What is CLIL?

What is CLIL?

Ana Isabel Almeida

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 )

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Principles and practice of CLIL

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

01

Principles and practice of CLIL

Source: Mehisto et al. 2008

Principles and practice of CLIL

The 4 Cs Framework

(Coyle, Hood & Marsh, 2010)

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.

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

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

Bloom's Taxonomy (Revised)

Lesson planning & materials design in CLIL

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

Lesson planning & materials design in CLIL

Step 3: Communication – Defining language learning and using

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

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

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 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

(Coyle, Hood & Marsh, 2010)

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