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Language awareness
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Created on October 21, 2024
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Transcript
Language awareness and Deep Learning
The pluriliteracy approach, a new frontier in CLIL
P.T.L.
Language skills for successful subject learning
This approach puts subject literacy development in more than one language at the core of learning
CLIL Essentials
CLIL relies on the use of
Realia and visual aids to support knowledge acquisition Mind maps and graphs to sum up keywords and ideas a cooperative approach among students
In addition ...
redundancy through re-phrasing, repeating and providing synonyms, gestures repeated checks on learners’ comprehension accurate planning on the part of both the subject and the language teachers.
1. Activate prior knowledge (content and language)
2. Engage students cognitively
3. Differentiate tasks
4. Supporting content and language
5. Balance language and content demands
6. Provide constant and diverse scaffolding
Selecting materials: HOW?
Are they: suitable for the content learning goals? appropriate to the learners’ age and level of cognitive development? appropriate to the learners’ language level? related to CLIL aims (Content, Communication, Cognition, Culture)?
Are they: graded as for subject content, cognitive and communication demands, connected to graded tasks? provided with support material (visuals, glossaries, etc.)?
Are they: addressed to different cognitive, communicative, interactional skills? provided with collaborative, challenging yet feasible, activities? motivating and complete?
Supporting language Sentences starters Substitution tables Writing frames
Supporting content Visuals realia information transfers
“Tell me and I forget, teach me and I may remember, involve me and I learn.” (Benjamin Franklin)
With greater language- awareness
Teaching becomes more learner - centred
- Thinking about sources of difficulty
- Thinking about students’ language needs
Use appropriate vocabulary
Assess students’ understanding
Build on students’ vocabulary
The content teacher (a.k.a. Il docente D.N.L.)
Needs to make language available to students
Example: Describe and analyze a graph
Meaning Making Process
Make language available to comment on Statistics
Make Learning Visible
Language and learning cannot be separated
The students are able to process this information and work on it, by means of language
Task: Define what a meander is. Follow this structure:X is a ... that ... A meander is a ... that ...
La ruota padagogica
Licenze creative commons
Lawrence Lessig
Le Licenze Creative Commons, introdotte il 16 dicembre 2002 da un'organizzazione non profit statunitense, rappresentano un'opportunità straordinaria per tutti coloro che desiderano condividere le proprie opere in modo flessibile e responsabile. Fondate nel 2001 da Lawrence Lessig, professore di diritto ad Harvard, queste licenze si ispirano al modello copyleft, permettendo una protezione innovativa per tutte le opere d'ingegno. Immagina di poter scegliere come proteggere e condividere il tuo lavoro, trovando un perfetto equilibrio tra il copyright tradizionale, che riserva tutti i diritti, e il pubblico dominio, che non riserva alcun diritto. Scegliere le Licenze Creative Commons significa abbracciare una nuova era di condivisione consapevole e creativa!