Successful CLIL teaching: Analysis of Methodological Factors in Materials. Susana Castellano Alcaide Alumna de Experto en Docencia en Inglés, Universidad de Huelva.

Index: What did I study? Why this study? How? Results Conclusions

Objectives of the study: From theory to effective language teaching and learning CLIL materials Recommendations for curricular development

Reasons for this study: CLIL phenomenon. I questioned myself. Mª Carmen Fonseca. Thanks to my collegues.

Procedure followed: Indicators from theory to effective language teaching and learning Indicators identified in CLIL materials Recommendations for curricular development Read CLIL literature Clasify indicators Analyzing and contrasting materials Writing conclusions

First step: CLIL Definition: “Any activity in which foreign language is used as a tool in the learning of a non language subject in which both language and subject have a joint role” (David March)

CLIL principles: It is process “automatically, naturally, simply and without conscious operations, simply as a result of experience of examples (N. Ellis: 1994:1; 1995: 123) ”. 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975)

General lesson indicators (I): content language ?

CL I L Communication ContentCognition Culture General lesson indicators (II):

General lesson indicators (III): re-conceptualisation collaboration and reflection systematically plan

Second Step: Analyzing and contrasting materials.

Activities indicators: activities

So, you see, the orbit of a planet is elliptical What’s an orbit? What’s a planet? What’s elliptical?

orbit Content and language integrated teaching rely on making content comprehensible in many ways, e.g. visual.

ANALYZING MATERIALS: StrenthWeakness Evidence of language awareness Frequently used structures Guided accesible input (visual aids… Structured activities (repetition of same type of demand) Clear intructions Explicit teaching of L2 focused on: vocabulary Explicit teaching of L2 focused on: grammar ?? Explicit teaching of L2 focused on: Phonics Evidence of adapting meaning to learner’s abilities, styles, interests or needs, involving the learner, implicit or explicit Supported output (examples, framework… L2 output encouragement (scaffolding… Opportunities to use the language (interaction… ?? Interdisciplinary activities Cooperative work between content and language teachers

Results (I): 1st Step:  Read CLIL literature  Clasify indicators CLIL influenced by language acquisition. I could conclude “materials indicators”

Results (II): 2nd Step:  Analyzing and contrasting materials Examples of effective CLIL pedagogy in materials was found. CLIL programmes are highly demanding.

3rd Step_ Conclusions: Integrating: Language/ Content/ Thinking skills Success factors: Teachers planning together Content discoursal centred Setting clear goals

Thanks…