CLIL Lesson 2

CLIL: CHANGE LEARNING INTO LIVING!

CLIL Methodology Course

Lesson #2Dr. Angela Panzarella, IIS Falcone-Righi, Corsico (MI)

THEORETICAL FOUNDATIONS …

SOCIO-CULTURALISM

CONSTRUCTIVISM

BILINGUAL EDUCATION

CLIL builds on the principles of bilingual education, utilizing the target language as a medium of instruction to develop proficiency in both the subject and the

CLIL recognizes the social and cultural contexts of language learning, fostering collaboration and

CLIL is grounded in constructivist learning theory, where learners actively construct their own understanding through meaningful interactions

authentic communication in the classroom.

language.

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…AND APPROACHES OF CLIL

AUTHENTICITY

COMMUNICATIVE APPROACH

COGNITIVISM

CLIL emphasizes the use of authentic materials and real-world tasks to engage

CLIL draws on cognitive theories that emphasize the interconnectedness of language, content, and thinking. It challenges students to actively engage with the material, promoting higher-order skills.

CLIL emphasizes authentic communication and language use in the context of subject-specific content.

learners.

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KEY PRINCIPLES OF CLIL

4C

LCA

20XX

Learner Centred Approach

Intercultural Awareness

4C (or even 5!)

Scaffolding

CLIL focuses on the integration of Content, Communication, Cognition and Culture.

Lorem ipsum dolor sit amet, consectetur adipiscing.

CLIL classrooms prioritize active student engagement, fostering learner autonomy and problem-solving skills.

CLIL cultivates an understanding and appreciation of diverse cultures, promoting global citizenship and intercultural competence.

Recently a 5th C arrived: Community!!!

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CLIL LESSON PLAN AND IMPLEMENTATION

EVALUATION

LESSON DESIGN

NEEDS ANALYSIS

Give an INPUT!Integrate content and language objectives, using Bloom's taxonomy to promote higher-order thinking skillsClearly define the subject-specific learning outcomes for the lesson.Incorporate SCAFFOLDING

Monitor student progress and adjust lesson plans based on formative and summative assessments.Provide gamification and apps for evaluation,

Assess learners' language proficiency and subject knowledge to inform lesson

planning.

too!techniques to support students'

language and content learning.

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BLOOM’S TAXONOMY

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CLIL STRATEGIES FOR PRESCHOOLERS

MULTISENSORY APPROACH

ROUTINES AND REPETITIONS

STORYTELLING AND SONGS

COLLABORATIVE

PLAY

COOPERATIVE LEARNING

THEMATIC INTEGRATION

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CLIL STRATEGIES FOR PRIMARY SCHOOL

LEARNERS

INQUIRY BASED LEARNING

FLIPPED CLASSROOM

CROSS-CURRICULAR PROJECTS

COOPERATIVE LEARNING

PROJECT BASEDLEARNING

AUTHENTIC

TASK

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CLIL STRATEGIES FOR JUNIOR SECONDARY SCHOOL LEARNERS

CRITICAL THINKING

AUTHENTIC COMMUNICATION

CONTENT LITERACY

ACADEMIC LANGUAGEDEVELOPMENT

CONTENT BASEDINSTRUCTION

COGNITIVECHALLENGES

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CLIL examples and takeaways

implement CLIL approach

FLIPPED CLASSROOM

Create engaging multilingual learning experiences

GLOBALISED COMMUNITY

Helping students learn to become active citizens

AUTHENTIC

TASK

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CLIL in… subjects…

SCIENCE

HISTORY

GEOGRAPHY

ARTS & CRAFTS;

MUSIC

Helping students learn to become active citizens

ICT - TECHNOLOGY

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CLIL e quadro di riferimento normativo in Italia e in Europa

L.53/2003promuove l'innovazione didattica e l'alternanza scuola-lavoro. Essa pone l'accento sull'importanza della plurilinguismo e supporta l'insegnamento del CLIL come strumento per il miglioramento delle competenze linguistiche degli studenti.

Direttiva europea 2006Focus sull'apprendimento delle lingue straniere, importanza delle competenze linguistiche e riflessione sull'uso della lingua per la lingua. (Competenze

Riforma GelminiI DD.PP.RR. di attuazione della Riforma della scuola secondaria di 2°grado nn. 87/2010, 88/2010 2e 89/2010 prevedono l’insegnamento di una disciplina non linguistica (DNL) in una lingua straniera.

chiave, rev. 2018)

DM 249/2010Prevede all’articolo 14 che le Università disciplinino nei propri regolamenti l’attivazione di corsi di perfezionamento per l’insegnamento di una disciplina non linguistica in lingua straniera. Ai predetti corsi accedono gli insegnanti in possesso di abilitazione e di competenze certificate nella lingua straniera di almeno livello C1 del “Quadro comune europeo di riferimento per le lingue” pubblicato nel 2001 dal Consiglio

L. 107/2015Con la Buona Scuola il focus sulle lingue viene accentuato. Art 1 co.7 a) valorizzazione e potenziamento delle competenze linguistiche,con particolare riferimento all'italiano nonche' alla lingua inglesee ad altre lingue dell'Unione europea, anche mediante l'utilizzodella metodologia Content language

COMPANION VOLUME 2017L'allegato al CEFR, il Companion Volume 2017, prevede nuovi descrittori per i livelli linguistici. Tra questi Online Interaction e Mediation che si integrano perfettamente nell'approccio CLIL

integrated learning;

d’Europa.

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Il CLIL nel quadro normativo di riferimento in Italia

Riferimenti normativi

D.P.R. 275/99

D.P.R. 87-88-89/2010

D.D. 06-04-2012

Nota prot. 4969 del 25/07/2014

QUI

HISTORY

Autonomia didattica, di sperimentazione e di ricerca

Profilo del docente CLIL

Avvio all’insegnamento di una DNL in lingua straniera

Riordino delle scuole secondarie di secondo grado

ARTS & CRAFTS;

Il docente CLIL possiede competenze disciplinari attestate dall’abilitazione all’insegnamento della classe di concorso specifica, competenze linguistico-comunicative nella lingua straniera veicolare di livello C1 (QCER) e competenze metodologico-didattiche acquisite al termine di un corso di perfezionamento universitario. L’avvio graduale, attraverso moduli parziali, può essere sperimentato anche dai docenti comunque impegnati nei percorsi di formazione per acquisire il livello B2.

Nell'ambito dell'autonomia didattica possono essere programmati, anche sulla base degli interessi manifestati dagli

art.4 c.3: “

MUSIC

Il CLIL diventa istituzionale. I Decreti del presidente della repubblica 88 e 89 del 2010 disciplinano la normativa che prevede l'obbligo di insegnare, nel quinto anno della scuola superiore di II grado, una disciplina non linguistica (DNL) in lingua straniera secondo la metodologia

Avvio in ordinamento dell’insegnamento di discipline non linguistiche (DNL) in lingua straniera secondo la metodologia CLIL, nel terzo, quarto, quinto dei Licei Linguistici e nel quinto anno dei Licei e degli Istituti tecnici

Helping students learn to become active citizens

alunni, percorsi formativi che coinvolgono più discipline e attività nonché insegnamenti in lingua straniera in attuazione di intese e accordi internazionali".

ICT - TECHNOLOGY

CLIL.

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Quadro normativo europeo

European Commission

Competenze Chiave Europee

Raccomandazioni aggiornate al 2018

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Il Docente CLIL - chi è, cosa fa, caratteristiche

Docente di Lingua (DL, Disciplina linguistica): strategie e metodi per insegnamento-apprendimento lingua straniera, esperienze con alunni di livelli diversi, esperienza all’estero (Erasmus, scambi, studio individuale …)

Livello richiesto: C1, C2

Docente della disciplina non linguistica (DNL): strategie e metodi per insegnamento-apprendimento disciplina, consapevolezza e conoscenza della disciplina,

esperienze con alunni di livelli diversi. Livello richiesto C1, con possibilità B2 in partenza

Docente CLIL: sviluppa le abilità cognitive, di apprendimento, comunicative e disciplinari, offre supporto e materiali adeguati, ha una competenza di livello C1 nella

lingua straniera.Livello richiesto: C1

…e alla scuola primaria? Docente con doppia abilitazione e certificazione almeno B2anche per infanzia si ricerca il profilo per la sperimentazione

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IPOTESI DI LAVORO

Come vedreste una progettazione CLIL in ambito di curricolo verticale?

Pensate a un argomento da sviluppare

Pensate alle professionalità da coinvolgere

Ipotizzare la struttura PBL, individuando:disciplina non linguistica in cui affrontare il percorso CLIL

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argomentoINPUT parole chiave, lessico specificoeventuale UDA da sviluppare

tempimodalità di lavoro e coinvolgimento dei docenti DL e DNLambienti per l’apprendimento

strumenti digitali compito di realtà/disseminazione sul territorio

verifica e valutazione

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Time for questions, ideas, doubts

Why CLIL?

Benefits of CLIL:Improves language skills.Encourages critical thinking development.Supports more natural language learning.Increases student motivation through real-world contexts.

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It is difficult to learn a language outside of a specific context. Traditionally, language teachers use textbooks, where lessons are based on a topic that might be irrelevant to the student’s life. In contrast, learning the language in the context of a school subject can be motivating, as it has a clear and relevant goal for the student. It is similar to an ESP (English for Specific Purposes) lesson for an airline crew member or a Sales Manager.When students already have basic knowledge of the content, this can lead to sharing experiences with each other and the teacher in the additional language (AL). This approach enhances both content learning and AL

The Devil’s Advocate

I’m a Subject Teacher. Why should I provide a focus on English language? Why should I be engaged in CLIL

classes?

acquisition.

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The Devil’s Advocate

Teaching through the CLIL method not only helps students learn content but also prepares them for future work, where they will need to know that specific content in another language. It is also a holistic teaching method, which incorporates not only content and language but also reasoning skills and competences relevant to the wider community. In fact, students are taught the skills necessary for their future employment, not just the content.

I’m a language teacher. How can I help subject teachers if I don’t know anything about their subject?

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CLIL classes provide an opportunity to teach English in a more meaningful context, beyond traditional language lessons. Instead of focusing solely on grammar and vocabulary, students use the language to engage with real-world content, making their learning more relevant and motivating. CLIL also promotes the development of critical thinking, problem-solving, and intercultural awareness, as students are exposed to a variety of subjects and perspectives in English. Furthermore, it prepares them for future professional environments where they may need to use English in specific fields or industries. By incorporating CLIL, you're not only teaching English but also equipping your students with the language skills they’ll need in

The Devil’s Advocate

I’m a language teacher. Why should I have CLIL

Classes?

their future careers.

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The Devil’s Advocate

Supporting a CLIL curriculum enhances students' language skills while deepening their subject knowledge, making learning more engaging and relevant. It also prepares students for a globalised workforce, fostering critical thinking, intercultural competence, and communication skills in a foreign language. Implementing CLIL can raise the school’s profile by promoting innovative, future-oriented education, aligned with European standards and increasing international opportunities for students and staff.

I’m a Headteacher. Why should I support a CLIL curriculum?

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Why is it important to have a CLIL curriculum?

A CLIL curriculum integrates language learning with subject content, making education more engaging and relevant. It helps students develop language skills in a practical context, enhances critical thinking, and prepares them for future global opportunities. Additionally, it promotes intercultural understanding and equips students with the skills needed for international

careers.

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Why is it important for a NLS (non linguistic subject) teacher to provide CLIL classes?

Providing CLIL classes helps students learn subject content while improving their language skills in a real context. It makes lessons more engaging and prepares students for international careers, where subject knowledge and language competence are both essential. CLIL also promotes critical thinking, problem-solving, and intercultural awareness.

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Why is it important for an ELT (English Language teacher) to provide CLIL classes?

Providing CLIL classes allows English language teachers to teach in a real-world context, making lessons more relevant and motivating for students. It enhances language acquisition through meaningful content, promotes critical thinking, and prepares students to use English in academic or professional settings, not just everyday conversation.

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My Learning Diary

Padlet timeCopy and paste the calendar of the course into your own padletCopy and paste “CLIL STORE” into your “CLIL Materials” sectionAdd sections “Lesson 1 “ and “Lesson 2”Upload the slides about Lesson 1 on your LESSON 1 sectionWrite a comment about “WHY CLIL?” (Lesson 2) on my postUse the “video” or “audio” option to answer the same questions

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on your learning diary

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Structure of a CLIL Lesson

A CLIL lesson includes four key elements, known as the 5Cs:

1.2.

Content: The subject or discipline being taught.Communication: The language students use to express what they are

learning.Cognition: The thinking skills developed during the lesson, such as analysing

3.

or problem-solving.Culture: Awareness and openness towards other cultures promoted by the

4.

teaching.Community: Awareness of being part of a multilingual and multicultural

5.

community.

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How does a CLIL lesson work?

CLIL lessons are based on practical, cooperative, and interactive activities. Teachers use strategies to engage students, such as:Group work: Students collaborate to solve problems or discuss a topic.Open questions: Stimulate critical thinking and reflection.Use of authentic materials: Real videos, articles, and images to make

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learning more engaging.

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The Role of the CLIL Teacher

A CLIL teacher s not only an expert in subject content but also in teaching through

a foreign language. Their skills include:Knowledge of the subject.Ability to use the foreign language in a simple and understandable way.Skills in adapting teaching materials.

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CLIL Teaching Strategies

Some useful strategies in the CLIL approach include:

Scaffolding: Temporary supports to help students understand the content, such as images, concept maps, or key words.Simplified input: The teacher uses accessible and clear language.Productive output: Students are encouraged to speak or write in the foreign

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language.

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Assessment in CLIL

Assessment in CLIL can involve both understanding the subject content and language skills. It is important to balance the evaluation of both components:Content assessment: Check how much students have understood about the subject.Language assessment: Consider students’ ability to express themselves clearly in the foreign language.

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Challenges of CLIL

Implementing CLIL is not always easy. Common challenges

include:Students’ language level: They might struggle to follow lessons in a foreign language.Teachers’ preparation: It requires proper training to teach both content and language.Collaboration and support of the board of teachers and the Headteacher is fundamental

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Useful Resources

There are various resources that can support CLIL teaching,

such as:Digital materials: Apps and online platforms that facilitate both language and subject learning.Collaboration with language teachers: Working together with foreign language teachers can enhance the

effectiveness of lessons.

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My Learning Diary

Keep on working on your learning diary on your PadletIntroduce yourself > comment on a partner’s padletDefine yourself > comment on a partner’s padletIntroduce Yourself > Upload an audio with a short self-introduction

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FAQ

What is CLIL?CLIL stands for "Content and Language Integrated Learning," an educational approach where subjects such as history, geography, or science, etc., are taught in a foreign language. The main aim is to teach both the subject matter and the foreign language at the same time, encouraging natural language acquisition and enhancing cognitive skills.

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FAQ

What are the benefits of CLIL?CLIL promotes the simultaneous development of language and subject-specific skills. It helps students improve their linguistic competence, enhances motivation to learn languages, fosters intercultural awareness, and develops cognitive skills such as problem-solving, creativity, and critical

thinking.CLIL motivates, innovates, engages, includesCLIL enhances curiosity

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FAQ

Which subjects can be taught in English?Virtually any subject can be taught using CLIL, provided the teacher has both content knowledge and linguistic competence in the foreign language. Typical subjects include science, mathematics, history, geography,

economics, and the arts.

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FAQ

What level of language proficiency is required for CLIL?Both teachers and students need a certain level of proficiency in the target language. For teachers, it’s recommended to have at least a B2 level of proficiency in the Common European Framework of Reference for Languages (CEFR). For students, the required proficiency varies depending on their age

and the subject being taught.

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FAQ

What does a CLIL lesson look like?A CLIL lesson integrates content and language objectives. It includes activities that promote both subject learning and language practice. Teachers use scaffolding techniques, such as visuals, models, and simplified texts, to help students understand the content while developing language skills. Interactive activities, group work, and assessments are often part of the lesson to support both content and language learning.

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FAQ

How are students assessed in a CLIL lesson?Assessment in CLIL focuses on both content knowledge and language skills. Teachers assess students' understanding of the subject while also evaluating their ability to use the foreign language effectively. Various forms of assessment, including quizzes, presentations, projects, and exams, may be used to gauge both linguistic and content progress.

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FAQ

What are the challenges of implementing CLIL?Challenges include the need for teachers to be proficient in both the subject and the foreign language, the availability of resources, and the need to balance content and language objectives. Teachers may also face difficulties in managing a classroom where students have different levels of language proficiency. Ongoing training and collaboration between content and language teachers can help address these challenges. It is important for headteachers and the board of teacher to support CLIL classes.

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FAQ

How can schools support the implementation of CLIL?Schools can support CLIL by providing professional development opportunities for teachers, fostering collaboration between content and language teachers, ensuring access to resources in the foreign language, and encouraging an intercultural approach in the curriculum. It's also important to create an environment that promotes language learning across

all subjects.

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Grazie

See you soon!

angela.panzarella@gmail.com