A CLIL introduction for teachers: ‘from theory to practice’

Content and Language Integrated Learning, but... content language CLIL? What is it? content language SOME DOUBTS: - Do we have to plan all the language we use? - How do we explain the activities? - Do we need to use a lot of visual support? or ?

The lartey frimps krolacked blinfly in the detchy shilbor Read the sentence above and answer the following: 1.What kind of frimps were they? 2.What did the frimps do? 3.How? 4.In what kind of shilbor did they krolack? 5.Which is the subject in this sentence? 6.Which is the verb?

The lartey frimps krolacked blinfly in the detchy shilbor Read the sentence above and answer the following: 1.Explain why the frimps were krolacking in the detchy shilbor. Be prepared to justify your claims with facts. 2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?

The lartey frimps krolacked blinfly in the detchy shilbor Read the sentence above and answer the following: 1.Explain why the frimps were krolacking in the detchy shilbor. Be prepared to justify your claims with facts. 2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?

The lartey frimps krolacked blinfly in the detchy shilbor Read the sentence above and answer the following: 1.Explain why the frimps were krolacking in the detchy shilbor. Be prepared to justify your claims with facts. 2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?

What kind of visuals can we use to introduce a topic to primary age children? Sample topic: Science - food chain Visual to show process Set of visuals to start discussion Visual to develop cognition

Teacher’s Tools in CLIL 4Cs framework – a guide for subject matter/project/theme 3As lesson planning tool Cummins’ matrix – an audit tool for task and materials design

The 4Cs conceptual framework for CLIL (Coyle & Hood)

Analyse: language of Add: language for Apply: language through The 3As lesson planning tool

(Coyle) The 3As lesson planning tool

CUMMINS’ MATRIX High cognitive demands Low cognitive demands High linguistic demands Low linguistic demands X (CLIL)

4 Cs framework: 4 Cs framework: content, communication, cognition & culture 3 As for lesson planning: 3 As for lesson planning: analyse, add, apply Cummins’ matrix: Cummins’ matrix: cognitive and linguistic demands Bloom’s taxonomy: Bloom’s taxonomy: for task and activity design Scaffolding: Scaffolding: both language and content Vygotsky’s socio-cultural theory: Vygotsky’s socio-cultural theory: collaborative learning Gardner’s multiple intelligences: Gardner’s multiple intelligences: learning styles Tools used for designing a unit:

4Cs framework : the mindmap

3 As lesson planning tool (communication process) Language of learning - Key phrases needed - Key vocabulary Language for learning - Learning how to learn - Language for pair group - Understanding instructions - How to deal with not understanding Language through learning - ‘Dictionary use’ for vocabulary extension COMMUNICATION Language OF learning: * Key vocabulary: fish, octopus, dolphin, starfish, jellyfish, shark, angelfish, living/non-living things, sunlit, twilight and midnight, eat/ live in/live up to/weigh/jump/ swim up to. * Key structures: under the sea, in the water, are the main enemies of..., can it breathe/move/excrete/ get food/reproduce? Language FOR learning: I can see, We can find, there is/are. I would like to know more about... Language THROUGH learning: - Language needed to express previous knowledge and experiences related to the sea depths

High cognitive demands Low cognitive demands High linguistic demands Low linguistic demands (LIFE UNDER THE SEA) Cummin’s Matrix

High order Low order Bloom’s Taxonomy

Scaffolding the language the content

Vygotsky’s socio-cultural theory

Gardner’s multiple intelligences (learning styles: variety of resources)