16-12-2024 BASIC PRINCIPLES IN CLIL

Articolazione e programma Corso Metodologia CLIL in lingua inglese

Roberta D'Ovidio

Basic Principles in CLIL

Roberta D'Ovidio

Start

CLIL: a method or an approach?

index

The core of CLIL methodology

Do Coyle’s 4 Cs Framework

Roles of the language (triptych of the language)

Cognitive demands (LOTS vs. HOTS)

Scaffolding (Vigotsky’s Zone of Proximal Development)

Bibliography and resources on basic principles of CLIL

CLIL: a method or an approach?

Let's listen to davide marsh

"CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language". (Marsh, D. 2002. Content and Language Integrated Learning: The European Dimension - Actions, Trends and Foresight Potential).

CLIL: a method or an approach?

CLIL: a method or an approach?

CLIL: a method or an approach?

CLIL: a method or an approach?

What the Law states about CLIL:

CLIL is taking place and has been found to be effective in all sectors of education from primary through to adult and higher education. Its success has been growing over the past 10 years and continues to do so. (European Commission 2012)

What the Law states about CLIL: Linee Guida per i “Licei” e “Istituti Tecnici” (2010) Teaching a non-linguistic subject is compulsory in all Licei and Istituti Tecnici : in year 5 of Tecnici : English, only Technical Subjects in year 5 of Licei: the foreign language is not stated, all final year non-linguistic subjects but Liceo Linguistico: from year 3 for one FL, all final year non-linguistic subjects from year 4 for a different FL, all final year non-linguistic subjects

Info

THE CORE OF CLIL METHODOLOGY

There are no prescriptive models in CLIL planning

BUT

there are some key principles:

Do Coyle’s 4 Cs Framework

Roles of the language (triptych of the language)

Language demands (BICS vs. CALP)

Cognitive demands (LOTS vs. HOTS)

Scaffolding (Vigotsky’s Zone of Proximal Development)

Do Coyle’s 4 Cs Framework

Learning sessions

Do Coyle’s 4 Cs Framework + Competences

Pre watching activity

While watching activity

Post watching activity

Do Coyle’s 4 Cs Framework

kwl model

You’re going to watch the video of an interview with Do Coyle. Who is she?

What do you already know about teaching frameworks in CLIL?

What do you want to learn about planning lessons with the 4Cs?

Vocabulary Matching Activity

Do Coyle’s 4 Cs Framework

Let's watch DO Coyle's interview about the 4C's framework

While - reading activity

Do Coyle’s 4 Cs Framework

the 4 c's framework

The 4Cs framework for CLIL starts with content (such as topics, themes, interdisciplinary approaches) and focuses on the interrelation between:

CONTENT

CULTURE

COMMUNICATION

COGNITION

AWARENESS OF SELF AND OTHERS

SUBJECT MATTER

LANGUAGE

THINKING SKILLS

This framework aims to build on synergies and integrate learning (content and cognition) with language learning (communication and culture).

THE CLIL WHEEL

Do Coyle’s 4 Cs Framework

THE CLIL WHEEL

Aims and rationale for Clil according the 4C's framework

Do Coyle’s 4 Cs Framework

Watch the video about the 4Cs & 10 parameters combined

www.clilmatters.com

THE CLIL WHEEL and the 10 parameters combined

WHAT WE HAVE LEARNED

read the transcription

Aleksandra Zaparucha, 2020

Roles of the language (triptych of the language)

THE 3 "A" MODEL - ANALYSE - ADD - APPY

ANALYSE

Match the LoL to LfL

ADD

APPLY

Language demands (BICS vs. CALP)

Language demands (BICS vs. CALP)

BICS refers to conversational fluency in a language while CALP refers to students’ ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to success in school’ (Cummins 2008: 108).

Jean Conteh elaborates a bit more… ‘… BICS refers to all the social, everyday things we do with language, embedded in face-to-face, familiar contexts such as greetings, conversations, retelling, describing, recalling and so on. CALP… refers to all the things we need to do with language in order to achieve academic and cognitively demanding purposes, such as explaining, analysing, synthesising, arguing and so on’. (2019:56)

Language demands (BICS vs. CALP)

Language demands (BICS vs. CALP)

The Role of the Teacher in Language Development: Students need the support of the teacher to transition from BICS (Basic Interpersonal Communication Skills) to CALP (Cognitive Academic Language Proficiency).

Cognitive demands (LOTS vs. HOTS)

What are LOTS and HOTS? It all comes from Bloom’s Taxonomy. The cognitive MODEL is applied to the education and learning objectives and activities. This module includes six levels that you can use to structure your lesson or the whole syllabus from the easiest to the most difficult.

Cognitive demands (LOTS vs. HOTS)

LOTS (Lower-Order Thinking Skills)

Remembering (Knowledge in Bloom’s):

Understanding (Comprehension in Bloom’s):

Applying (Same as in Bloom’s):

HOTS (Higher-Order Thinking Skills)

Analyzing (Same as in Bloom’s):

Evaluating (Revised position in the hierarchy):

Creating (Synthesis in Bloom’s, now at the top):

Cognitive demands (LOTS vs. HOTS)

AND MORE.....

Cognitive demands (LOTS vs. HOTS)

AND NOW IT'S YOUR TURN .....

Scaffolding (Vigotsky’s Zone of Proximal Development)

Scaffolding is a teaching method by Lev Vygotsky’s sociocultural theory of learning, particularly his concept of the Zone of Proximal Development (ZPD). It refers to the temporary support provided by a teacher, peer, or more knowledgeable individual to help a learner perform a task they could not accomplish independently but can achieve with guidance.

Scaffolding (Vigotsky’s Zone of Proximal Development)

Types of Scaffolding in CLIL

Key ideas

Linguistic Scaffolding

Content Scaffolding

Cognitive Scaffolding

Interactive Scaffolding

Scaffolding (Vigotsky’s Zone of Proximal Development)

how have you scaffolded that?

Bibliography and resources on basic principles of CLIL

thank you! see you next time

Roberta D'Ovidio

COGNITION

The act of thinking-learning-reflecting is the true protagonist of CLIL. The ultimate goal of a CLIL model is to trigger productive thinking patterns. "Good CLIL practice is driven by cognition" (Mehisto et al., 2008). Cognition refers to all mental abilities and processes related to knowledge, such as attention, memory, judgment and evaluation, reasoning, problem-solving and decision-making, comprehension, and language production. Cognition uses already acquired knowledge and generates new knowledge. (Bloom's taxonomy, recently revised by Anderson).

CULTURE

Culture in this framework encompasses a dynamic understanding of cultural awareness, fostering global citizenship and appreciation for diversity. The focus is on how content learning and language learning promote an understanding of both cultural differences and commonalities. Enhances critical thinking by encouraging students to analyze issues from multiple viewpoints. Builds empathy and open-mindedness, essential for living and working in a globalized world. Connects learning to real-world relevance, motivating students by showing how knowledge transcends classroom walls..

COMMUNICATION

Language Aspects: a. CALP (Cognitive Academic Language Proficiency): The language used to teach a subject (content), usually achieved after five years of studying a language. b. BICS (Basic Interpersonal Communication Skills): Everyday language used for communication and interaction (procedure), typically achieved after two or three years of studying a language.

APPLY

APPLY to the content "the language through learning": the language that emerges through learning – where thinking skills have been applied to lessons to encourage the development of students' language.Example: student descriptions of a project or task carried outm by using both content and learning language that is language through learning

Lorem ipsum dolor

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod.

• Lorem ipsum dolor sit amet.
• Consectetur adipiscing elit.
• Sed do eiusmod tempor incididunt ut.
• Labore et dolore magna aliqua.

Evaluating (Revised position in the hierarchy): Definition: Justifying a decision or course of action. Keywords: Critique, judge, assess, argue, prioritize. Examples: Assess the validity of an argument. Judge the effectiveness of a scientific experiment.

ADD

ADD to the content "the language for learning": the language required to carry out tasks on the concepts (group work, class discussion, collaborative and cooperative activities).

Examples: discuss, analyse, work in pair, present. etc, use, create, fill in,

CONTENT

Content It is based on three dimensions: Concepts: Establishing the concept, the topic to be addressed. Procedures: Interpreting, producing descriptions. Language: Enriching the description with adjectives, using comparatives, grammatical forms.

The CLIL Wheel - YouTube - Transcription https://www.youtube.com/watch?v=XmJpFmMhUS4 by Aleksandra Zaparucha (2020)

Encouraging critical thinking through guided questioning (e.g., "What do you predict will happen?"). Using graphic organizers to help structure thought processes (e.g., Venn diagrams for comparisons). Modeling problem-solving strategies.

Providing vocabulary lists, sentence starters, or functional phrases (e.g., “I think... because...”). Simplifying complex language without reducing cognitive demand. Using visual aids like word maps or glossaries.

Definition: Breaking information into parts to explore relationships. Keywords: Differentiate, organize, attribute, compare, contrast. Examples: Compare the economic policies of two countries. Analyze the structure of a literary text.

Promoting collaboration through group work or peer discussions. Using teacher-student dialogues to clarify understanding. Employing technology, like interactive quizzes or multimedia resources.

Breaking down complex topics into smaller, manageable parts Activating prior knowledge to connect new content with familiar ideas. Providing frameworks like timelines, diagrams, or charts.

ANALYSE

ANALYZE the content for "the language of learning": based on an analysis of the language (vocabulary, grammatical structures) necessary for students to access the concepts. Example: verbs for identifying and defining concepts; content vocabulary, etc..

REMEMBER Definition: Recalling facts and basic concepts. Keywords: Define, list, state, recall, identify, memorize. Examples: Memorize the steps of the water cycle. Recall historical dates or formulas.

Creating (Synthesis in Bloom’s, now at the top): Definition: Producing new or original work. Keywords: Design, construct, develop, formulate, invent. Examples: Design an experiment to test a hypothesis. Write a short story based on a given theme

Applying (Same as in Bloom’s): Definition: Using information in new situations. Keywords: Solve, use, demonstrate, implement, operate. Examples: Use a mathematical formula to solve a problem. Apply grammar rules to write a paragraph.

DEFINITIONSA. A conceptual structure for planning and organizing lessons. B. Knowledge or information that is the focus of teaching. C. The process of acquiring and applying knowledge and understanding. D. The exchange of ideas or information, often involving language. E. The way of life, traditions, and values of a group or society. F. An outline of topics or objectives to be covered in a course. G. The complexity of thought required for an activity or task. H. Skills that involve reasoning, problem-solving, and decision-making. I. A structured progression of grammatical concepts. J. An understanding of different cultural practices and perspectives. K. The responsibilities and roles of being part of a society. L. An appreciation of global issues and interconnectedness. M. The purpose or role of language in conveying meaning or achieving tasks.

Language – CEFR Levels

Lower Secondary Students (aged 11-14): Level A2 Upper Secondary Students: → Students aged 14 – 16: Level B1 → Students aged 16 – 19: Level B2….???

Understanding (Comprehension in Bloom’s): Definition: Explaining ideas or concepts. Keywords: Summarize, explain, classify, describe, compare. Examples: Describe the meaning of a scientific theory. Explain the main theme of a poem.