WORKSHOP on CLIL Luisanna Paggiaro Lend Pisa 28 Nov COMENIUS REGIO SAVE EU Mehisto P., Marsh D., Frigols M.J.

Table of contents a) Pre-knowledge (Sheet 1) b) Core CLIL features c) Cognitive skills: LOTS and HOTS; Bloom and others (Sheet 2) d) Language skills: the Language Tryptic e) Materials: selection and adaptation f) Activity types (Sheet 3) g) Modes and tasks h) Planning a CLIL unit: the 4Cs as a planning guide (Sheet 4)

a) PRE-KNOWLEDGE 1. CLIL is a “European solution to a European need” (The European supranational state in the making since the mid twentieth century has been built upon ideals like mobility, economic cohesion, maintenance of cultural diversity and other principles that would be hard to make real without efficient language learning schemes) 2. CLIL is a new vision of language called for a new vision of learning. CLIL is linked to experiential views of second language acquisition and consequently a new methodology of language teaching 3. CLIL is a means to shift from a monoglot to a multilingual ideology and to sow the seeds for a language change to become real through education in Europe Choose one of the following statements about CLIL and support it with your own arguments

The woodcut print entitled Sky and Water 1 by Maurits Cornelis Escher ( ) offers an excellent pictorial representation of the idea of interwoveness. Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. That is in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL: Content and Language Learning, Coyle, Hood and Marsh (2010).

C O N T E X T CONTEXTCONTEXT CONTEXTCONTEXT Culture Content Communication Cognition The 4Cs Framework of CLIL

b) CORE CLIL FEATURES Mutiple focus Supporting content and language learning Integrating several subjetcs, also through cross-curricular themes and projects Supporting reflection on the learning process Safe and enriching learning environment Using routine activities and discourse Building ss confidence to experiment with language and content Increasing ss language awareness Authenticity Letting ss ask for the language help they need Maximising the accomodation of ss interests Using current materials from the media and other sources Active learning Ss communicating more than the teacher Ss evaluate progress in achieving learning outcomes Favouring peer co-operative work Scaffolding Building on ss’existing knowledge, skills, attitude and experience repacking information in user- friendly ways Fostering creative and critical thinking

Remember Understand Apply Analyse Evaluate Create Bloom’s taxonomy (revised by Anderson and Krathwohl, 2001)

c) Cognitive skills: LOTS and HOTS LOTS to remember information to order information to define objects to check understanding to review learning HOTS to develop reasoning skills to develop inquiry and discussion to develop creative thinking to evaluate the work of oneself and others to hypothesize about what could happen Sheet 2

d) LANGUAGE SKILLS BICS Basic Interpersonal Communication Skills CALP Cognitive Academic Language Proficiency The language necessary for day to day living, including conversations with friends, informal interactions The language necessary to understand and discuss content in the classroom Context embedded Context reduced Cognitively undemanding Cognitively demanding

CLIL linguistic progression Language learning and language using Language of learning Language for learning Language through learning from CLIL, Coyle, Hood and Marsh, CUP THE LANGUAGE TRIPTYCH

COMMUNICATION Language of learning Key vocabulary Language for learning Asking each other questions: What do you know about…? Classifying: The different elements are…. Comparing and contrasting: The animals living in the savannah are bigger than the ones living in a pond Other: What does it mean? How do you spell it? Language through learning Distinguish language needed to carry out activities Retain language revised by both the teacher and the learner Make use of peer explanations Record, predict and learn new words which arise from activities

Language of learning An analysis of language needed for learners to access basic concepts and skills relating to the subject theme or topic. Learners need to aquire language specific to the subject and the thematic content. This means shifting lingistic progression from a dependancy on grammatical levels of difficulty towards functional and notional levels of difficulty demanded by the content.

Language for learning The kind of language needed to function in a foreign language environment. Learners need strategies to help them use the foreign language effectively. The learner needs to be supported in developing skills such as those needed for pairwork, cooperative group work, asking questions, debating, chatting, enquiring, thinking, memorizing, etc.

Language through learning Effective learning cannot take place without active involvement of language and thinking. When learners are encouraged to articulate their understanding, then a deeper level of learning takes place. This emerging language needs to be captured by the teacher, but it is difficult to predict beforehand what will emerge.

The language of science Science subjects use language to describe, explain and analyse scientific phenomena Through learning about science, learners develop language for thinking skills such as: Reasoning Questioning Creative problem- solving Evaluating Input (spoken, written and visual information) Teacher explanations, instructions and demonstrations Written texts: scientific articles, laboratory reports instructions foe experiments Video or audio input: websites, scientific models on the web, online games Objects and models Hands-on work: experiments, field work and demonstrations Visuals: pictures, photographs, models, diagrams, graphs and charts, etc From CLIL Activities, L. Dale and R. Tanner, CUP, 2012

SCAFFOLDING Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals (Sawyer, 2006). Examples of scaffolding are creating interest breaking down tasks into small steps providing before, during and after task support using visuals and realia demonstrating tasks using word banks, glossaries, sentence substitution tables, writing frames using model texts for production of language providing constructive feedback

e) CLIL MATERIALS SELECTION CLIL materials need to show curriculum subjects presented in a non-native language. They are different from ELT materials (selected because of a grammar or a functional syllabus). CLIL materials are selected because of the subject content; the language needed to support the subject has to be considered. ADAPTATION Materials can be translated from the L1 curriculum, taken from native speaker coursebooks, downloaded from the Internet or made by teachers. Materials can be adapted  by reordering language in a rubric  paraphrasing language  removing unnecessary details  reducing length of sentences

f) ACTIVITY TYPES ELT ACTIVITIES Cloze test Gap fill Labelling Matching Multiple choice T/F Ordering words/sentences Jigsaw reading/listening CLIL ACTIVITIES Word/sentence table completion Information transfer Feature identification (underlining key words) Poster presentation Loop or domino games Pyramid discussion Hot seat Sheet 4

g) MODES AND TASKS Alternating various modes with different puposes Frontal Individual Pair Group Plenary Tasks are low or higher order:  Copying  Reading aloud  Analysing  Imagining  Writing creatively  Various types of tasks: Jigsaw; information- gap; problem solving; decision making; opinion exchange

h) PLANNING Traditional elements Need analisys Objectives Title and topic Timing and pacing Activities Materials Resources and media Criteria of evaluation CLIL elements The 4C have to be present Integration between cognition and language True-to-life tasks Support to learning (scaffolding) Learner’s production Integrated evaluation

The 4Cs as a planning guide (1) 1. Start with content. Define it What will I teach? What will they learn? What are my teaching aims/objectives? What are the learning outcomes? 2. Now link content with communication What language do they need to work with the content? Specialized vocabulary and phrases? What kind of talk will they engage in? Will I need to check out key grammatical coverage of a particular tense or grammar feature? What about the language of tasks and classroom activities? What about discussion and debate?

The 4Cs as a planning guide (2) From Planning Tools for Teachers, Do Coyle, 2005 What kind of questions must I ask in order to go beyond ‘display’ questions? Which tasks will I develop to encourage higher order thinking- what are the language/communication as well as the content implications? Which thinking skills will we concentrate on which are appropriate for the content? 3. Then explore the kind of thinking skills you can develop 4. Finally Culture is not a post script but rather a thread which weaves its way throughout the topic What are the cultural implications of the topic? How does the CLIL context allow for ‘value added’? What about otherness and self? How does this connect with the all Cs

WEB REFERENCES CLIL- Planning Tools for Teachers, Do Coyle, University of Nottingham, CLIL - European Commission teaching/content-and-language-integrated-learning_en.htm CLIL - European Commission teaching/content-and-language-integrated-learning_en.htm CLIL CONSORTIUM CLIL CONSORTIUMhttp:// TIECLIL, TIECLIL, One Stop English - CLIL, One Stop English - CLIL, CLIL Matrix, CLIL Matrix, AECLIL Project Assessment and evaluation in CLIL, AECLIL Project CLIL-CD European Framework for CLIL Teacher Education CLIL-CD CLIL PRACTICE: Perspectives from the field CLIL PRACTICE: Perspectives from the field ALI CLIL