CLIL Course for SJV Elementary Teachers
start
The CLIL workshop for SJV Elementary Teachers is designed to provide the necessary knowledge and skills to implement Content and Language Integrated Learning (CLIL) approach in their classrooms.
Jennifer Orrego
Continue
Magister in Bilingual education
Go through each level:
DESIGNING
INTRODUCTION
ASSESSMENT
PRACTICE
Introduction to CLIL
What does CLIL mean for you? Use this Padlet to write your ideas. There are no right or wrong answers.
CLIL involves using an additional language for both learning content and language. This means that the teaching and learning process focuses on both content and language, rather than just one or the other (Coyle et al., 2010)
CLIL is not a specific method, but rather a broad term (Umbrella term) that encompasses various practices and techniques from different methodologies. It's an approach to acquiring a second language.
What is the difference between English as a Foreign language (EFL) and CLIL
Scaffolded instruction
Coyle's 4Csframework
Active Learning
Key Principles of
Materials
Active Learning
CLIL encourages active learning strategies, such as group discussions, debates, experiments, and problem-solving activities, to engage students in the subject matter and language practice. Examples: implementation of active methodologies like Project Based Learning, Problem-Based Learning, Design for change, and cooperative learning, among others.
The 4Cs Framework of CLIL (Coyle et al., 2010) These principles can be seen as starting points in CLIL lesson planning. (Mehisto et al., 2008)
Click on each word
Culture
Culture
Content
Communication
Cognition
Culture
Content
In CLIL classrooms content is at the heart of the learning process. Teachers ensure that students acquire knowledge and skills in subject areas such as science, mathematics, social studies, or arts while using a second language as a medium of instruction. This integration enables students to engage with the subject matter in a meaningful and holistic way.
Cognition
CLIL encourages the development of critical thinking, problem-solving, and analytical skills. Students are challenged to make connections, analyze information, and explore new concepts within the context of the content subject.
In this sense, Bloom's Taxonomy is a way of categorizing educational goals according to the complexity of cognitive skills involved: LOTS (Low order thinking skills), basic cognitive skills and HOTS (High order thinking skills), complex cognitive skills.
Bloom's Taxonomy
Communication
CLIL not only aims to teach content but also promotes language development. Students acquire vocabulary, grammar, and language skills while actively engaging in meaningful tasks related to the content being taught. Language becomes a tool for understanding and expressing ideas in subject-specific contexts.
Coyle et al., 2010, propose The language triptych to make connections between content and language objectives. In this way, we can integrate cognitively demanding content with language learning and use, making meaningful the relationship between using the language for knowledge construction.
Language OF learning
Language FOR learning
Language THROUGH learning
Culture
Essential to CLIL is the idea that we are all connected to one another in a variety of ways and have responsibilities as well as rights in every setting. We can imagine our learners and ourselves at the center of a series of ever-expanding circles. Starting with the individual learner at the center, we can expand to family and community. Guiding questions for planning: -What are the cultural implications of the topic? -How does the CLIL context allow for ‘value added’? - What about otherness and self? -How does this connect with the other Cs?
Scaffolding
Teachers provide support and scaffolding to help students understand and engage with complex content. They gradually release responsibility to students as their language and subject knowledge improve.
Scaffolding categories according to Walqui (2006)
Scaffoldingcategories
BRIDGING: connecting old with new information.
CONTEXTUALIZING: presenting some aspects using a different medium or aid to support language. For example, images, videos (audiovisual support), timelines.
MODELLING: Provide students with examples of completed tasks so they can see what it entails.
Scaffoldingcategories
DEVELOPING METACOGNITION: reflect upon the learning process. For example, self-evaluation activities.
Scaffolding strategies help students move from BICS (Basic interpersonal communication skills) to CALP (Cognitive Academic Language Proficiency), which refer to the different levels of language proficiency and are especially relevant in understanding how students develop language skills while learning content in a second or foreign language.
SCHEMA BUILDING: set of interrelated knowledge to organize and understand information.
In a CLIL class students should be able to greet and communicate in everyday simple language (BICS), but also communicate by using a more academic vocabulary (CALP) in the classroom.
BICS & CALP Explained by Jim Cummins
http://www.iteachilearn.com/cummins/bicscalp.html
MATERIALS
Authentic materials, such as real-world texts, videos, and resources related to the subject matter, are used to expose students to genuine language use and subject-specific vocabulary. Bringing these authentic materials to class enriches the students' experience, however, the teacher, as the one who knows the class, has to decide on what type of materials are needed and modify them if necessary.
Multimodality refers to the combination of multiple sensory and communicative modes, such as sight, sound, print, images, video, music, and so on, that produce meaning in any given message, to present content in different ways. These resources can support students' comprehension and language development.
When deciding which materials to choose, include reinforcement and extension activities. The former are addressed to special needs students. The latter, to students who are exceptionally gifted or fast-finishers.
Test your knowledge!
START
Pregunta 1/3
What does CLIL stand for?
Creative Language Integration for Learners
Child Learning and Instructional Language
Content and Language Integrated Learning
Pregunta 1/3
What do the 4Cs stand for?
great!
Content, communication, culture, cognition
Communication, competence, community, content
Conscious, competence, creativity, content
Pregunta 2/3
The following skills belong to which level of Bloom's taxonomy: recognize, classify, report
Create
Let's do this!
Evaluate
Understand
Pregunta 1/3
Select the TRUE statement
CALP = social language
BICS = social language
Pregunta 3/3
Who proposed the 4Cs framework for CLIL?
Look at this!
David Marsh
OMG! It's awesome!
Do Coyle
Peeter Mehisto
Go through each level:
DESIGNING
INTRODUCTION
Well Done!
You have reached the Introduction level. Now you won the first star and opened the next level!
ASSESSMENT
PRACTICE
Designing CLIL lessons
As an elementary teacher implementing Content and Language Integrated Learning (CLIL) in your classroom, it is essential to design effective CLIL lessons that successfully integrate both content and language goals. In SJV school most of the language teachers are also the content area teacher, so it is important to be well-documented, and have close communication with specific content teachers who can guide and provide more relevant information about the topics you will implement.
How to integrate CLIL and an active methodology as Design for change?
Remember that CLIL is an approach that allows the use of other educational methodologies. Active learning, cooperative learning, and cultural awareness are present elements in CLIL and Design for Change, so, do not be afraid to join them, but keep in mind every aspect demanded so none of them lose relevance. When planning, have the following steps in mind:
Test your knowledge!
START
Pregunta 2/3
Which of the following is a key principle of CLIL?
Focusing exclusively on language acquisition
Integrating content and language learning
Separating content and language instruction.
Pregunta 2/3
What is the first step when planning a project?
Research the problem
Present a solution
Define the problem
Pregunta 3/3
In CLIL, what does "scaffolding" refer to?
Gradually removing support as students become more proficient
Relying on students to scaffold their own language learning
Classroom management techniques
Pregunta 3/3
Which of the following is not a characteristic of design for change:
Problem solving
Teacher directed
Students centered
Pregunta 3/3
What tool helps you set thinking skills from lower to higher?
Mehisto's theory
Do Coyle's framework
Bloom's Taxonomy
Pregunta 2/3
What elements are essential when planning a CLIL class?
The 4Cs proposed by Do Coyle
Books based on CLIL
Quizzes
Ready for the Assessment level
DESIGNING
INTRODUCTION
You have reached the Designing level. Now you won the second star and opened the next level!
Good!
ASSESSMENT
PRACTICE
Pregunta 1/3
ASSESSMENT
Assessment processes can be broadly divided into summative and formative
and this division forms a major distinction.
Formative assessment
Summative assessment
The Assessment Reform Group in
England (2002) proposes some features related to the benefits of formative assessment for teachers and students:
Pregunta 1/3
Promoting Authentic Assessment in the Elementary CLIL Classroom
Authentic assessment allows students to apply their skills and knowledge in meaningful and real-world contexts. In the elementary CLIL classroom, promoting authentic assessment can enhance students' engagement, motivation, and overall learning experience. Clil on each cube for exploring strategies to foster authentic assessment in the CLIL classroom:
By incorporating authentic assessment practices into the CLIL classroom, teachers can create a dynamic and engaging learning environment that supports students' language and content development.
Test your knowledge!
START
Pregunta 1/3
What is the primary purpose of summative assessment?
!!!
To provide feedback for improvement
To measure and evaluate learning outcomes
To facilitate ongoing learning
To support student self-assessment
Pregunta 2/3
Which of the following best describes formative assessment?
Assessment that measures final achievement
Assessment conducted at the end of a course or uni
Assessment that informs instruction and guides learning and teaching
Assessment that ranks students based on their performance
Pregunta 3/3
What is the typical timing of formative assessment in the learning process?
At the beginning of a course or unit
During student self-assessment
At the end of a course or unit
Throughout the learning process
Pregunta 2/3
Which type of assessment allows students to apply their skills and knowledge in meaningful and real-world contexts.
Group assessment
Formative assessment
Authentic assessment
Self and peer assessment
Pregunta 3/3
Which of the following is an advantage of formative assessment?
It helps determine final grades.
It provides a snapshot of overall achievement.
The involvement of learners in self and peer assessment
It occurs at the end of a course.
Almost there!
DESIGNING
INTRODUCTION
Excellent! You have reached the Assessment stage. Here is your third star
ASSESSMENT
PRACTICE
Practical CLIL exercises
In this lesson, we'll put theory into practice through hands-on activities. Click on the items below to check each exercise and develop practical skills that will help you succeed in the subject.
UNDERSTAND A CLIL PLAN
COMPARE YOUR RUBRICS
ADAPT YOUR PLANNING
CREATE A CLIL PLAN
ANALYZE A CLIL PLAN
Look at the description in each number. How would you classify them according to the 4Cs? You can move the numbers to place them next to the corresponding C. Then, check your answers.
Check your answers
Congratulations!
DESIGNING
INTRODUCTION
Well done!
You have reached the last level: Practice, and won your fourth star!
ASSESSMENT
PRACTICE
Finish
Congratulations
Do not forget all you have learned and try to use it in your planning and classroom!THANK YOU!
Click here to leave your name and comments
INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto
OOps!
This is not the correct answer!
Try again
It is the language to get by in a foreign language context. If we give our learners strategies to help them, they will be able to use the foreign language effectively. Here we have the magic word SCAFFOLDING because it is the kind of language they need in order to complete the tasks they are given. Students need to be supported in developing skills such as those needed for pairwork, cooperative group work, asking questions, debating, enquiring, thinking, etc. Language for learning is subject-compatible. Examples of this could be: · Presenting evidence · Writing a simple research report · Language for project work · Language for arguments/disagreements
1 - D
2 - A
3 - C
4 - B
1 - B
2 - A
3 - D
4 - C
Select one of your lessons and adapt it to incorporate CLIL principles. Identify opportunities to integrate language learning with subject content and suggest modifications or additions to the materials.Remember you can use the provided template.
• The sharing of learning intentions (meaning that teachers tell students at
the beginning of the lessons what they will learn). • The use of success criteria (meaning that students will be told what the
task will involve and what the outcome will contain). • The involvement of learners in self and peer assessment. • The importance of feedback, which should be sensitive to learners' self-esteem and which should thereby positively impact on motivation.
Summative assessment makes a
judgment on the capability of the learner at that point in time and, apart from
offering that judgment back to the learner, it often leads to some form of
information-giving to another party, for example the school management or the
learner's parents. It is therefore associated with testing in a more formal setting
or an end-of-unit, `final' result, even if this is not obtained through an
examination
Language of learning
It is the language needed for learners to access the basic concepts and skills of the topic. Thanks to this, students use the appropriate language in meaningful contexts.Examples of this could be: · Key vocabulary phrases · Language of describing/defining/ explaining · Modal verbs for prediction
· Future/conditional tenses · Cause-effect language
After watching the video, identify the observable elements , such as content objectives, language objectives, and integration of subject-specific vocabulary. Think of the effectiveness of these CLIL elements.
Choose a topic from the elementary curriculum and create a concept map that demonstrates how you can integrate both language and content objectives seamlessly in a CLIL lesson. Use appropriate connectors and keywords to illustrate the relationships between concepts.
Authentic materials: Utilize authentic materials, such as news articles, videos, or interviews, to assess students' ability to comprehend and analyze content while using language skills. This approach exposes students to real-world contexts and helps bridge the gap between classroom learning and real-life situations.
Real-life simulations: Provide opportunities for students to engage in simulations that reflect authentic situations. For instance, students can role-play scenarios in which they utilize language and content knowledge, such as acting as historical figures or solving real-life problems using scientific concepts.
Formative assessment "is more complex, as its intention is to be directly
diagnostic with a view to immediately impacting on the learner's next steps. It is
also formative for the teacher, because it can alter planning and practice mid-unit
(or even mid-lesson) and not just after all the work is complete, as a summative
test might do." (Coyle et al., 2010)
1 - C
2 - D
3 - A
4 - B
Click here to access a CLIL planning template containing the 4Cs, Design for change stages, and considering the SDGs
Language through learning
It is linked to the student getting actively engaged in using the language and thinking. Effective learning cannot take place without the active involvement of language and thinking. New settings will require new language and for this reason, this language cannot be predicted in advance. This emergent language needs to be captured by the teacher, but it is difficult to predict beforehand what will emerge. Examples of this could be: · Dictionary skills
· Recycling discussion skills · Extending presentation skills · Using feedback
· Questioning/ Answering
Collaborative assessments: Encourage collaborative assessments that promote teamwork, communication, and intercultural understanding. Group projects, debates, or problem-solving activities enable students to collaborate, negotiate ideas, and effectively communicate their understanding.
Project-based assessments: Engage students in project-based assessments that integrate content and language objectives. For example, students can conduct research on a scientific topic, create a presentation, and deliver it to their peers using the target language.
ONLINE CLIL WORKSHOP FOR ELEMENTARY TEACHERS
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Transcript
CLIL Course for SJV Elementary Teachers
start
The CLIL workshop for SJV Elementary Teachers is designed to provide the necessary knowledge and skills to implement Content and Language Integrated Learning (CLIL) approach in their classrooms.
Jennifer Orrego
Continue
Magister in Bilingual education
Go through each level:
DESIGNING
INTRODUCTION
ASSESSMENT
PRACTICE
Introduction to CLIL
What does CLIL mean for you? Use this Padlet to write your ideas. There are no right or wrong answers.
CLIL involves using an additional language for both learning content and language. This means that the teaching and learning process focuses on both content and language, rather than just one or the other (Coyle et al., 2010)
CLIL is not a specific method, but rather a broad term (Umbrella term) that encompasses various practices and techniques from different methodologies. It's an approach to acquiring a second language.
What is the difference between English as a Foreign language (EFL) and CLIL
Scaffolded instruction
Coyle's 4Csframework
Active Learning
Key Principles of
Materials
Active Learning
CLIL encourages active learning strategies, such as group discussions, debates, experiments, and problem-solving activities, to engage students in the subject matter and language practice. Examples: implementation of active methodologies like Project Based Learning, Problem-Based Learning, Design for change, and cooperative learning, among others.
The 4Cs Framework of CLIL (Coyle et al., 2010) These principles can be seen as starting points in CLIL lesson planning. (Mehisto et al., 2008)
Click on each word
Culture
Culture
Content
Communication
Cognition
Culture
Content
In CLIL classrooms content is at the heart of the learning process. Teachers ensure that students acquire knowledge and skills in subject areas such as science, mathematics, social studies, or arts while using a second language as a medium of instruction. This integration enables students to engage with the subject matter in a meaningful and holistic way.
Cognition
CLIL encourages the development of critical thinking, problem-solving, and analytical skills. Students are challenged to make connections, analyze information, and explore new concepts within the context of the content subject. In this sense, Bloom's Taxonomy is a way of categorizing educational goals according to the complexity of cognitive skills involved: LOTS (Low order thinking skills), basic cognitive skills and HOTS (High order thinking skills), complex cognitive skills.
Bloom's Taxonomy
Communication
CLIL not only aims to teach content but also promotes language development. Students acquire vocabulary, grammar, and language skills while actively engaging in meaningful tasks related to the content being taught. Language becomes a tool for understanding and expressing ideas in subject-specific contexts.
Coyle et al., 2010, propose The language triptych to make connections between content and language objectives. In this way, we can integrate cognitively demanding content with language learning and use, making meaningful the relationship between using the language for knowledge construction.
Language OF learning
Language FOR learning
Language THROUGH learning
Culture
Essential to CLIL is the idea that we are all connected to one another in a variety of ways and have responsibilities as well as rights in every setting. We can imagine our learners and ourselves at the center of a series of ever-expanding circles. Starting with the individual learner at the center, we can expand to family and community. Guiding questions for planning: -What are the cultural implications of the topic? -How does the CLIL context allow for ‘value added’? - What about otherness and self? -How does this connect with the other Cs?
Scaffolding
Teachers provide support and scaffolding to help students understand and engage with complex content. They gradually release responsibility to students as their language and subject knowledge improve.
Scaffolding categories according to Walqui (2006)
Scaffoldingcategories
BRIDGING: connecting old with new information.
CONTEXTUALIZING: presenting some aspects using a different medium or aid to support language. For example, images, videos (audiovisual support), timelines.
MODELLING: Provide students with examples of completed tasks so they can see what it entails.
Scaffoldingcategories
DEVELOPING METACOGNITION: reflect upon the learning process. For example, self-evaluation activities. Scaffolding strategies help students move from BICS (Basic interpersonal communication skills) to CALP (Cognitive Academic Language Proficiency), which refer to the different levels of language proficiency and are especially relevant in understanding how students develop language skills while learning content in a second or foreign language.
SCHEMA BUILDING: set of interrelated knowledge to organize and understand information.
In a CLIL class students should be able to greet and communicate in everyday simple language (BICS), but also communicate by using a more academic vocabulary (CALP) in the classroom.
BICS & CALP Explained by Jim Cummins http://www.iteachilearn.com/cummins/bicscalp.html
MATERIALS
Authentic materials, such as real-world texts, videos, and resources related to the subject matter, are used to expose students to genuine language use and subject-specific vocabulary. Bringing these authentic materials to class enriches the students' experience, however, the teacher, as the one who knows the class, has to decide on what type of materials are needed and modify them if necessary.
Multimodality refers to the combination of multiple sensory and communicative modes, such as sight, sound, print, images, video, music, and so on, that produce meaning in any given message, to present content in different ways. These resources can support students' comprehension and language development.
When deciding which materials to choose, include reinforcement and extension activities. The former are addressed to special needs students. The latter, to students who are exceptionally gifted or fast-finishers.
Test your knowledge!
START
Pregunta 1/3
What does CLIL stand for?
Creative Language Integration for Learners
Child Learning and Instructional Language
Content and Language Integrated Learning
Pregunta 1/3
What do the 4Cs stand for?
great!
Content, communication, culture, cognition
Communication, competence, community, content
Conscious, competence, creativity, content
Pregunta 2/3
The following skills belong to which level of Bloom's taxonomy: recognize, classify, report
Create
Let's do this!
Evaluate
Understand
Pregunta 1/3
Select the TRUE statement
CALP = social language
BICS = social language
Pregunta 3/3
Who proposed the 4Cs framework for CLIL?
Look at this!
David Marsh
OMG! It's awesome!
Do Coyle
Peeter Mehisto
Go through each level:
DESIGNING
INTRODUCTION
Well Done!
You have reached the Introduction level. Now you won the first star and opened the next level!
ASSESSMENT
PRACTICE
Designing CLIL lessons
As an elementary teacher implementing Content and Language Integrated Learning (CLIL) in your classroom, it is essential to design effective CLIL lessons that successfully integrate both content and language goals. In SJV school most of the language teachers are also the content area teacher, so it is important to be well-documented, and have close communication with specific content teachers who can guide and provide more relevant information about the topics you will implement.
How to integrate CLIL and an active methodology as Design for change?
Remember that CLIL is an approach that allows the use of other educational methodologies. Active learning, cooperative learning, and cultural awareness are present elements in CLIL and Design for Change, so, do not be afraid to join them, but keep in mind every aspect demanded so none of them lose relevance. When planning, have the following steps in mind:
Test your knowledge!
START
Pregunta 2/3
Which of the following is a key principle of CLIL?
Focusing exclusively on language acquisition
Integrating content and language learning
Separating content and language instruction.
Pregunta 2/3
What is the first step when planning a project?
Research the problem
Present a solution
Define the problem
Pregunta 3/3
In CLIL, what does "scaffolding" refer to?
Gradually removing support as students become more proficient
Relying on students to scaffold their own language learning
Classroom management techniques
Pregunta 3/3
Which of the following is not a characteristic of design for change:
Problem solving
Teacher directed
Students centered
Pregunta 3/3
What tool helps you set thinking skills from lower to higher?
Mehisto's theory
Do Coyle's framework
Bloom's Taxonomy
Pregunta 2/3
What elements are essential when planning a CLIL class?
The 4Cs proposed by Do Coyle
Books based on CLIL
Quizzes
Ready for the Assessment level
DESIGNING
INTRODUCTION
You have reached the Designing level. Now you won the second star and opened the next level!
Good!
ASSESSMENT
PRACTICE
Pregunta 1/3
ASSESSMENT
Assessment processes can be broadly divided into summative and formative and this division forms a major distinction.
Formative assessment
Summative assessment
The Assessment Reform Group in England (2002) proposes some features related to the benefits of formative assessment for teachers and students:
Pregunta 1/3
Promoting Authentic Assessment in the Elementary CLIL Classroom
Authentic assessment allows students to apply their skills and knowledge in meaningful and real-world contexts. In the elementary CLIL classroom, promoting authentic assessment can enhance students' engagement, motivation, and overall learning experience. Clil on each cube for exploring strategies to foster authentic assessment in the CLIL classroom:
By incorporating authentic assessment practices into the CLIL classroom, teachers can create a dynamic and engaging learning environment that supports students' language and content development.
Test your knowledge!
START
Pregunta 1/3
What is the primary purpose of summative assessment?
!!!
To provide feedback for improvement
To measure and evaluate learning outcomes
To facilitate ongoing learning
To support student self-assessment
Pregunta 2/3
Which of the following best describes formative assessment?
Assessment that measures final achievement
Assessment conducted at the end of a course or uni
Assessment that informs instruction and guides learning and teaching
Assessment that ranks students based on their performance
Pregunta 3/3
What is the typical timing of formative assessment in the learning process?
At the beginning of a course or unit
During student self-assessment
At the end of a course or unit
Throughout the learning process
Pregunta 2/3
Which type of assessment allows students to apply their skills and knowledge in meaningful and real-world contexts.
Group assessment
Formative assessment
Authentic assessment
Self and peer assessment
Pregunta 3/3
Which of the following is an advantage of formative assessment?
It helps determine final grades.
It provides a snapshot of overall achievement.
The involvement of learners in self and peer assessment
It occurs at the end of a course.
Almost there!
DESIGNING
INTRODUCTION
Excellent! You have reached the Assessment stage. Here is your third star
ASSESSMENT
PRACTICE
Practical CLIL exercises
In this lesson, we'll put theory into practice through hands-on activities. Click on the items below to check each exercise and develop practical skills that will help you succeed in the subject.
UNDERSTAND A CLIL PLAN
COMPARE YOUR RUBRICS
ADAPT YOUR PLANNING
CREATE A CLIL PLAN
ANALYZE A CLIL PLAN
Look at the description in each number. How would you classify them according to the 4Cs? You can move the numbers to place them next to the corresponding C. Then, check your answers.
Check your answers
Congratulations!
DESIGNING
INTRODUCTION
Well done!
You have reached the last level: Practice, and won your fourth star!
ASSESSMENT
PRACTICE
Finish
Congratulations
Do not forget all you have learned and try to use it in your planning and classroom!THANK YOU!
Click here to leave your name and comments
INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto INCORRECTo INCORRECTo Incorrecto
OOps!
This is not the correct answer!
Try again
It is the language to get by in a foreign language context. If we give our learners strategies to help them, they will be able to use the foreign language effectively. Here we have the magic word SCAFFOLDING because it is the kind of language they need in order to complete the tasks they are given. Students need to be supported in developing skills such as those needed for pairwork, cooperative group work, asking questions, debating, enquiring, thinking, etc. Language for learning is subject-compatible. Examples of this could be: · Presenting evidence · Writing a simple research report · Language for project work · Language for arguments/disagreements
1 - D
2 - A
3 - C
4 - B
1 - B
2 - A
3 - D
4 - C
Select one of your lessons and adapt it to incorporate CLIL principles. Identify opportunities to integrate language learning with subject content and suggest modifications or additions to the materials.Remember you can use the provided template.
• The sharing of learning intentions (meaning that teachers tell students at the beginning of the lessons what they will learn). • The use of success criteria (meaning that students will be told what the task will involve and what the outcome will contain). • The involvement of learners in self and peer assessment. • The importance of feedback, which should be sensitive to learners' self-esteem and which should thereby positively impact on motivation.
Summative assessment makes a judgment on the capability of the learner at that point in time and, apart from offering that judgment back to the learner, it often leads to some form of information-giving to another party, for example the school management or the learner's parents. It is therefore associated with testing in a more formal setting or an end-of-unit, `final' result, even if this is not obtained through an examination
Language of learning It is the language needed for learners to access the basic concepts and skills of the topic. Thanks to this, students use the appropriate language in meaningful contexts.Examples of this could be: · Key vocabulary phrases · Language of describing/defining/ explaining · Modal verbs for prediction · Future/conditional tenses · Cause-effect language
After watching the video, identify the observable elements , such as content objectives, language objectives, and integration of subject-specific vocabulary. Think of the effectiveness of these CLIL elements.
Choose a topic from the elementary curriculum and create a concept map that demonstrates how you can integrate both language and content objectives seamlessly in a CLIL lesson. Use appropriate connectors and keywords to illustrate the relationships between concepts.
Authentic materials: Utilize authentic materials, such as news articles, videos, or interviews, to assess students' ability to comprehend and analyze content while using language skills. This approach exposes students to real-world contexts and helps bridge the gap between classroom learning and real-life situations.
Real-life simulations: Provide opportunities for students to engage in simulations that reflect authentic situations. For instance, students can role-play scenarios in which they utilize language and content knowledge, such as acting as historical figures or solving real-life problems using scientific concepts.
Formative assessment "is more complex, as its intention is to be directly diagnostic with a view to immediately impacting on the learner's next steps. It is also formative for the teacher, because it can alter planning and practice mid-unit (or even mid-lesson) and not just after all the work is complete, as a summative test might do." (Coyle et al., 2010)
1 - C
2 - D
3 - A
4 - B
Click here to access a CLIL planning template containing the 4Cs, Design for change stages, and considering the SDGs
Language through learning It is linked to the student getting actively engaged in using the language and thinking. Effective learning cannot take place without the active involvement of language and thinking. New settings will require new language and for this reason, this language cannot be predicted in advance. This emergent language needs to be captured by the teacher, but it is difficult to predict beforehand what will emerge. Examples of this could be: · Dictionary skills · Recycling discussion skills · Extending presentation skills · Using feedback · Questioning/ Answering
Collaborative assessments: Encourage collaborative assessments that promote teamwork, communication, and intercultural understanding. Group projects, debates, or problem-solving activities enable students to collaborate, negotiate ideas, and effectively communicate their understanding.
Project-based assessments: Engage students in project-based assessments that integrate content and language objectives. For example, students can conduct research on a scientific topic, create a presentation, and deliver it to their peers using the target language.