CLIL Content & Language Integrated Learning Post Graduate Certificate in Plurilingual Education University of Aberdeen December 2010 M. Àngels Llavina Carles

THE SCHOOL : INSTITUT DE LLAGOSTERA 350 students aged between 12 and 18. 44 teachers

LLAGOSTERA Llagostera, a town with 7,500 inhabitants located in the North-East of Catalonia. Main activities: local industry, farming and tourism

OUR CLIL PROJECT: Subjects and teaching contents Biology and Geology Third-level students in the laboratory. ‘Teenagers in an intercultural Europe’ Citizenship education in first-level students.

AIMS Improving our pupils’ linguistic skills in English. Becoming used to using English as a tool of communication. Using English as a functional language and as a tool to gather information. Encouraging interaction in English with experts and equals.

AIMS Bringing our Catalan students closer to European reality. Fostering tolerance and respect towards the others to improve life and work in an intercultural society. Learning to work within diversity. Offering equal opportunities to succeed in the learning process. Promoting the use of ICT .

TEENAGERS IN AN INTERCULTURAL EUROPE Curs: 1R ESO matèria; ALTERNATIVA A LA RELIGIÓ. BLOC A: Learning more about Europe Unit 1 Who are we? Unit 2 The European Countries Unit 3 The European Union BLOC B: Learning more about young European Challenges  Unit 1 The challenges of Globalization Unit 2 The environmental challenges Unit 3 The challenges of Diversity Unit 4 The identity-building challenge  BLOC C : Living in Europe Unit 1 Studies & work

Theories conceptualising CLIL CONSTRUCTIVISM Different cognitive stages allow different kind of learning CLIL ACTIVITIES Different kinds to respond diversity: LOT, HOT Spiral curriculum 2- TO ADAPT NEW LEARNING INTO COGNITIVE SCHEMES 6. DEVELOP RELEVANT AND APROPIATE SKILLS Cognitive development = constant effort Cognitively challenging Active learning &actively construct knowledge Promote active learning, meaningful materials

Theories conceptualising CLIL SOCIAL CONSTRUCTIVISM CLIL ACTIVITIES Social interaction Interactive & cooperative learning: pairs, group ZPD zone of proximal development Scaffolding in both content & language. 2. LINK NEW IMPUTS TO PRIOR KNOWLEDGE

Theories conceptualising CLIL LANGUAGE LEARNING THEORIES The linguistic demands for acces the content have to be made accessible 2. USING LANGUAGE TO LEARN AND LEARNING TO USE LANGUAGE. 3. INTERACTION WITH OTHERS AND OTHERS CULTURES GIVES GLOBAL CITIZENSHIP. Cognition requires language to create their own interpretation of content. Language needs to be learnt in context: INTERACTION GLOBAL CITIZENSHIP

CLIL MATERIALS

CLIL MATERIALS

Future challenges Increasing migration Technological development 1 x 1 OUR GLOBAL EDUCATIONAL CONTEXT Increasing migration Technological development 1 x 1 Higher social and working demands

Future challenges So,it is CLIL the teaching approach needed to succeed in our plurilingual, digitalized and diverse classrooms?