CLIL Content and language integrated learning

What is CLIL? It is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language.  (Marsh, 2008)

What is CLIL?  In CLIL there is a focus NOT ONLY on content and NOT ONLY on language. The two are interwoven.  CLIL is not a new form of language education, it is not a new form of subject education. It is an innovative fusion of both.

ADJECTIVES for CLIL Flexible Flexible Inclusive Inclusive Transferable Transferable Holistic Holistic

Where does CLIL come from?  It was coined in 1994, but CLIL-type programme is as old as education. It existed in ancient Rome as it exists today in multilingual societies, created through mobility and education

HOW HAS IT CHANGED TODAY? WWWWhat makes a difference today is the chance of having a very large range of learners, not only those from privileged or elite backgrounds

THE CONTEXT FOR CLIL INDUSTRIAL AGE o POWER BLOCKS (countries, societies, educational systems) o TERRITORY (marked by borders and boundaries) o An age marked by STRATEGIES OF POSITION, as well as PHYSICALLY BASED RESOURCES KNOWLEDGE AGE Knowledge triangle Knowledge triangle EDUCATION EDUCATION RESEARCH INNOVATION Focus on: IDEAS CREATIVITY INTELLIGENCE Focus on: IDEAS CREATIVITY INTELLIGENCE An aged marked by 2 main strategies: MOVEMENT and UNLIMITED RESOURCES An aged marked by 2 main strategies: MOVEMENT and UNLIMITED RESOURCES

The demands of the present  By the mid-90s globalization had an impact on WHO learns WHICH language, AT WHAT STAGE of their development and in WHICH WAY.  2 AIMS: to achieve the best possible results in the shortest time AND to get better results in content teaching

Mindset The Generation Y ( ) Focused on immediacy as in “learn as you use, use as you learn” The Cyber Generation (after 2001) Influenced by their own early, personal, hands- on experience with integrated technologies

CLIL theoretical background  The cognitive revolution ( Broadbent 1958; Neurosciences at present)  The constructivist perspective (Bruner, Piaget, Vygotskj + Ceri at present )  Multiple intelligences (Gardner) Learner autonomy (Gredler, Kukla) Language-learning strategies (Oxford, 1990)

CONSEQUENCES FOCUS on MOTIVATION FOCUS on FOCUS on LEARNERS’ INVOLVEMENT IN THEIR EDUCATION LEARNERS’ INVOLVEMENT IN THEIR EDUCATION

Integration  the non- language subject is not taught IN a foreign language, but WITH and THROUGH a foreign language  It is a process of CONVERGENCE  -fusions of elements previously fragmented- (subjects in the curriculum)

CLIL content goals are supported by language goals In addition to a focus on content and language there is a third element The development of learning skills

CLIL as a form of convergence

 A newly emerged “integrated” subject (topics from chemistry, economics, geography, physics, even psychology)  To structure this new subject teachers had to climb out of their individual mindsets, to explore ways of building an INTEGRATED curriculum An example: ENVIRONMENTAL STUDIES

Another example: CLIL In the 90s, In the 90s, the need for language awareness made teachers look for solutions the need for language awareness made teachers look for solutions Language teaching while learning other subjects Language teaching while learning other subjects more exposure more exposure Better communicative competence Better communicative competence Higher levels of authenticity, to increase motivation Higher levels of authenticity, to increase motivation

CONVERGENCE It is a process which involves pooling skills and knowledge to change existing practice and to activate forms of innovation WHO?

CLIL classroom practice Makes learners active. They develop their potential for get knowledge and skills (EDUCATION) through a process of enquiry (RESEARCH). They use complex cognitive processes and instruments for problem solving (INNOVATION). The knowledge triangle

In CLIL classroom practice The TEACHER no longer The TEACHER no longer the DONOR of knowledge, the DONOR of knowledge, rather a FACILITATOR rather a FACILITATOR STUDENTS are empowered. They are actively engaged. They use They are actively engaged. They use PERCEPTION PERCEPTION COMMUNICATION COMMUNICATION REASONING REASONING as individuals and as a group of peers as individuals and as a group of peers

Bumps in the road to good practice in CLIL  Grasping the concept and grappling with misconceptions Attitude Interfering with content acquisition Suitable for the brightest students Just-in-case approach

Bumps in the road to good practice in CLIL  The shortage of CLIL teachers  Greater workload for teachers; shortage of materials  School administrators understanding the implications of CLIL programming

The many faces of CLIL  Language showers  CLIL camps  Student exchanges  Local projects  International projects  Family stays  Modules  Work-study abroad  One or more subjects  Partial immersion  Total immersion  Two-way-immersion  Double immersion

Language showers  For students between 4-10 years old  Between 30 minutes/1 hour of exposure per day  Strategies: games, songs, visual, realia and handling of objects and movements  Teacher: speaks in CLIL language  Goals: *be aware of the existence of different languages, *be prepared for language learning  Suggested activities:  Routine activities (lunchtime, get dressed)  Strategies: repetition, miming, gesturing pointing, songs to teach new vocabulary

CLIL camps  For students coming from one school  Purpose-designed location  Length: 5 days  Organization: *students are sub-divided into teams,*there are rules (all participants must use the CLIL language),* could be a system of tokens and fines  Goals: *experience success in living in a second- language environment,*have fun and associate the CLIL language with an enjoyable experience,* motivate students to continue second-language study,*inspire students to continue learning the CLIL language

International projects  Need to lead to concrete accomplishments and enable students to connect with new ideas, sources and people  Schools can either join existing projects or create a project of their own  Goals: *help students assume greater responsibility for their learning, *motivate students, *create opportunities for contact and communication with other speakers of the CLIL language,* develop skills in communication, information and communication technologies, teamwork and problem solving, *develop reasoning, enquiry, critical and creative thinking and evaluation skills

Total immersion programmes  Begin in kindergarten or during the first year of school  The curriculum is delivered through the medium of the first language  Teacher: *speaks the immersion language, *puts stress on communication skills (emphasis on fluency than on accuracy)  Strategies: repetition and gestures  Language: presented systematically and unsystematically  Goals: *functional fluency in a second language, *development of their mother tongue, *curriculum expectations in all subjects, *an appreciation on their own culture (s) and the culture (s) related to the immersion language