Austrian CLIL The story so far

Slides:



Advertisements
Similar presentations
Christopher Graham Garnet Education UK. I dont do rhetorical questions !
Advertisements

The essentials of current methodology for teaching English. (MEC) Gloria Salazar Academic Director, Pragmatic English IATEFL Chile
ENGLISH IMMERSION FOR SECONDARY SCHOOL TEACHERS OF ENGLISH WELCOME!!
John Clegg. Contents What is CLIL? CLIL objectives What to assess in CLIL Fairness issue Ways of addressing fairness reduce the language demands of the.
Making Use of Assessment Data for English Language Curriculum Planning 15 December 2006 English Language Education Section Curriculum Development Institute.
The Virtual Conference as a means of getting Teacher Educators into the Internet Elaine Hoter The Mofet Institute. Talpiot Teachers College, Israel. Christchurch.
Good practices in teacher training Prof. Carla Tosoratti 1.
Ricardo Pareja. COMMENTS. This 41 st International MEXTESOL conference in Puebla offered me the opportunity of acquiring new knowledge. The experience.
Home, school & community partnerships Leadership & co-ordination Strategies & targets Monitoring & assessment Classroom teaching strategies Professional.
Lecture 3 DESIGN AND PROCEDURE Prepared by: Ms. Mahaya Ahmad.
Discussions and Oral Presentations as Teaching Material in English for Medicine Zorica Antic Natasa Milosavljevic English language department Faculty of.
Designing CLIL University of Goldsmith, April 24th 2014 Language Learning Matters.
Communicative Language Teaching
What is CLIL (A brief theoretical overview). What is CLIL? A continuum of educational approaches devoted to two main components – language and content.
One Step at a Time: Presentation 6 LISTENING SKILLS Introduction Initial Screen Skills Checklist Classroom Intervention Lesson Planning Teaching Method.
SIOP The Sheltered Instruction Observation Protocol (SIOP)
Published materials Authentic materials
July 31, 2014 Dr. Ann-Marie Trammell.  BISD Learning Platform.
Introduction the TKT teacher certificates
The importance of talking and listening for second language learners
Aino Houttu and Miika Lehtovaara
One Step at a Time: Presentation 8 DISCUSSION SKILLS Introduction Initial Screen Skills Checklist Classroom Intervention Lesson Planning Teaching Method.
ELPS Student Expectations Learning Strategies ELPS 1A-1H Listening ELPS 2A-2I Speaking ELPS 3A-3J Reading ELPS 4A-4K Writing ELPS 5A-5G ELPS Index.
ICT in Classroom Prepared by: Ymer LEKSI Kukes
ENGLISH IMMERSION FOR SECONDARY SCHOOL TEACHERS OF ENGLISH.
TKT COURSE SUMMARY UNIT –14 Differences between l1 and l2 learning learners characteristics LEARNER NEEDS DIANA OLIVA VALDÉS RAMÍREZ.
EL Program in a Nutshell EL Program Flow Chart.
Assessing Speaking. Possible challenges in assessing speaking Effect of listening skill: Speaking without interaction is observable but very limited (telling.
ED 340 SIOP Welcome Opening Prayer. Course Goal – The goal of this class is to prepare teachers to teach content effectively to English learners while.
Upper School groups 4-7.  Main approaches aim to:  Integrate children socially and emotionally  Use cross curriculum IPC themes to practice language.
Course Work 2: Critical Reflection GERALDINE DORAN B
DESIGN In CBI, language learning incidental to the learning of content. Content is important. Language learning=secondary, content=priority.
Conceptual Change Theory
التوجيه الفني العام للغة الإنجليزية
Integrated and Designated ELD –
Glottodidattica Lesson 5.
Using Technology in Teaching
NEEDS ANALYSIS.
Snaptutorial ESE 697 Help Bcome Exceptional/ snaptutorial.com
TODAY’S SITUATION Teachers in a self-contained classroom, as well as those in core content classes such as Social Studies, Math, Science, and Language.
Inquiry-based learning and the discipline-based inquiry
Chapter 1 Designing e-learning.
Learning Model for English 2-8 grades
CLIL: the next teaching challenge!
Balanced Assessment Facilitated by Kristen Giuliano
ELT 213 APPROACHES TO ELT I DIRECT METHOD WEEK 4
“Embracing the Future”
National 3 Course German
Tutorial Welcome to Module 13
University of Nottingham ~ Aberdeen (September)
Performance Indicator F: Performance Indicator G
Performance Indicator I:
A Applying the New Curriculum in Classroom
‘Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum’.
Topic Principles and Theories in Curriculum Development
Scaffolding.
Needs analysis (ESP) Communicative language needs for your job ?
FCE (FIRST CERTIFICATE IN ENGLISH) General information.
By Barb Baltrinic and Angela Smith
Teaching English to PhD Students within the University Context
Seeing the classroom as culture: using Open Space and video cameras
Collaborative Learning Scaffolding Talk across the Curriculum
Exit Ticket: BICS AND CALPS
Content-Based Instruction
Assessing Speaking.
Introducing the Core Competencies
Improving academic performance Building language skills Developing critical thinking Expressing ideas and opinions Ask the audience: What are the core.
CLIL (Content and Language Integrated Learning) Model CLIL lesson 12 February 2018 Explain about CLIL. Teaching History in English is more than just.
CLIL (Content and Language Integrated Learning) CLIL Materials Development 14th February 2018 Explain about CLIL. Teaching History in English is more.
Student’s Presentation
Presentation transcript:

Austrian CLIL The story so far (asking the right questions, and making the right decisions in schools) keithpkelly@yahoo.co.uk

HTL CLIL - the story so far

HTL CLIL past – @ PH Wien Module 1 Module 2 Module 3 Module 4 Subject-specific vocabulary Guiding students through input Multi-media input (PPT, film, animation, poster, object, talk, demo) Text input Assignment 1 – develop one or two activities within a lesson (online support) Module 2 General academic language Supporting students’ output Supporting writing Supporting talk Assignment 2 – develop one or two activities within a lesson (online support) Module 3 Sequencing Module 4 Portfolios There was a decision not to grade the assignments. It was the right decision, and it still is. I am frequently asked to proof read what is essentially lesson material which has been written as translation from German to English. In this context, I proof read the material and I make suggestions as to how the vocab can be organized, how the general academic language can be embedded in task, how to guide input, how to support output, but essentially there is no comeback if the teacher decides that they will essentially ‘deliver’ what they normally do in German, in English.

HTL CLIL past – classroom practice Classroom dynamics Teacher experience and language ability What goes on in the classroom? What exactly students are asked to do (teachers?) Students won’t develop oral competence, if they don’t speak in class Subject / profession demands spoken skills, students should speak in class A balance of skills? Unwrapping curriculum objectives What does ‘analyse’ mean? What does ‘know’ mean? A student can only really know what has been taught, if they are asked to express this knowledge in spoken or written form, or do, produce something based on the input content, as a result of what they have been taught.

HTL CLIL past – feedback Needs

HTL CLIL past – feedback Challenges

HTL CLIL past – feedback Benefits

HTL CLIL in the classroom Students ‘doing’ things One colleague describes his classes in the following way: 'All these techniques are fine where the students actually do things in the lessons, in my classes the students don't do anything. They listen to my input and explanations of the theory.

HTL CLIL in the classroom Red flag! CLIL is about method, and dynamics. Where a lesson goal is to deliver theory through teacher talk, the dynamic is restricted to that medium. Is such a context the best one to use a foreign language? Where teachers are confident in the foreign language, and the students are confident in the foreign language (this means that they are able to follow a foreign- language theoretical lecture, take notes, apply the theory to subsequent practice), there is a role for this approach. Beware of dedicating significant numbers of CLIL hours in the timetable to this kind of teaching. In subjects heavy in theoretical content, look for areas of the curriculum which lend themselves to developing communicative skills and avoid the areas of abstract content. Feel confident NOT to teach in English.

HTL CLIL in the classroom Good practice

HTL CLIL in the classroom Good practice

HTL CLIL in the classroom Good practice

HTL CLIL in the classroom Good practice

HTL CLIL in the classroom Turning the course curriculum into classroom practice Examples: subject-specific vocabulary Examples: guiding input media Examples: guiding input text Examples: general academic language Examples: supporting written output Examples: supporting spoken output

Subject-specific vocabulary – Software devpt

‘Doing’ terminology

HTL CLIL in the classroom Turning the course curriculum into classroom practice Examples: subject-specific vocabulary Examples: guiding input media Examples: guiding input text Examples: general academic language Examples: supporting written output Examples: supporting spoken output

A product life-cycle

Product Life Cycle – Task Group A

Guiding input media Board game - ‘Percentage Snake’

Guiding input media – Simple Interest Board game

Guiding input media - Simple interest cards

HTL CLIL in the classroom Turning the course curriculum into classroom practice Examples: subject-specific vocabulary Examples: guiding input media Examples: guiding input text Examples: general academic language Examples: supporting written output Examples: supporting spoken output

Guiding input text – Insurance Dominoes

Guiding input text – Job Specs

HTL CLIL in the classroom Turning the course curriculum into classroom practice Examples: subject-specific vocabulary Examples: guiding input media Examples: guiding input text Examples: general academic language Examples: supporting written output Examples: supporting spoken output

General academic language – Population pyramids

HTL CLIL in the classroom Turning the course curriculum into classroom practice Examples: subject-specific vocabulary Examples: guiding input media Examples: guiding input text Examples: general academic language Examples: supporting written output Examples: supporting spoken output

Supporting written output – More than subject-specific vocabulary

Supporting written output – Product life cycle

Supporting written output – Product life cycle

HTL CLIL in the classroom Turning the course curriculum into classroom practice Examples: subject-specific vocabulary Examples: guiding input media Examples: guiding input text Examples: general academic language Examples: supporting written output Examples: supporting spoken output

Supporting talk - Special SQL Topics

Supporting spoken output – Direct costing

Supporting spoken output – Direct costing

HTL CLIL future – The way ahead in 10 steps Start in Grade 1 and/or develop academic language in English lessons Set up systems for monitoring student language levels Which teachers should attend professional development? Decide on ‘didactic methods’ to be expected in class Where possible develop skills using a CLIL approach (guiding input, supporting output) Where ‘lectures’ are given, make them visual, guided, interactive, language-salient Decide ‘not’ to teach certain subjects in English if conditions dictate Create a CLIL identify in school, space (physical/online), time, groups Encourage colleagues to ‘explore’ and ‘innovate’ (it’s a learning process) Publish your material (share) Manage CLIL on a school basis (not individual teachers) Grow the CLIL network in Austria and beyond

HTL CLIL future CLIL Conference 2019? (School-based approaches to CLIL) Schools and colleagues (students?) reporting back on their experiences ‘When I asked the students for a general feedback some of them where actually asking for more lessons in English language and so I found that very encouraging'.