Content and Language Integrated Learning (CLIL) Kay Bentley NILE MPC July, 2010 What are the issues and challenges?

Issues and challenges 1. How can we know if it’s really CLIL? 4. How can we support our learners? 7. How can we be supported? 5. How can we assess learners? 6. How can we reassure parents? 3. How can we plan for CLIL? 2. How can we be sure our language level is ok?

1.How can we know if it’s really CLIL? Knowledge of what CLIL is Knowledge of what CLIL is and what CLIL isn’t

Knowledge and understanding of subject content Science: to develop an understanding of processes and probability to be able to organise information according to scientific criteria to understand cause and effect to understand systems of matter to know how to use models and scale to understand variation and diversity

Communication (de Graff, 2007) New communicative competence = integration of linguistic skills and subject knowledge. Features of teacher talk: Lower order thinking skills (LOTS)Higher order thinking skills (HOTS) to recall information (what/ when/ where?)to develop thinking skills (how?) to check understanding (who/ which?)to express opinions (why/ why not?) to review learningto stimulate discussion ( what do you think?) First two years of CLIL?? Third and fourth year of CLIL?? CLIL across Educational Levels, 2009

Information processing : identifying, sequencing, sorting and classifying, matching, locating, comparing, measuring Reasoning: explaining, forming opinions, making decisions, interpreting, giving reasons Enquiry: asking questions, defining a problem, planning research, anticipating consequences, testing conclusions, improving ideas Creative thinking: creating ideas, imaginative thinking, finding alternative innovative outcomes (lateral thinking) hypothesizing Evaluation: evaluating information, suggesting improvements, developing criteria for judging English National Curriculum Cognition Higher order processing makes the language used more memorable. Wildehage, 2003

Culture / Community / Citizenship We need a classroom atmosphere where multicultural contexts and activities… value individuals and groups. Bradley 1996 What is a responsible local and global citizen? e.g. knowledge and understanding of self, others and the needs of the planet Partnership Schools (on-line learning exchange) e.g. what’s the same and what’s different?

wider range of content vocabulary language is used to learn about subject content communication is encouraged thinking skills are often stated e.g. compare, classify tasks are related to curriculum subject grammar is not usually taught cross-curricular links made consideration of L1 curriculum CLIL

Some metals are attracted to magnets. They are iron (fe) and nickel (ni) Mixes of these metals are also attracted e.g. steel = ( iron + steel ) pencil magnetic ↔ pen non-magnetic straw paper clip stick to drink can jar coin fork made spoon predicted book tested key recorded stone It’s magnetic. ↔ It isn’t magnetic. It stick to the magnet. will won’t How can we support learners? firstthennextafter thatfinally It sticks to the magnet. It doesn’t stick From Bentley, K. (2009) Primary Curriculum Box)

How can we assess learners? The most frequently asked assessment question is: TeacherKay Do we assess language and content or just content? Much, much, more! Talk:Can the they suggest ideas? Cognition: Can they hypothesise? Learning skills: Can they take accurate notes? Learning skills: Can they cooperate together?