1. Primary Language Learning
Content Language Integrated Learning (CLIL)

2. E-mail: rachelyoung1606@gmail.com Twitter: @ragella__y
Contact Information

3. Content Background to Languages in School
Languages in relation to the Four Capacities
Total Physical Response
Importance of Culture
Content Language Integrated Learning (CLIL)
Ideas for Practice
Apps
Questions/Discussion

4. Background to Languages in Primary School
L1 – language of instruction (English/Gaelic)
L2 – first additional language (taught from p1)
L3 – second additional language (taught from p5)

5. 1+2 Policy
‘Our manifesto commitment is to introduce a new norm for Scotland...the commitment is for all children and young people to learn two languages in addition to their own mother tongue’
Dr Alistair Allan, Minister for Learning and Skills, Scottish Government (2011)

6. Background to 1+2 Policy ‘European Cultural Convention of 1954
Languages seen as a means to construct a new identity in Europe
1998 Council of Europe
The opportunity to study more than one language as a strategy to construct a multilingual Europe as part of a lifelong effort.
Council of Europe (1997) intended for all citizens to communicate in at least two languages. Recently, Scotland implemented a 1+2 approach for language learning within schools (Scottish Government, 2012b), conforming to these objectives. The 2016 ADES Report notes the progress made towards achieving this objective suggesting effective planning is required to sustainably achieve a 1+2 Approach to language learning. Coyle (2016) argues integrating content and language through CLIL is a feasible strategy.

7. Background to 1+2 Policy 2002 Barcelona European Council
Educational strategies, aiming to achieve “a competitive economy based on knowledge”
Point 44:
“to improve the mastery of basic skills, in particular by teaching at least two foreign languages from a very early age”
1+2 in other EU countries/CLIL

8. Languages in Relation to Four Capacities
Successful Learners
Contributes to an awareness of how their own language works
Promotes the understanding of different features in their own and others’ spoken language
Confident Individuals
Welcomes interactions with speakers
Exchanges greetings and simple information about themselves in another language

9. Languages in Relation to Four Capacities
Effective Contributors
Joins in paired and group activities
Follows simple instructions in another language using clues such as mime and gesture
Responsible Citizens
Have a growing awareness of different cultural traditions
Are introduced to books, music, food and festivals reflecting these

10. Total Physical Response (TPR)
James Asher
Second language learning is parallel to first language learning
They have parallel processes
Speech ► Commands
Commands ► Physical response
Physical response ► Verbal response

11. Total Physical Response (TPR)
Method in language teaching which is based on the co-ordination of speech and action
Allows students to react to language without thinking too much
Required to carry out the instructions by physically performing the activities

14. Importance of Culture Our learners should:
Know what the music sounds like
Know what the food tastes like
Know what the art looks like
Have watched a film
Know a song in the language they are learning
Know stories or folklore
Know what school is like in a country of the language they are learning

15. Why is CLIL Important? Expansion of European Union
Diversity of language
Need for communication
Other languages are unlikely to disappear
Increased contact between countries therefore need for communicative skills
European Commission has a clear vision of a multilingual Europe

16. How Does CLIL Work?
Content of a subject is taught in the language that is not in mother tongue
Knowledge of language becomes means of learning
Language is integrated into broad curriculum
Increase motivation due to link with language taught in a context
Based on language acquisition rather than enforced learning
Language is seen in real-life situations
CLIL is long-term learning (proficiency within 5-7 years)
Fluency is more important than accuracy
Reading is the essential skill

17. Montalto et al. (n.d: 10)

18. Content Language Integrated Learning (CLIL)
Do Coyle
Four Cs Approach
Content
Cognition
Communication
Culture
You Tube Link
Do Coyle – What is the Four Cs Teaching Framework?
Content – content must lead the way, be very clear what this is
Cognition – at appropriate level for learning to take place, high level of learning appropriate to learners, e.g. thinking skills, creativity
Communication – must be provided with language that content requires e.g. past tense if need be rather than on a chronological scale
Culture – cultural awareness, citizenship, global learning, European Life long learning skills

20. CLIL: Purpose for Classroom Practice
Med Professional Practice research
Implement CLIL in a p7/6 classroom
Aim to increase motivation in language learning
Improve language proficiency
Gain pupil feedback of CLIL

21. CLIL: Hurdles & Worries
Subject Expertise
CLIL issue – growth mindset
Willingness to learn together
Pupil Engagement
Lack of interest
“everyone speaks English anyway”
Pupil Learning
Progression

22. CLIL Implementation: Italian through Art
Abstract art
Colours and shapes
Memory games for vocabulary
Describing art (orally and written)

28. CLIL: Quotes from Pupils
“It’s cool being able to learn a different language and like be able to actually speak…the way they can speak…it’s just cool”
“It is good to learn and learn different languages but it wasn’t enjoyable”
whereas CLIL is
“changing up the subject a bit”

29. Confidence and self-esteem
Findings
Overall enjoyment of CLIL
Increased use of Italian in class
Focus and content for learning
Motivation
Two most reluctant learners produced work
Researching Italian at home and sharing work
Confidence and self-esteem
More Italian to be spoken in class
Willingness to learn together

30. CLIL in Action: Spanish Children Learning English
Spanish: Six videos demonstrating CLIL used in classes from primary schools and vocational colleges

32. Ideas for Practice: Cultural Input
BOATS Day (Bring Our Adults to School)
La Tomatina
A Trip Around Europe
Decorate classrooms as various countries
Family members to discuss culture
Food tasting
National dress
Language input
El día de los muertos / Cinco de mayo
Learner-led activities

33. Ideas for Practice: Classroom-based
Art
Colours
Description
Collage – magazines related to topic, describe
Origami – colours, left, right, instructions

34. Ideas for Practice: Classroom-based
Geography
Local area – leaflets, brochures, video
Directions – asking, giving, left, right, straight on
Transport – modes of transport, describe, environmental
Global warming – future tense, numbers

35. Ideas for Practice: Outdoor Learning
Teach language from what can be found outside
Playground games (culture)
Treasure hunts
Create a weather station report

36. Ideas for Practice: Apps
Greenscreen
Record learners in front of various scenes
MSQRD
Filter images
Record up to 30 seconds
Pic Collage
Use as a background app in an app smash
My Talking Avatar
Record videos (up to 3 minutes)

37. Ideas for Practice: Apps
I-motion
Turn photos into video/GIF
Texting Story
Create video clips
Pics Art Animator
Annotate existing photos
Create GIFs
Import videos
Book Creator (E-portfolio)
Personalised photo story

38. Thank you for your time and attention.