Introducing CLIL approaches into the primary curriculum Philip Hood, Course Director, Outstanding Primary Schools SCITT, University of Nottingham Kristina Tobutt, Primary French Teacher, Associate Consultant, Nottinghamshire LA

CLIL approaches work best when we also use the language for real purposes in a variety of ways within the primary school day. For example: orally for classroom organisation, management, socialisation, and for whole-school functions such as assembly in written form, for notices, messages and display. And when we also try to make school-to-school links which share curriculum-based work as well as personal information.

We can begin with simpler cross-curricular work linked to specific subject areas or topics. Whole module CLIL approaches in primary schools already exist in Spain – see: ntent&view=article&id=46&Itemid=74. ntent&view=article&id=46&Itemid=74 Partial immersion has been tried in Scotland. See: EPPI_BOOK.pdf

Why would we do this? Language learning benefits from regular exposure to language, especially when real purposes are involved. (See Krashen on comprehensible input, e.g. summary at ) Good practice language teaching helps develop a range of skills, such as listening skills, concentration skills, memory skills, problem-solving skills, communicative competence, social skills, self esteem, and can therefore contribute both to whole child development and to the whole curriculum. See: Hood, P. (2006) Can Early Foreign Language Learning Contribute to the Shared Emotional and Motivational Landscape of a Primary School? Pastoral Care in EducationPastoral Care in Education Volume 24 Issue 4, Pages Volume 24 Issue 4

What are children really capable of? Watch the videoclip and note how children are accessing language, using language receptively and using language productively. How is repetition being used? What are they learning?videoclip Repetition: * Routines (Greeting song) * Choosing a song from familiar repertoire * Language within story + story re-readings * Making the face – teacher questioning to range of pupils * Making the mask – teacher instructions – spoken as often as necessary NB NO PARROTING!

Language competence and progression-1 When we speak of language competence we often think of what children can say and later what they can write. We should also think of what they can understand, at first by listening and reading with a teacher, and later by reading more independently. In terms of longer term progression, are receptive skills or productive skills more important, or are both of equal value?

Language competence and progression ‘Measuring out and back’: Teacher chooses the language to be learned Teacher presents and practises the language- set via repetition games Teacher finds ways to elicit language The aim is that all learn the defined set as far as they are capable Building receptive capacity: Teacher uses language for real purposes in a ‘natural’ way. Teacher scaffolds language use with visual support and natural repetition. Real purposes include any activity involved in teaching, learning, organisation, management, socialisation. Language is produced by learners where they are able – but all develop receptive capability – they actively seek meaning and cognitively engage.

Examples of embedding into the curriculum Structured material around a topic theme: MatisseMatisse material from A La Française videoclipvideoclip Les Grandes Découvertes Simple one-off activities, building on familiar material: MathsMaths1 Maths2Maths2 Simple material within a curriculum area: La Réunion La Réunion material from A La Française Using authentic material as stimulus and providing simple follow-on tasks food pyramid linkfood pyramidlink

Sources and further examples / information: Modern Languages in the Primary School – Philip Hood and Kristina Tobutt, published by Sage, expected May 09 A La Française – Kristina Tobutt, published by Authentik, Dublin