La Diva 2014 CLIL and HOTS Content and language integrated learning and high order thinking skills.

Annette Schaafsma Lecturer Language Learning and Language Teaching at Utrecht The Netherlands. 2

Utrecht 3

Program This presentation is about four abbreviations: CLIL, HOTS, BICS, CALP. We will explore what teacher quality is needed to bring your pupils on a higher language level. Language aquisition theory Content and Language Integrated Learning High order Thinking Skills Teaching skills for interaction Practice 4

Language acquisition theory Input hypothesis (Krashen 1980) understanding: meaning Output hypothesis (Swain 1985, 1995, 2005) or Interaction hypothesis (Long 1996) output: meaning + form dia 5

Language and thinking opportunity Elaborate production at your own initiative = use present knowledge actively and creatively Discover what you need = add to knowledge 6

Exercise 1 Make pairs. Choose a word: hairdryer, bicycle, mobile phone, toaster. 1.Tell each other what you do with the object. 2.Describe to each other how it works. 3.Explain how it is made. 7

BICS and CALP Basic Interpersonal Communication Skills (BICS) Cognitive Academic Language Proficiency (CALP) 8

BICS Interpersonal communication skills for everyday activities. The context supports the language. 9

CALP Abstract language is less supported by the situation/context and is therefore more challenging and makes more demand on the pupils’ cognitive capacity. CALP stimulates the developement of language and thinking skills as analysis, synthesis, interpretation. 10

Cummins’ quadrant 11

Cummins (1996) 12

CLIL Content and Language Integrated Learing  Content aims  Language aims A chain is the circle of connected metal parts that turns the weels of a bicycle. A toaster works by applying radiant heat directly to a bread slide. 13

CLIL  Rich context:language- rich ( film, internet) and non language-rich ( items, illustrations).  Large amount of interaction: between pupils, between teacher and pupils, working in pairs and groups.  Language support  Collaborative learning 14

Teaching Tip 15

CLIL strategies Meyer (2010) Rich input: meaningful, challeging. Connecting daily life of children and in their area of interest. Scaffolding learning: help learners to construct their own learning. Teach how te learn. Rich interaction en pushed output: communicative situations and meaningful context. 16

Adding the culturale dimension: realize that other cultures tend to see things differently, have different values and beliefs. Make it H.O.T. (high order thinking): create environments in which children are engaged and challenged. Let children express complex thoughts. 17

Sustainable learning: new knowledge must become deeply rooted in childrens long- term memory. Passive knowledge has to be turned into active knowledge. 18

Effective Teacher-Child Interactions Teacher: I encourage language acquisition in conversation Child: The child displays signs of language acquisiton. 19

Exercise 2 Checklists. How do you bring children to use a higher level of language? 20

There’s Always Room for One More What content do you want to discuss? 21

Exercise 3  Start with content selection. 1. ………. 2. …………. 3. ……………  Make 5 skinny and fat questions about the book. See checklist 3d, 3 e, 4c, 4d 22

Fat and skinny questions Skinny questions yield facts and are easy to answer in a few words. What is……… Fat questions Have more than one answer and help learners to think more deeply about input en speak longer. Can you tell me how…. 23

Summing up CLIL HOTS BICS CALP 24