25-11-2024 BASIC PRINCIPLES IN CLIL

Articolazione e programma Corso Metodologia CLIL in lingua inglese

Roberta D'Ovidio

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Roberta D'Ovidio

Basic Principles in CLIL

index

Roles of the language (triptych of the language)

Cognitive demands (LOTS vs. HOTS)

Scaffolding (Vigotsky’s Zone of Proximal Development)

CLIL: a method or an approach?

The core of CLIL methodology

Do Coyle’s 4 Cs Framework

Bibliography and resources on basic principles of CLIL

CLIL: a method or an approach?

"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).

Let's listen to davide marsh

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

CLIL: a method or an approach?

Info

Scaffolding (Vigotsky’s Zone of Proximal Development)

Roles of the language (triptych of the language)

Language demands (BICS vs. CALP)

Cognitive demands (LOTS vs. HOTS)

Do Coyle’s 4 Cs Framework

There are no prescriptive models in CLIL planning

there are some key principles:

BUT

THE CORE OF CLIL METHODOLOGY

Pre watching activity

While watching activity

Post watching activity

Do Coyle’s 4 Cs Framework + Competences

Learning sessions

Do Coyle’s 4 Cs Framework

Do Coyle’s 4 Cs Framework

What do you already know about teaching frameworks in CLIL?

Vocabulary Matching Activity

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

kwl model

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

Do Coyle’s 4 Cs Framework

While - reading activity

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

Do Coyle’s 4 Cs Framework

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

THE CLIL WHEEL

CULTURE

AWARENESS OF SELF AND OTHERS

COGNITION

THINKING SKILLS

COMMUNICATION

LANGUAGE

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

CONTENT

the 4 c's framework

SUBJECT MATTER

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

Do Coyle’s 4 Cs Framework

THE CLIL WHEEL

read the transcription

www.clilmatters.com

Aleksandra Zaparucha, 2020

WHAT WE HAVE LEARNED

Watch the video about the 4Cs & 10 parameters combined

Do Coyle’s 4 Cs Framework

THE CLIL WHEEL and the 10 parameters combined

Bibliography and resources on basic principles of CLIL

Roberta D'Ovidio

thank you! see you next time

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.

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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)

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….???