Language awareness

Language awareness and Deep Learning

The pluriliteracy approach, a new frontier in CLIL

Language skills for successful subject learning

This approach puts subject literacy development in more than one language at the core of learning

P.T.L.

CLIL Essentials

Realia and visual aids to support knowledge acquisition Mind maps and graphs to sum up keywords and ideas a cooperative approach among students

CLIL relies on the use of

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.

In addition ...

6. Provide constant and diverse scaffolding

5. Balance language and content demands

4. Supporting content and language

3. Differentiate tasks

2. Engage students cognitively

1. Activate prior knowledge (content and language)

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)

• Thinking about sources of difficulty
• Thinking about students’ language needs

Teaching becomes more learner - centred

With greater language- awareness

Build on students’ vocabulary

Assess students’ understanding

Use appropriate vocabulary

Needs to make language available to students

The content teacher (a.k.a. Il docente D.N.L.)

Make language available to comment on Statistics

Make Learning Visible

Meaning Making Process

Example: Describe and analyze a graph

Task: Define what a meander is. Follow this structure:X is a ... that ... A meander is a ... that ...

Language and learning cannot be separated

The students are able to process this information and work on it, by means of language

La ruota padagogica

Lawrence Lessig

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