planning & materials design in CLIL

Step 3: Communication – Defining language learning and using

(Coyle, Hood & Marsh, 2010, p.61)

Lesson planning & materials design in CLIL

Step 3: Communication – Defining language learning and using

Reflection points: 1. What type of language (genre) does this subject or theme use? How shall we ensure learners have access to this? 2. Define the content-obligatory language, such as key words, phrases and grammatical demands of the unit (e.g. the language of discussing, hypothesizing, analysing). How is this introduced and practised? 3. What is the most effective way of teaching the language of learning? (e.g. specific tasks, content-embedded practice, grammar rules)

(Coyle, Hood & Marsh, 2010, p.61)

Lesson planning & materials design in CLIL

Step 3: Communication – Defining language learning and using

(Coyle, Hood & Marsh, 2010, p.62)

Lesson planning & materials design in CLIL

Step 3: Communication – Defining language learning and using

Reflection points: 1. What kind of language do learners need to operate effectively in this CLIL unit? 2. What are the possible language demands of typical tasks and classroom activities? (e.g. how to work in groups, organize research) 3. Which language skills will need to be developed? (e.g. discussion skills)

(Coyle, Hood & Marsh, 2010, p.61)

Lesson planning & materials design in CLIL

Step 3: Communication – Defining language learning and using

(Coyle, Hood & Marsh, 2010, p.63)

Lesson planning & materials design in CLIL

Step 3: Communication – Defining language learning and using

Reflection points: 1. What necessary language functions and notions do the students know already? How can these be practised and extended? 2. What strategies can our learners use to access new language for themselves? 3. When new language emerges, how shall we capture and select language for further development?

(Coyle, Hood & Marsh, 2010, p.63)

Lesson planning & materials design in CLIL

Step 4: Developing cultural awareness and opportunities

(Coyle, Hood & Marsh, 2010, p.64)

Lesson planning & materials design in CLIL

Step 4: Developing cultural awareness and opportunities

Reflection points: 1. What different types of cultural implications are there for development in this topic? 2. Can the content be adapted to make the cultural agenda more accessible? 3. How do we actively involve the learners in developing their pluricultural understanding?

(Coyle, Hood & Marsh, 2010, p.64)

Lesson planning & materials design in CLIL

Task progression - the CLIL Matrix

(Coyle, Hood & Marsh, 2010, p.68)

Link the tasks.

1. Recycled language and introduction of abstract concepts

Task a

2. Extend familiar language into more complex structures

Task b

3. Familiar language and concepts

Task c

4. Practise new language and new content

Task d

Lesson planning & materials design in CLIL

Example: Auditing tasks using the CLIL Matrix

GOING TO THE MOON: A SPACE JOURNEY. List of tasks: a) List all the things an astronaut would need for a space journey. b) Create a questionnaire to find out about the life of an astronaut. c) Compare the benefits of living on Earth and the Moon. d) Describe your life on the Moon. Give reasons why it is the way you describe.

Source: ateneu.xtec.cat

Lesson planning & materials design in CLIL

How to start a CLIL lesson

1. Write down a title for each image. Which underlying theory or belief about activating knowledge for learning does each image represent for you?

Source: Dale, van der Es & Tanner (2010)

Lesson planning & materials design in CLIL

How to start a CLIL lesson

Why activate prior knowledge?

• can increase the learners' motivation

• can help learners to create a context and expectations about what is to come

• helps learners to focus on the topic and the language of the lesson

• make individual differences become visible to teachers and learners

(Dale, van der Es & Tanner (2010))

Lesson planning & materials design in CLIL

How to start a CLIL lesson

Why activate in CLIL?

• make explicit in the target language both the ideas and the language learners already know

• reveal the gap between what learners already know and what they do not know yet

• engage the learners’ attention

• review what the learners already know about the topic

(Dale, van der Es & Tanner (2010))

Lesson planning & materials design in CLIL

How to create a digital environment in your classroom

Materials design(digital/non-digital)

Lesson planning Task progression

Lesson planning & materials design in CLIL

Developing CLIL materials - Key Principles

1. Make the learning intentions (language, content, learning skills) and process visible to students.2. Systematically foster academic language proficiency. 3. Foster learning skills development and learner autonomy. 4. Include self, peer and other types of formative assessment. 5. Help create a safe learning environment. 6. Foster cooperative learning. 7. Seek ways of incorporating authentic language and authentic language use. 8. Foster critical thinking. 9. Foster cognitive fluency through scaffolding of a) content, b) language, c) learning skills development helping students to reach well beyond what they could do on their own. 10. Help make learning meaningful.

(Mehisto, 2012)

Day 3

Putting theory into practice

• How to create a digital environment in your classroom
• Preparation of final presentations

Putting theory into practice

Presenting a digital tool

• Name of the tool + web address

• How it can be used to teach/learn in your subject(s): activation? flipped classroom? assessment? etc.
• Why you like it
• Practical example of CLIL materials you have created/would like to create using this tool

Day 4

Course round-up & Review

Course round-up & Review

Why is that important?