1. CLIL Content and Language Integrated Learning- Paolo Iotti - ©

2. CLIL
Content and Language
Integrated Learning
is an approach or method which integrates the teaching of content from the curriculum
with the teaching of a non-native language.

3. Some simple questions:
Can you use a computer?
Can you play an instrument?
Can you speak Italian?
Well…
I can record & mix a song using pro programmes, but…
I can play the violin, the piano, the flute, but…
…I went to a party with operating theater doctors and, believe me…

4. Can I use the computer?

5. I can use (only) what I need
I learn (and I keep on studying) only what I need
Motivation is the key- point.
Motivation helps me …
… develop learning strategies
… stimulate critical thinking
… develop creativity
… raise extra motivation

6. What you need in you want to plan CLIL activities:
confidence in themselves, in their own skills and in their ability to study
the teacher who wants to use CLIL methodologies must maintain a positive attitude towards studying.
knowledge of the subject to be taught (skills to activate and content)
(related) classroom language
… material carefully designed for you students.

7. NOW I CAN – PRIMA - PAG

9. NOW I CAN – PRIMA – PAG. 32

10. More classroom language?
Classroom language 1 – General
Classroom language 2 – Maths
Classroom language 3 – Gym
Classroom language 4 – Music
Classroom language 5 – Art

11. NOW I CAN – 3- PAGG

12. NOW I CAN – 5- PAGG

15. More material?

16. CLIL is a powerful tool…
to develop _____________
to stimulate _____________
to increase _____________
creativity
critical thinking
learning strategies
motivation

17. CLIL is a powerful tool…
to develop learning strategies
to stimulate critical thinking
to develop creativity
to increase motivation

18. real content / information intercultural skills
CLIL
Advantages
communicative skills
cognitive skills
real content / information
intercultural skills

19. aims: content and language
CLIL
aims: content and language
also develops learning strategies and skills
4 Cs: content, communication, cognitionculture

20. 4 Cs : CONTENT curricular subjects taught in FL / SL
it implies and develops cross- curricular links
we need to analyse content for its language demands and
to present the content in an understandable way, linked to well known _+_+_+_+_ _ & _+_ _ +_+

21. 4 Cs : CONTENT curricular subjects taught in FL / SL
it implies and develops cross- curricular links
we need to analyse content for its language demands and
to present the content in an understandable way, linked to well known vocabulary & pictures.

22. 4 Cs: COMMUNICATION the language used for learning the content
learners participate in
m + +_+_ _ _ + _ i_ _+_+_ _ + +_
teachers encourage peer and group feedback as well as self- evaluation

23. 4 Cs: COMMUNICATION the language used for learning the content
learners participate in
meaningful interaction
teachers encourage peer and group feedback as well as self- evaluation

24. 4 Cs: COGNITION CLIL promotes cognitive – thinking – skills:
r + + _ + _ + _g,
c_ + + _ + _e t_+_ _ + _ g,
e_+_++_+_ g.

25. 4 Cs: COGNITION CLIL promotes cognitive – thinking – skills:
reasoning,
creative thinking,
evaluating.

26. 4 Cs: CULTURE
CLIL provides opportunities to introduce a wide range of cultural contexts – learners become aware of g _ + _ + _ as
well as l + _ + _ citizenship

27. 4 Cs: CULTURE
CLIL provides opportunities to introduce a wide range of cultural contexts – learners become aware of global as well as local citizenship

28. CLIL
Cognitive Skills
processes that our brains use when we think and learn
develop from a very young age
from information processing / concrete thinking skills – identifying and organising information
to abstract thinking – reasoning, hypothesising

29. LOTS or Lower order thinking skills
CLIL
LOTS or Lower order thinking skills
remembering
identifying
ordering
defining
checking understanding
reviewing learning

30. HOTS or Higher order thinking skills
CLIL
HOTS or Higher order thinking skills
reasoning
inquiry and discussion
creative thinking
evaluating
hypothesising

31. Creating Evaluating Analysing Applying Understanding Remembering
Bloom’s Taxonomy
Creating Evaluating Analysing Applying Understanding Remembering