TKT CLIL

Teaching Knowledge Test (TKT)

CLIL Module

Ana Isabel Almeida

Sumário

1. O que é o TKT-CLIL?

2. Planificação da formação

3. Os objetivos e os fundamentos do CLIL

1. O que é o TKT-CLIL?

• Objetivo do TKT - CLIL: testar o conhecimento dos candidatos sobre conceitos relacionados com o ensino de conteúdos disciplinares numa língua não materna.

• Formato: 80 questões do tipo escolha múltipla, relacionar e encontrar o intruso

• Duração: 1h20

• Requisitos:

- mínimo nível intermédio (B1) de inglês - estar familiarizado com a terminologia do CLIL e exemplos de vocabulário do currículo escolar (a disponibilizar ao longo da formação)

2. Planificação da formação

3. Os objetivos e os fundamentos do 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 )

(TKT, p.6)

(TKT, p.6)

The 4 Cs Framework

(Coyle, Hood & Marsh, 2010)

The 4 Cs Framework

(Coyle, Hood & Marsh, 2010)

Sumário

1. Os objetivos e fundamentos do CLIL (cont.)

2. "Practice task 1"

3. A língua no currículo escolar

(TKT, p.8)

What is the role of language in CLIL?

• Vocabulary
• Grammatical structures
• Functional language

Content-obligatory language

for specific subjects

e.g. geography learners need to know map vocabulary and how to interpret evidence shown on a map.

What is the role of language in CLIL?

everyday, less formal language used in our subjects

Content-compatible language:

e.g. In a map-reading lesson (geography) learners might use:

• basic verbs such as ‘goes’ and ‘travels’ to describe the route of a river
• a conditional form to describe cause and effect.

TKT: CLIL tests knowledge of grammatical structures and functional language used across the curriculum but it does not test knowledge of subject-specific vocabulary. However, subject-specific language is used in the test questions.

TKT CLIL Handbook pp.24-27

Language across the curriculum: the language demands of curricular subjects so that learners can understand and communicate (listening, speaking, reading and writing). These include features such as: • the use of present, past and future forms (but not in any more detail e.g. present perfect continuous) • comparative/superlative forms • modal verbs for expressing: ability; certainty; deduction; obligation; permission; prediction; preference; possibility; probability; prohibition; speculation • conditionals • passive forms • imperatives • questions • reported speech • personal and impersonal pronouns • time expressions • connectors (and, but, or, because) • collocations • synonyms • opposites • use of specialist subject vocabulary.

What language knowledge do CLIL teachers and learners need?

1. Vocabulary

Maths lesson

(TKT, p. 12)

What language knowledge do CLIL teachers and learners need?

2. Structures and meaning

(TKT, p.12)

Which grammatical structures are relevant?

(TKT, p.13-14)

Exploring language features

Food is chewed before it is swallowed.

Exploring language features

Exploring language features

What is the role of communication in CLIL?

Students need to express and interpret facts, data, thoughts and feelings Communication skills are important for:

• expressing ideas about subject content orally and in writing:
• helping learners work well together

Which communicative functions are needed for CLIL?

To develop communicative competence, or oracy, learners in CLIL need communicative functions (purposes for speaking or writing) from different subjects.

Tipos

Communicative functions• agreeing or disagreeing • asking questions • clarifying what has been said • comparing and contrasting • describing cause and effect/diagrams/ images/a process • evaluating work (own and others’) • expressing ideas • predicting

• presenting solutions; presenting work • stating facts and opinions • suggesting changes; ideas. • giving examples; information; reasons • hypothesising • instructing • interpreting data • justifying answers or opinions • persuading

They need examples of these functions to help them communicate their knowledge of the subject content.

Using the L1 to communicate

Code-switching: use of L1 and the target language by both teachers and learners for specific purposes. Use of L1 for communication is a teaching and learning strategy

brainstorming (start/finish topic)

revisiting content language (pair work)

using open questions

Techniques

sharing ideas with a partner

prepare a poster

role play

How to...?

Before starting communicative tasks we need to:

• make the purpose and outcome of the communication clear to our learners
• identify ground rules and timing
• assign group roles, for example:

learner ‘A’ organises any materials neededlearner ‘B’ notes any problems (content/language)learner ‘C’ checks all are using the target languagelearner ‘D’ reports back to class after the task.

How to...?

After finishing communicative tasks we need to:

• give reflection time after the talk:

How did we do? How can we improve?

• be aware of progression:

from closed talk to exploratory, extended talk.

TKT: Communication skills across the curriculum – Sample Task

Cognitive skills across the curriculum

Cognitive skills: the processes our brains use when we think and learn information processing or concrete thinking skills (the what, when, where, which, who and how many questions) abstract thinking (the why and what if questions)

Cognitive skills in CLIL subjects

(see TKT, p.21)

HOTS and LOTS

LOTS =

Lower order thinking skills

Higher order thinking skills

HOTS =

How are learners’ cognitive skills developed in the classroom?

• tasks and challenges appropriate to the subjects
• effective questioning
• use questions to help learners to make associations (make links) and to think more deeply

What kind of questions can we ask in the CLIL classroom?

Learning skills across the curriculum

Learning skills can be applied across the curriculum. They are skills which involve learning how to learn and developing learner autonomy. They can be artistic, cultural, linguistic, mathematical, scientific, social and interpersonal skills.

Planning a lesson/series of lessons

Before we can plan a CLIL lesson or series of lessons, we need:

• to know the CLIL context and teaching aims
• to identify the content knowledge
• to identify skills which learners will be taught.
• to consider the different stages of the lesson and the sequence of a series of CLIL lessons

Key concept 1 - Learning outcomes

These statements identify what most learners should be able to know, be able to do and be aware of as the result of a learning experience at the end of a lesson/series of lessons/unit. They have to be achievable and measurable.

(TKT, pp.30)

When planning, we also need to consider the following questions:

• What are my teaching aims?
• What will the learners know and be able to do at the end of the lesson which they

• didn’t know or couldn’t do before the lesson?
• What subject content will the learners revisit and what will be new?
• What communication will take place?
• Which thinking and learning skills will be developed?
• What tasks will learners do?
• What language support will be needed for communication of content, thinking and learning?
• Which materials and resources will be provided to present the content and support any tasks?
• Are there cross-curricular links and Internet links?
• How will learning be evaluated?

Key concept 2 - Competences

These are the knowledge, skills and attitudes for learning across the curriculum. Teachers take these into account when they plan so that learners are given opportunities to demonstrate the competences across a range of curricular subjects.

(TKT, pp.31)

Planning a lesson

(TKT, pp.32-33)

Planning a series of lessons

(TKT, p.34)

Planning for delivering CLIL lessons

We need knowledge of how to plan effective CLIL lessons so that input (what we teach) is comprehensible and output (what the learners produce) is possible.

Before the lesson:

• Examine content material.
• Use appropriate materials.
• Put lesson objectives, key vocabulary and activities on the board.
• Provide a language-rich environment.
• Design tasks for meaningful production of subject content.
• Plan a plenary for the end of the lesson.

(TKT, p.34)

Language demands of subject content and accompanying tasks

Learning subjects in a non-native language is not the same as learning a foreign language and it is not the same as learning subjects in the first language. CLIL teachers need to analyse the language demands of subject lessons and then plan and prepare relevant language support.

Genres (text types)

Teachers must help learners to become familiar with the language features associated with different genres.

How?

1. Identify the type of texts learners meet in their subjects
2. Help learners understand the purpose of the text and who it is for
3. Help learners identify language features in those texts (sentence level and word level)

(TKT, p.37)

Can you think of three different genres used in your subject?

(TKT, p.34)

What are the different genres in CLIL?

(TKT, p.37)

(TKT, p.38)

Language features found in different genres (sentence and word levels)

(TKT, p.38)

(TKT, p.39)

Genres

Genres language learners meet depend on the curricular subjects in CLIL

Task types learners meet in different subjects:

• science subjects: hypothesise, observe experiments, describe procedures and record findings.

• History, politics and geography: read source materials, recounts, reports and case studies.
• Mathematics and economics: explain how to solve problems and describe data in graphs and charts.
• Art and music: read and write descriptions and explanations.
• ICT: explain word-processed data.

(TKT, p.39)

(TKT, p.40)

Genre-based teaching

• It helps teachers identify the language that learners need for their specific subjects.
• It helps teachers to support learners when they produce content language. Learners look at the whole text, then at patterns of language at sentence and word levels.

• It helps learners understand the language features they need to use for each subject.
• It helps learners take a critical approach to learning through analysis of their writing.

(TKT, p.40)

Genre-based teaching

(TKT, p.41)