Primary Language Learning Content Language Integrated Learning (CLIL)

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Content Background to Languages in School Languages in relation to the Four Capacities Total Physical Response Importance of Culture Content Language Integrated Learning (CLIL) Ideas for Practice Apps Questions/Discussion

Background to Languages in Primary School L1 – language of instruction (English/Gaelic) L2 – first additional language (taught from p1) L3 – second additional language (taught from p5)

1+2 Policy ‘Our manifesto commitment is to introduce a new norm for Scotland...the commitment is for all children and young people to learn two languages in addition to their own mother tongue’ Dr Alistair Allan, Minister for Learning and Skills, Scottish Government (2011)

Background to 1+2 Policy ‘European Cultural Convention of 1954 Languages seen as a means to construct a new identity in Europe 1998 Council of Europe The opportunity to study more than one language as a strategy to construct a multilingual Europe as part of a lifelong effort. Council of Europe (1997) intended for all citizens to communicate in at least two languages. Recently, Scotland implemented a 1+2 approach for language learning within schools (Scottish Government, 2012b), conforming to these objectives. The 2016 ADES Report notes the progress made towards achieving this objective suggesting effective planning is required to sustainably achieve a 1+2 Approach to language learning. Coyle (2016) argues integrating content and language through CLIL is a feasible strategy.

Background to 1+2 Policy 2002 Barcelona European Council Educational strategies, aiming to achieve “a competitive economy based on knowledge” Point 44: “to improve the mastery of basic skills, in particular by teaching at least two foreign languages from a very early age” 1+2 in other EU countries/CLIL

Languages in Relation to Four Capacities Successful Learners Contributes to an awareness of how their own language works Promotes the understanding of different features in their own and others’ spoken language Confident Individuals Welcomes interactions with speakers Exchanges greetings and simple information about themselves in another language

Languages in Relation to Four Capacities Effective Contributors Joins in paired and group activities Follows simple instructions in another language using clues such as mime and gesture Responsible Citizens Have a growing awareness of different cultural traditions Are introduced to books, music, food and festivals reflecting these

Total Physical Response (TPR) James Asher Second language learning is parallel to first language learning They have parallel processes Speech ► Commands Commands ► Physical response Physical response ► Verbal response

Total Physical Response (TPR) Method in language teaching which is based on the co-ordination of speech and action Allows students to react to language without thinking too much Required to carry out the instructions by physically performing the activities

Importance of Culture Our learners should: Know what the music sounds like Know what the food tastes like Know what the art looks like Have watched a film Know a song in the language they are learning Know stories or folklore Know what school is like in a country of the language they are learning

Why is CLIL Important? Expansion of European Union Diversity of language Need for communication Other languages are unlikely to disappear Increased contact between countries therefore need for communicative skills European Commission has a clear vision of a multilingual Europe

How Does CLIL Work? Content of a subject is taught in the language that is not in mother tongue Knowledge of language becomes means of learning Language is integrated into broad curriculum Increase motivation due to link with language taught in a context Based on language acquisition rather than enforced learning Language is seen in real-life situations CLIL is long-term learning (proficiency within 5-7 years) Fluency is more important than accuracy Reading is the essential skill

Montalto et al. (n.d: 10)

Content Language Integrated Learning (CLIL) Do Coyle Four Cs Approach Content Cognition Communication Culture You Tube Link Do Coyle – What is the Four Cs Teaching Framework? Content – content must lead the way, be very clear what this is Cognition – at appropriate level for learning to take place, high level of learning appropriate to learners, e.g. thinking skills, creativity Communication – must be provided with language that content requires e.g. past tense if need be rather than on a chronological scale Culture – cultural awareness, citizenship, global learning, European Life long learning skills

CLIL: Purpose for Classroom Practice Med Professional Practice research Implement CLIL in a p7/6 classroom Aim to increase motivation in language learning Improve language proficiency Gain pupil feedback of CLIL

CLIL: Hurdles & Worries Subject Expertise CLIL issue – growth mindset Willingness to learn together Pupil Engagement Lack of interest “everyone speaks English anyway” Pupil Learning Progression

CLIL Implementation: Italian through Art Abstract art Colours and shapes Memory games for vocabulary Describing art (orally and written)

CLIL: Quotes from Pupils “It’s cool being able to learn a different language and like be able to actually speak…the way they can speak…it’s just cool” “It is good to learn and learn different languages but it wasn’t enjoyable” whereas CLIL is “changing up the subject a bit”

Confidence and self-esteem Findings Overall enjoyment of CLIL Increased use of Italian in class Focus and content for learning Motivation Two most reluctant learners produced work Researching Italian at home and sharing work Confidence and self-esteem More Italian to be spoken in class Willingness to learn together

CLIL in Action: Spanish Children Learning English Spanish: Six videos demonstrating CLIL used in classes from primary schools and vocational colleges https://www.youtube.com/watch?v=AUyPGDFSilU

Ideas for Practice: Cultural Input BOATS Day (Bring Our Adults to School) La Tomatina A Trip Around Europe Decorate classrooms as various countries Family members to discuss culture Food tasting National dress Language input El día de los muertos / Cinco de mayo Learner-led activities

Ideas for Practice: Classroom-based Art Colours Description Collage – magazines related to topic, describe Origami – colours, left, right, instructions

Ideas for Practice: Classroom-based Geography Local area – leaflets, brochures, video Directions – asking, giving, left, right, straight on Transport – modes of transport, describe, environmental Global warming – future tense, numbers

Ideas for Practice: Outdoor Learning Teach language from what can be found outside Playground games (culture) Treasure hunts Create a weather station report

Ideas for Practice: Apps Greenscreen Record learners in front of various scenes MSQRD Filter images Record up to 30 seconds Pic Collage Use as a background app in an app smash My Talking Avatar Record videos (up to 3 minutes)

Ideas for Practice: Apps I-motion Turn photos into video/GIF Texting Story Create video clips Pics Art Animator Annotate existing photos Create GIFs Import videos Book Creator (E-portfolio) Personalised photo story

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