What is CLIL? How does CLIL benefit learners? What are the underlying principles of CLIL? What’s different about CLIL lessons? How do I become a CLIL teacher? Are there any available resources? Where can I find out more?

Dominance of English in Further Education Total Immersion A bilingual school is… 3 - early 20’s Dominance of English in Further Education A bilingual person is someone who… Europe and Asia The term CLIL was first used in 1994 form a variety of approaches including immersion. The age group we are talking about can be from 3 to early 20 CLIL is now one of the fastest developing areas in language teaching worldwide, specially Europe and Asia Appeals to Generation Y born after 1990 who learn as they use, «use as they learn» CLIL is the best response to the modern ¿¿, globalised, integrated world. Content and Language Integrated Learning Generation ‘Y’

What is CLIL? CLIL refers to any dual-focused educational context in which an additional language, thus not usually the first language of the learners involved, is used as a medium in the teaching and learning of non-language content. Derived from the notion of ‘Language Across the Curriculum’

Clasroom principles Language is used to learn as well as to communicate. It is the subject matter which determines the language needed to learn. Subject is taught in simple easily comprehensible ways, using diagrams, illustrations, graphs, highlighted terms. Language- subject based vocabulary, texts and discussions.

Towards a CLIL project Think about the CLIL projects in your school If your school is not implementing CLIL yet, complete the chart with how you think it will be implemented OR consider another CLIL project that you are familiar with. If your school will not be implementing a CLIL project at all, answer the questions based only on how you imagine you would put the CLIL approach in practice in your own classes.

Core principles of a CLIL Programme Subject dictates what language support is needed. The four skills are a means of learning new information The four skills are a means of displaying understanding Subject content may be approached in an interdisciplinary way. Materials and communication is authentic. Learning is active whenever possible Learning needs to be scaffolded, supported and structured. Close co-operation/collaboration between teachers is important.

The 4Cs Content- Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. Communication- Using language to learn and learning to use language. Language does not follow the grammatical progression found in language-learning settings Cognition- Developing thinking skills which link concept formation (abstract and concrete), understanding and language. Culture- Understanding otherness and self, deepened feelings of community and global citizenship (David Marsh)

Lexical rather than grammatical approach Language that has real purpose and is dictated by the context of the subject Attention to collocations, semi-fixed expressions, set phrases and subject specific and academic vocabulary Chunks of language that can be picked up and used immediately There is no grading for language! Learners are not afraid to make mistakes Learner styles are taken into account

Incentives and Barriers to a CLIL Programme What do you think are the incentives/barriers, pro’s/cons, advantages/disadvantages of a CLIL programme? Think about your context, your students, your colleagues. Discuss…

Benefits of CLIL The whole that is greater than the sum of parts Accelerates learning Is authentic (learners have a real need and desire to use English) Nurtures a can do attitude Fires the brain up Serves as a platform for ultimate student’s interest in other languages and cultures Gives feelings of professional satisfaction and cooperation to teachers Parents are for it Beneficial for the school

Discouraging factors/limitations CLIL is complex There is no single model for CLIL- The context is to be taken into account Who is to teach CLIL (language or subject teachers), and how to combine both? New concepts are always difficult to accept Insufficient understanding of content through the medium of foreign language CLIL methodology and assessment are not clear- teachers have to be supported Teacher overload, shortage of materials

Knowledge Skills Strategies

CLIL Basics: Methodology and Planning Define the linguistic and non-linguistic aims and contents, bearing in mind: Student’s age, course and cognitive development Their interests, learning styles, personal and academic background. Their linguistic competence in L2 The general topic and cross curricular links The resources available

Establish a connection with eight Key Competences: Linguistic Mathematical Scientific Digital Social and civic Cultural and artistic Learning to learn Personal autonomy

Specify the possible links both with the local community and the local culture: History Festivals Traditions Economy Work opportunities Tourism

Select the oral and written input Highlight key content terms Cosnider language needed for task execution Include scaffolding strategies (notes, mind maps, graphic organizers) Visual support for instructions Sequence language skills during the lesson Include a variety of tasks to develop different skills and learning strategies Design activities which progress from comprehension to production Diversify grouping patterns Integrate ICT Integrate a self-assessment check at the end of the lesson/unit

Designing a CLIL unit outline

http://e-clil.uws.ac.uk/ http://www.isabelperez.com/clil/clicl_m_6.htm https://clilingmesoftly.wordpress.com/clil-projects/ jaflores@grupoeducare.com