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Transcript

USACH - CLIL Day 2

Dr. Dario Luis Banegas

CLIL content

index

Syllabus design

4 Cs

Language Quadriptych

CLIL aims

CLIL materials

Multilingualism & translanguaging

Syllabus design

IRE programme

what syllabus model would you choose? why? how?

How can we support & organise the clil syllabus?

Content-oriented aim:To describe the different chemical structures of aminoacids.

Language-oriented aim:To use specific and general academic language. To define concepts.To use tenses for description.

CLIL aims

What is the content of your course?What aims match that content?

From Karabassova & Oralbayeva (2023)

Do you have any criteria for choosing materials?

CLIL materials

List all the materials that you use.

Mehisto 2012

Morton 2013

Ball et al. 2015

Guerrini 2009

Banegas 2016

Animate your content and take it to the next level

You time!

Go back to your syllabus & lesson plan & now think about the materials you would need.

Bringing things together

wee presentations?

• can avoid underestimating learners linguistically and cognitively by, for example, not treating linguistically low-level learners as cognitively low-level learners; • include listening and reading activities that are not used to teach language features but are content meaning-focused; • can avoid the use of bland, safe, and harmonious texts by engaging students affectively and intellectually with stimulating texts relating to aspects of content; • can involve learners in activities in which they cognitively engage with conceptual content, thus enabling them to use the full resources of the brain.

• make the learning intentions (language, content, learning skills) and process visible to students; • systematically foster academic language proficiency; • foster learning skills development and learner autonomy; • include self, peer, and other types of formative assessment; • help create a safe learning environment; • foster cooperative learning; • seek ways of incorporating authentic language and authentic language use; • foster critical thinking; • foster cognitive fluency through scaffolding of (1) content, (2) language, and (c) learning skills development helping student to reach well beyond what they could do on their own; • help to make learning meaningful.

Parameters:1. Illustrations with labels and captions. 2. Content area text types, vocabulary, and language. 3. Graphic organisers as scaffolding tools. 4. Scaffolding input and output with digital applications.

Developing and designing materials from scratch follows similar principles as mentioned above. However, Ball et al. (2015) offer seven principles for this purpose: 1. The primacy of task (the text-task relationship). 2. Prioritising the three dimensions of content. 3. Guiding input and supporting output. 4. Scaffolding and embedding. 5. The concept of difficulty. 6. Making key language salient. 7. Thinking in sequences.

• Inclusion of multimodal sources. • Text simplification. • Text enhancement through the inclusion of visual support. • Knowledge structuring through graphic organisers. • Promotion of cooperative learning strategies. • Focus on lower- as well as higher-order thinking skills