Content and Language Integrated Learning CLIL Basics Content and Language Integrated Learning

CLIL Content and Language Integrated Learning is an approach or method which integrates the teaching of content from the curriculum with the teaching of a non-native language.

CLIL Aims to develop learning strategies to stimulate critical thinking to develop creativity to raise motivation

CLIL Advantages communicative skills cognitive skills real content / information intercultural skills

CLIL Bilingual education – Luxembourg, Canada Immersion – total immersion x partial immersion; early immersion x late immersion Types of CLIL Soft CLIL ↕ Hard CLIL

CLIL aims: content and language also develops learning strategies and skills 4 Cs

4 Cs Content curricular subjects taught in CLIL some programmes develop cross-curricular links we need to analyse content for its language demands and to present content in an understandable way

4 Cs Communication the language used for learning the content learners participate in meaningful interaction teachers encourage peer and group feedback as well as self-evaluation

4 Cs Cognition CLIL promotes cognitive – thinking - skills we develop learners‘ cognitive skills (e. g. reasoning, creative thinking, evaluating)

4 Cs Culture role of culture, understanding ourselves and other cultures different languages, different social and cultural backgrounds CLIL provides opportunities to introduce a wide range of cultural contexts – learners become aware of global as well as local citizenship

CLIL Language content-obligatory language content-compatible language CALP – cognitive academic language proficiency BICS – basic interpersonal communication skills

CLIL Cognitive Skills processes that our brains use when we think and learn develop from a very young age from information processing / concrete thinking skills – identifying and organising information to abstract thinking – reasoning, hypothesising

LOTS or Lower order thinking skills CLIL LOTS or Lower order thinking skills remembering identifying ordering defining checking understanding reviewing learning

HOTS or Higher order thinking skills CLIL HOTS or Higher order thinking skills reasoning inquiry and discussion creative thinking evaluating hypothesising

Creating Evaluating Analysing Applying Understanding Remembering Bloom‘s Taxonomy Creating Evaluating Analysing Applying Understanding Remembering

Thank you! myska.t@email.cz References Bentley, Kay – The TKT Course CLIL Module, CUP Bentley, Kay – Primary Curriculum Box, CUP Deller, Sheelagh and Price, Christine - Teaching Other Subjects through English, OUP Calabrese, Immacolata and Rampone, Silvana – Cross-Curricular Resources for Young Learners, OUP Project 3 Fourth Edition Pracovní sešit s poslechovým CD a přípravou na testování, OUP Project 5 Fourth Edition Pracovní sešit s poslechovým CD a přípravou na testování, OUP http://en.wikipedia.org/wiki/United_Nations