1. CLIL (Content and Language Integrated Learning) CLIL Materials Development 14th February 2018
Explain about CLIL. Teaching History in English is more than just being fluent in English. It also involves knowing a little about language acquisition, certainly at the start of a bilingual learner’s career, to help the learners learn not only History but also History in English.
Dr. Jason Skeet

2. Overview of this morning
Materials development in CLIL
Thinking skills in CLIL

3. By the end of this workshop you will be able to:
Analyse ways of adapting materials
Analyse the effectiveness of materials in terms of CLIL
Identify key principles for CLIL materials development

4. What are some challenges in finding and developing good CLIL materials?
Write down keywords/ideas on your mini whiteboard.

5. Walk round the room revealing your words/ideas to each other and asking other people questions if you need clarification about their words/ideas.
Whilst walking around, if you find a word/idea from someone else that you think is good write it down on the other side of your board.
Show and tell: Reveal the side with the words/ideas collected from other people.
Application
Could you use this type of activity?

6. Linguistic Demands vs. Cognitive Demands
High Cognitive Demands
High
Linguistic Demands
Low Linguistic Demands
Low Cognitive Demands 3 2 4 1

7. Using the four Cs of CLIL for selecting materials
Culture: Is the content appropriate to the group? Does it promote global or intercultural understanding and awareness?
Cognition: Is the material engaging? Does it stimulate higher or lower order thinking skills? Does it meet the abilities and needs of the group? Does it promote a variety of learning skills and strategies?

8. Using the four Cs of CLIL for selecting materials
Communication: Does it include opportunity for sharing or interacting? Is the content language matched to the level of the group?
Content: Is the language suitable to the level and age of the group? Is it relevant to the syllabus/topic? Is the amount appropriate to the time allocated? Is it up to date and visually attractive? Are the tasks/instructions easy to follow?

9. Developing materials… Adapting authentic materials
Compare the original piece of authentic material with the adapted version.
On the form given you, tick which of the methods of adaptation the teacher has used.

10. Analysing CLIL materials
In pairs
Look through the CLIL materials you have been given. Be ready to explain how each of these principles have been applied in the design of the materials:
The primacy of task (the text-task relationship)
Guiding input and supporting output
Scaffolding
Making key language salient
Thinking in sequences
We are now going to look at how to use these guiding principles. I’m going to talk through a model CLIL lesson and my reasons for planning the activities in the way I have.
First, let’s look at the learning outcomes for this particular lesson, which is a Geography lesson on the topic of flooding in Bangladesh.
It’s a 70 minute lesson and the average language level of my learners is B2 on the CEFR.
Here are the learning outcomes:
We are learning to…
Find out what we already know about Bangladesh in a true or false game. This activity will take about 5 minutes.
Define topic-specific words to do with flooding in Bangladesh. This activity will take about 15 minutes.
Rank the causes of flooding in Bangladesh. This activity will take about 15 minutes.
Extract information from a text in order to explain a flood prevention strategy using key terms and supporting examples. This activity will take about 25 minutes.
You can see from these outcomes that there is a line in the lesson moving from activating the learners general knowledge about Bangladesh into more and more specific and detailed work about flooding in Bangladesh.
If we think about the 3 Dimensions of CLIL approach, at the start, with outcome 1, the language ‘volume control’ is turned down, but as the lesson progresses it’s going to get turned up more and more. This is not a formula that you must follow for every CLIL lesson by the way – in some lessons you might start with an activity that does have the language ‘volume control’ turned up!
There will also be an activity at the end of the lesson that will review these learning outcomes and this will last about ten minutes.

11. Summing up…
You have:
Identified key principles for CLIL materials development
Analysed ways of adapting materials and the effectiveness of materials in terms of CLIL
Read through slide.
Any questions put them into the chat.