1. Three Dimensions of CLIL (concepts, procedures, language)
Keith Kelly

2. Language, concepts and procedures in school
Thinking skills
Knowledge of academic vocabulary
Knowledge of academic genres (e.g. narrative, instructional, explanatory, persuasive etc)
Academic language skills (speaking, listening, reading, writing about subjects)
Study skills (using books, libraries, internet; taking notes, summarising, planning and executing writing, etc)
Procedural skills (groups, pairs, presentations, lab work, etc)

3. EU Transversal competences
Communication in the mother tongue
Communication in foreign languages
Mathematical competence and basic competences in science and technology
Digital competence
Learning to learn
Social and civic competences
Sense of initiative and entrepreneurship
Cultural awareness and expression

4. What do these numbers mean to you?
750,000
650,000
40,000-45,000
Every 12th
2500 = 80%
7500 = 90%
10%

5. Words in the English language
750,000 – words in English
650,000 – words in OED
40,000-45,000 – used by average speaker
Every 12th – ‘the’
2500 = 80% of all words we use
7500 = 90% of all words we use (star words)
10% = the rest, topic specific (black words)

6. Curriculum discourse analysis
Task - Identify the ‘black’ words in the text below, there are 12 of them.
Infections
Food and water are sources of infection. Raw food is covered in
microorganisms. Most are harmless or do the body good. They
grow in our intestines and protect them from more harmful germs,
but others cause disease, especially if food's been contaminated
by sewage or animal waste, or hasn't been cooked properly.
Contact with animals also exposes us to new microorganisms. A
bite from an infected dog could lead to rabies, for example.
Cleaning out a lizard's cage could lead to salmonella.

7. Curriculum discourse analysis
Infections

8. The role of CLIL in the teaching of cross-curricular competences
Cross-curricular competences are hard to teach
They tend to remain ‘hidden’ and inexplicit
Teaching is ‘assumptive’: it assumes learners have them
They run counter to the ‘vertical’ organisation of the curriculum
Teachers are reluctant to take responsibility for them
Teachers are unsure how to teach and assess them
CLIL teaches competences explicitly
Learners cannot learn subjects in L2 unless the language and cognitive skills they require of learners are taught explicitly
It uses explicit pedagogy, collaboration and whole-school management

9. Language and cognitive skills: Thinking skills in maths
Students should be aware of the need to:
Clearly record any observations or strategies
Use appropriate methods to record results or data
State any conjectures and ways of testing or justifying them
Make generalisations
Explain the reasoning behind these generalisations
Make appropriate justifications
Examine and explain any results
Try to offer proofs

10. The language of learning
(BICS & CALP)
Talk through the slide.
This slide is a generalisation of how language progresses during a young person’s schooling. It’s generalized for a reason and recognizes that different methodologies will no doubt have varied language progression. The diagram here is for CPs to visualise the BICS and CALP division and see how the three types of language (subject-specific, general academic and peripheral) relate to Cummins’ BICS and CALP.
Stress that as learners get older, their curriculum content can tend to get more abstract and more teacher led with less opportunity for interaction and varied communication. Do say again that this is a generalization. We know that young people need varied opportunities to interact with their peers and the teachers through the language of instruction in order to develop their productive language skills. If they don’t get these opportunities in CLIL the risk is that learning becomes passive, not just in terms of knowledge, but also foreign language skills (Llinares et al). With this in mind, CLIL teachers need to think about language progression up the curriculum / age range. This means developing an understanding of the three levels of language (subject-specific, general academic, peripheral) and as the curriculum becomes more abstract. It means identifying moments for interactive communication and preparing activities to support language for production along the way.
Cummins (2001: 58), as CPs met learned in Session 2, highlights the need to differentiate between conversational (BICS) and academic proficiency (CALP) in terms of language. This is because a learner may converse fluently with classmates while being weak in academic language. Haslam et al (2005: 83-4) describe the SEEMS OK trap where EAL learners are sailing along with their conversational abilities but sink when faced with mounting academic language demands. CLIL is precisely about building bridges between BICS and CALP, scaffolding learning in various ways until the time when learners no longer need support. We can see in the image that children are exposed to everyday learning experiences and the basic communicative skills that go with them as they start school, but that cognitively and academically the language gets more demanding as they go up the learning continuum (adapted from Llinares et al, 2012). CLIL learners then may need considerable support on their journey through abstract vertical knowledge.
Show the next slide as a bridge to the three layers and say that we will cover each one individually.

11. Typical thinking skills required by school learning
Defining
Classifying
Illustrating/Exemplifying
Describing place
Describing objects
Contrasting
Comparing
Giving reasons
Predicting
Hypothesising
Expressing time sequence
Expressing cause and effect
Drawing conclusions/deducing

12. Cognitive skills are realised in language
Giving reasons
Teacher questions
Why?
Why does/did…?
Who can tell me why…?
What is/was the reason for that?
Give me a reason for that
What will/would happen if…happens/happened?
Statements
This is/was because…
The reason for this is that…
There are three reasons for this.
This is/was due to…
This is/was the cause of…
This causes/caused …

13. Mind mapping

14. The 4 basic arithmetic operations
- Addition: 1+4=5
„1 plus 4 equals 5“
- Subtraction 1-4=-3
„1 minus 4 equals negative/minus 3“
- Multiplication – multiplying: 2H 4=8
„2 times 4 equals 8“
- Division – dividing: 14=1/4
„1 divided by 4 equals a quarter“

15. Materials science and processing
Talking about mechanical properties
Stress and strain:
– What are they and why are they used instead of load and deformation?
Elastic behaviour:
– When loads are small, how much deformation occurs? What materials deform least?
Plastic behaviour:
– At what point does permanent deformation occur? What materials are most resistant to permanent deformation?
Toughness and ductility/brittleness:
– What are they and how do we measure them?

16. Stress and strain

17. Making language explicit

18. Describing the filtering cycle

19. Visually representing concepts

20. Making language explicit

21. Vocabulary of thinking

22. History
How far were the German people dissatisfied with the terms of the Treaty of Versailles? (10 marks)
Sample answer: The treaty presented to the German Delegation was imposed on them. They had not been allowed to take part in the Conference and considered the Treaty a ‘Diktat’. Some German delegates even considered refusing to sign it.
There were many aspects of the treaty that were hated. The Loss of territory including Alsace-Lorraine, for example angered many ordinary Germans. Other countries were allowed self-determination but the Treaty of Versailles forced some Germans to live under foreign rule (e.g. Polish rule in the East). Germany was also not allowed to unite (Anschluss) with Austria. Military restrictions were also placed on Germany and many Germans felt vulnerable to future attack as well as loss of pride. Members of the German armed forces felt particularly angry about this aspect of the Treaty.

23. History
The new Weimar Government had to pay the Allies huge reparations. Many Germans, including business leaders and politicians thought this was unfair and designed to bankrupt the German economy and keep it weak. Germany was also not allowed to join the League of Nations (finally joined in 1926) and many Germans considered this a further insult to their pride.
Germany was forced to accept responsibility for starting the War. Most Germans did not accept this and many in the German Army did not think they had been beaten but betrayed by politicians in Berlin who seemed to accept defeat and signed the Treaty of Versailles. This was possibly the most hated part of the treaty.
Finally, most of the German people hated the treaty of Versailles and many blamed their own politicians for signing. Most of the German Army thought that France had had its revenge and some even wanted to restart the war. Germany had been forced to take responsibility for starting the war, been humiliated by the victorious powers, made to pay reparations, lost one tenth of its territory, most of its military strength and could not unite with Austria.

24. History – conceptual and procedurual support

25. How far were the German people dissatisfied …?
‘angered many ordinary Germans’
‘felt vulnerable to future attack’
‘felt a loss of pride’
‘felt particularly angry about this’
‘thought this was unfair’
‘considered this a further insult to their pride’
‘did not accept this’
‘did not think they had been defeated’
‘felt betrayed’
‘was possibly the most hated part of the treaty’
‘hated the treaty’
‘blamed their own politicians for signing’
‘forced to take responsibility’
‘had been humiliated’
‘made to pay reparations’

26. 3D CLIL - conceptual, procedural and linguistic help

27. History – input to output

28. Which is the correct graph, why?

29. Parachute graph 1
MA - Height above the ground over time… We know that when somebody jumps out of a plane that they accelerate at gravitational acceleration which is nine point eight metres per second squared. Now the slope of the graph is the speed that the person is traveling at and the speed will increase at nine point eight metres per second for each second that they are falling
MA - So the (what am I trying to say here?).

30. Parachute graph 2
MA - The speed, er, if we had a graph of the speed against time it would be a straight line, so a graph of the height against time should be, erm a parabola, I think, I think it has to be D.
Why are the others wrong, well C is wrong because that would suggest that the height… What does C suggest?
MA - It falls …
KK - It suggests he hits the ground doesn’t it … time stops
MA - Well, somehow he manages to go from twenty feet above the ground to zero feet in no time. That’s what that graph suggests happens.
KK - Yes, that’s C yeah.
MA - B suggests that there were two different phases of falling.
KK – yeah, there isn’t a slowing…

31. Parachute graph 3
MA – Oh, hang on, I haven’t read the question properly… He jumps out of the plane, falls fast towards the ground after a few seconds his parachute opens. He slows down, and then falls to the ground at a steady speed. So, it is B, it is B, because the first little bit of the graph is the bit before his parachute opens, the second little bit is the bit after his parachute opens when he’s going slower so it’s a more gradual decline, he doesn’t go through as much, it takes longer to go through the same kind of distance, that means he’s traveling slower. A and D both suggest a gradual slowing down, not an abrupt change with the parachute opening.
KK – Yeah, brilliant, OK?

32. Explanation language analysis 1
Vocabulary
Subject specific:
accelerate
gravitational acceleration
slope
parabola
at a steady speed
graph
General academic:
phase
gradual decline
distance
NANS *
now
somehow
suggest
manage to
slowing
hang on
little bit
abrupt change
* Non-academic non-subject specific

33. Explanation language analysis 2
Structures
We know when … that … (which is …) -relative clauses and conjunctions
The … is the … that … is … -definitions
If we had a … it would be … -third conditional
A graph of the … against … should be a … -modal auxiliary verb for deduction
C is wrong because that would suggest that …-modal would to make statement sound less definite
He goes from … to … in … (time) -prepositions
… after a few seconds … and then … -sequencing phrases
… it takes … so … that means … -concluding
A and D both suggest …, not … -juxtaposing

34. CLIL teaching science competences: comparing different soils and their properties

35. CLIL teaching science competences: comparing different soils and their properties

36. Summary
CLIL can be an instrument for delivering a competence-led education
It has developed a pedagogy which makes ALL competences explicit in lessons
3D CLIL is about conceptual, procedural and linguistic competences

37. References www.factworld.info www.onestopenglish.com / CLIL
/ factworld
Facebook / factworld