2. Rita

3. ◎ Content and Language Integrated Learning C Content — the topic or subject L Language —the language learning /the practice goals I Integrated —the new fusion of both content and language goals L Learning —the thinking skills required / developed to manage the fusion

4.  David Marsh → situations where subjects(content), are taught through a foreign language.

5. Subject Foreing Language

6. Soft CLIL (weak)Hard CLIL(strong) language-drivencontent-driven language ＞ contentslanguage ＜ contents

7. Content driven Language driven Content driven Language driven  Both valid and often work in collaboration. (Ball, 2008)  No clear distinction

8.  The expansion of the European Union  Central issues Diversity of language The need for communication

9.  The status of English won’t disappear.  Some countries have strong views regarding the use of other languages within their borders.  There will be an increase in the need for communicative skills in a second or third language.

10.  Languages will play a key role in curricula across Europe.  Attention needs to be given to ： 1.The training of teachers 2.The development of frameworks 3.Methods which will improve the quality of language education

11.  The European Commission (since the 1990s) 1.The state of bilingualism 2.Language education 3.A clear vision of a multilingual Europe → people can function in two or three languages

12.  David Marsh Dual-Focussed Aims Simultaneously Content Foreign Language Foreign Language

13.  4 macro skills (like EFL classroom)  Exercises practice  Vocabulary  Group/pair work  Check the answers at the end of a lesson

14. Difference on Focus EFL classroomCLIL languagecontent

15.  primary level  secondary level  vocational  higher studies to study different subjects in a foreign language

16. Monica

17.  the 4Cs (Coyle, 1999) Content, Communication, Cognition and Culture  communicative in nature  language is “used as a tool in the learning of a non-language subject in which both language and the subject have a joint role” (Marsh, 2002)

18. 4 CsImplications CONTENT Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. COMMUNICATION Using language to learn - interaction in the communicative context, COGNITION Developing thinking skills which link concept formation, understanding and language CULTURE Exposure to alternative perspectives and shared understandings. Adapted from Coyle (2005:3)

20.  A dual-focussed assessment → language and content. criteria  A fundamental issue is criteria → fixed standards, stages or level (X)

21.  Achievement of content and language goals  Achievement of learning skills goals  Use of language for various purposes  Ability to work with authentic materials, as well as with native and non-native speakers of the CLIL languages  Feeling safe to experiment with languages and content  Ongoing growth

22.  the importance of leading students into using language to learn and learn to use languages CLIL CONTENT (Content teachers) CONTENT AND LANGUAGE (CLIL teachers) LANGUAGE (Language Teachers)

23.  CLIL as an approach to learning → the CLIL approach draws on the interactional view of the language

24.  Key features of CLIL → the key features of CLIL are based on: Multiple focus Active learning Promotion of a safe and enriching learning environment Authenticity Scaffolding Cooperation

25.  Scaffolding, a key concept in CLIL The language support to learn content contrasts with the great flexibility concerning CLIL delivery employed through a wide number of models → Scaffolding is considered imperative in the CLIL approach

26.  be relevant not only to any age, but also to any stage  “the content of the topic, project, theme, syllabus leads the way” (Coyle, 2005)

27. MODELOUTLINE Subject/ topic syllabus explores subject in target language from different perspectives whilst developing specific foreign language skills Cross-curricular project involves language teachers and subject teachers planning project work across disciplines Content approach to theme/topic Language teachers develop content type approach to theme e.g. typical topic of „house ‟ in language extended into comparative study between houses in Africa and houses in English speaking countries Curricular integration Topics integrated into curriculum and investigated from different perspectives such as scientific, geographical, historical, literacy, e.g. “water”

28.  Language learning  Content subject learning

29.  Language learning primary learning goal as content, and language learning is considered secondary the individual teacher selects the teaching methods and the content-related language to be focused on, which leads to a great variation among CLIL teachers who can make few alterations to their teaching.

30.  Language learning content teachers are obliged to adhere to the curriculum of the content subject and teaching in a foreign language content teachers are not in general language specialists. language teaching slows down the content subject learning and therefore is taken as one extra obstacle

31.  Language learning  highlight the language aspect and advise teachers to watch out for linguistic problems and occasionally focus on form, as for learners in CLIL contexts; a geography lesson is also a language lesson.

32.  Content subject learning  CLIL teachers background Ultimately these concerns can in fact generate questioning by the less skeptical stakeholders towards the CLIL approach. content subject teachers may be more concerned with content subject learning. language teachers may be more concerned about the language learning

33. Kate CLIL IN PRACTICE

34.  Clearly focused and contextualized - language and thinking skills  Contexts are systematic and holistic - continuity  Listening or reading - diagrams or underline key words  Thinking processes - prediction and classifying

35.  Various forms of visuals  Presentation  New language - pr-existing knowledge  Fluency > accuracy

36.  To communicate  To focus on task itself  To integrate topics-varied tasks

37. Task typePractices CognitiveClassifying, predicting InterpersonalCo-operating, role-playing LinguisticConversational patterns Affective Personalizing, self-evaluating and reflecting CreativeBrainstorming

38.  Thematic unit  Knowledge -portable -apply and transfer  Fosters critical thinking.  Learning=lives -increase motivation

39.  Linguistic accessibility -cognitive demanding tasks  Language support  Teacher-talk  Visuals

40.  Forms of interaction  Use of L1  To provide variety of language models  To recast a faulty sentence  To recognize student effort and success

41.  As authentic as possible  Communicative abilities  Exchanging of information  Involve different kinds of texts and media  Four skills  Visual aids

42. AdvantageDisadvantage 1Lessons are based around topics Students notice language lowly but naturally 2Chances to experiment &take risks with the language Language is not covered systematically 3There’s fluency, meaning & communication practice Exams do not test content

43. AdvantageDisadvantage 4The focus is less on linguistic intelligence Teachers are uncomfortable teaching other subjects 5Content is familiar to students 6Students learn like native speakers

44. CLIL ＞ EFL classroom User friendly Challenging Constructive

45.  CLIL represents the best framework in terms of a content-based bilingual approach.  CLIL materials are the subject matter of other disciplines, that CLIL teachers are well versed in both language instruction and a content subject.  Learning a language and learning through a language are concurrent processes.

46.  The traditional concepts of the language classroom and the language teacher are without a future since they do not fit the CLIL model. → CLIL undoubtedly has potential.

47.  http://www.onestopenglish.com/clil_magazine.asp ?catid=60084  http://www.fcsh.unl.pt/docentes/cceia/mestrado- em-ensino-do-ingles/a-case-study-pre- implementation-of-clil.pdf

48. Thank you