1. Steve Darn1 CLIL Content and Language Integrated Learning

2. Steve Darn2 Common Questions What is CLIL? What is CLIL? How does CLIL benefit learners? How does CLIL benefit learners? What are the underlying principles of CLIL? What are the underlying principles of CLIL? What’s different about CLIL lessons? What’s different about CLIL lessons? How do I become a CLIL teacher? How do I become a CLIL teacher? Are there any available resources? Are there any available resources? Where can I find out more? Where can I find out more?

3. Steve Darn3 What is CLIL? CLIL refers to any dual-focused educational context in which an additional language, thus not usually the first language of the learners involved, is used as a medium in the teaching and learning of non-language content. Derived from the notion of ‘Language Across the Curriculum’ CLIL refers to any dual-focused educational context in which an additional language, thus not usually the first language of the learners involved, is used as a medium in the teaching and learning of non-language content. Derived from the notion of ‘Language Across the Curriculum’

4. Steve Darn4 Why CLIL? Successful language learning can be achieved when people have the opportunity to receive instruction, and at the same time experience real- life situations in which they can acquire the language. Successful language learning can be achieved when people have the opportunity to receive instruction, and at the same time experience real- life situations in which they can acquire the language. What CLIL can offer to learners of any age, is a more natural situation for language development which builds on other forms of learning. This natural use of language can boost a learner’s motivation towards learning languages. It is this naturalness which appears to be one of the major platforms for CLIL’s importance and success in relation to both language and other subject learning. What CLIL can offer to learners of any age, is a more natural situation for language development which builds on other forms of learning. This natural use of language can boost a learner’s motivation towards learning languages. It is this naturalness which appears to be one of the major platforms for CLIL’s importance and success in relation to both language and other subject learning.

5. Steve Darn5 Research Foundations It takes 5-7 years for students in a quality bilingual program to become academically proficient in English. It takes 5-7 years for students in a quality bilingual program to become academically proficient in English. Language acquisition is not a linear process; it is cyclical and recursive. Language acquisition is not a linear process; it is cyclical and recursive. Learners acquire best when they create, discover and construct their own meanings. Learners acquire best when they create, discover and construct their own meanings. Language is a means not an end, and when learners are interested in a topic, they will be motivated to acquire language to communicate. Language is a means not an end, and when learners are interested in a topic, they will be motivated to acquire language to communicate. Semantic fluency precedes grammatical accuracy and errors are a natural part of language learning. Semantic fluency precedes grammatical accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes. Learners develop fluency in English by using English to communicate for a variety of purposes. Reading is essential for developing academic English skills. Reading is essential for developing academic English skills.

6. Steve Darn6 CLIL Dimensions 1. The Culture Dimension A. Build intercultural knowledge & understanding A. Build intercultural knowledge & understanding B. Develop intercultural communication skills B. Develop intercultural communication skills C. Learn about specific neighbouring countries/regions and/or minority groups C. Learn about specific neighbouring countries/regions and/or minority groups D. Introduce the wider cultural context D. Introduce the wider cultural context 2. The Environment Dimension A. Prepare for internationalisation, specifically EU integration A. Prepare for internationalisation, specifically EU integration B. Access International Certification B. Access International Certification C. Enhance school profile C. Enhance school profile 3. The Language Dimension A. Improve overall target language competence A. Improve overall target language competence B. Develop oral communication skills B. Develop oral communication skills C. Deepen awareness of both mother tongue C. Deepen awareness of both mother tongue and target language and target language D. Develop plurilingual interests and attitudes D. Develop plurilingual interests and attitudes E. Introduce a target language E. Introduce a target language 4. The Content Dimension A. Provide opportunities to study content through A. Provide opportunities to study content through different perspectives different perspectives B. Access subject-specific target language terminology B. Access subject-specific target language terminology C. Prepare for future studies and/or working life C. Prepare for future studies and/or working life 5. The Learning Dimension A. Complement individual learning strategies A. Complement individual learning strategies B. Diversify methods & forms of classroom practice B. Diversify methods & forms of classroom practice C. Increase learner motivation C. Increase learner motivation

7. Steve Darn7 CLIL Principles CONTENT Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. CONTENT Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. COMMUNICATION Using language to learn - whilst learning to use language. COMMUNICATION Using language to learn - whilst learning to use language. COGNITION Developing thinking skills which link concept formation, understanding and language COGNITION Developing thinking skills which link concept formation, understanding and language CULTURE Exposure to alternative perspectives and shared understandings. CULTURE Exposure to alternative perspectives and shared understandings.

8. Steve Darn8 A University Perspective CLIL encourages students and faculty to view their studies in a global context and to venture beyond their own cultural and linguistic borders in order to gain additional perspectives and additional knowledge. CLIL encourages students and faculty to view their studies in a global context and to venture beyond their own cultural and linguistic borders in order to gain additional perspectives and additional knowledge. CLIL bridges existing curricular and disciplinary boundaries, creating a more integrated learning environment and energizing the disciplines in new ways. CLIL bridges existing curricular and disciplinary boundaries, creating a more integrated learning environment and energizing the disciplines in new ways. By integrating the use of multiple languages into disciplines across the curriculum, CLIL reinforces the centrality of language study at all levels of education. By integrating the use of multiple languages into disciplines across the curriculum, CLIL reinforces the centrality of language study at all levels of education. CLIL challenges faculty, students, and administrators to place a higher value on the language proficiency of bilingual students and faculty. CLIL challenges faculty, students, and administrators to place a higher value on the language proficiency of bilingual students and faculty. CLIL expands the number of graduates who are able to carry out work in their major area of study in more than one language and has the potential to create a larger workforce of bilingual and multilingual professionals. CLIL expands the number of graduates who are able to carry out work in their major area of study in more than one language and has the potential to create a larger workforce of bilingual and multilingual professionals.

9. Steve Darn9 A CLIL Lesson - Content Text Text

10. Steve Darn10 A CLIL Lesson – Language Aim: to identify, locate and describe the functions of a range of plant and human organs Identifying/naming This is a/the … This is a/the … That is a … That is a … That’s the … That’s the … This is called a/the … This is called a/the … It comes from a … It comes from a … It’s from a … It’s from a … The … structure is called the … The … structure is called the … The … … are called …. The … … are called …. At the top of the … there is a (adj) part called the …. At the top of the … there is a (adj) part called the …. Together, the … and the … are called the …. Together, the … and the … are called the …. Describing appearance/structure It looks like … It looks like … It’s got/hasn’t got … It’s got/hasn’t got … It has/doesn’t have … It has/doesn’t have … All … have …, a …, and …. All … have …, a …, and …. The … are the often highly (adj) parts which … (function verb). The … are the often highly (adj) parts which … (function verb). They are (adj) and are attached to the …. They are (adj) and are attached to the …. The … are arranged in a ring around the centre of the... The … are arranged in a ring around the centre of the... They consist of a..with a.. shape at the end. They consist of a..with a.. shape at the end. … and is shaped rather like a …. … and is shaped rather like a …. … and is divided into two parts. The top of the … is called the …. The.. is attached to the bottom of the.. by a A long tube grows out of the …, this is the.. Describing location It is found in the … of the … The … are found at the base of the …. They are (adj.) and are attached to the …. The … are arranged in a ring around the centre of the …. The … is found in the centre of the …, The.. is attached to the bottom of the.. by a They are inside the …. Describing function The … is the part which … The … is where … is carried out The … is used for …-ing The … has the role of …-ing The carries out the function of …-ing The … has a …-ing role The … is a … The …’s job is to … It does … the …-ing

11. Steve Darn11 CLIL Teachers are bilingual / plurilingual and know about: CLIL contexts around the world CLIL contexts around the world Identifying the core language of a subject Identifying the core language of a subject The language of thinking The language of thinking CLIL task design CLIL task design Providing language support Providing language support Teaching vocabulary in CLIL Teaching vocabulary in CLIL Developing listening in CLIL Developing listening in CLIL Working with texts and words Working with texts and words Teaching subject-specific writing Teaching subject-specific writing Speaking and CLIL Speaking and CLIL Drama and music Classroom language Error correction Peer observation – watching teachers teach CLIL CLIL lesson planning Assessment in CLIL ICT Project work Classroom presentations Learning strategies School policy, administration and management in CLIL Networks and resources

12. Steve Darn12 TIE-CLIL Project (Translanguage in Europe) The TIE-CLIL project (funded through Socrates) promotes plurilingualism through the introduction of Content and Language Integrated Learning in five different EU languages (English, French, German, Italian, Spanish). The major aim of TIE- CLIL is to provide pre- and in-service development programmes in CLIL for language teachers and subject teachers through building on existing knowledge of this field, to provide state-of-the-art understanding of theory and practice. The TIE-CLIL project (funded through Socrates) promotes plurilingualism through the introduction of Content and Language Integrated Learning in five different EU languages (English, French, German, Italian, Spanish). The major aim of TIE- CLIL is to provide pre- and in-service development programmes in CLIL for language teachers and subject teachers through building on existing knowledge of this field, to provide state-of-the-art understanding of theory and practice.

13. Steve Darn13 Materials Visions is XXXXX’s newest four-level language development program that supports students from the newcomer level through transition into mainstream classrooms. By incorporating literature with content, students are taught, and have ample practice with, the skills they need to meet grade-level standards while being introduced to the academic language needed for school success! Visions is XXXXX’s newest four-level language development program that supports students from the newcomer level through transition into mainstream classrooms. By incorporating literature with content, students are taught, and have ample practice with, the skills they need to meet grade-level standards while being introduced to the academic language needed for school success!

14. Steve Darn14 Materials - Characteristics Four levels: Newcomer (Basic), Beginning (A), Intermediate (B), Advanced/Transition (C) Four levels: Newcomer (Basic), Beginning (A), Intermediate (B), Advanced/Transition (C) Basic level for non-schooled and low-beginning students provides systematic language development as well as literacy instruction Basic level for non-schooled and low-beginning students provides systematic language development as well as literacy instruction Staff development video is designed for easy program access Staff development video is designed for easy program access High-interest literature and content-based readings motivate students High-interest literature and content-based readings motivate students Scaffolding throughout all four books. 3- pronged approach: Introduce, Practice, Assess Scaffolding throughout all four books. 3- pronged approach: Introduce, Practice, Assess Writing activities reinforce and recycle strategic skills Writing activities reinforce and recycle strategic skills

15. Steve Darn15 Further Information The CLIL Compendium The CLIL Compendium www.clilcompendium.com www.clilcompendium.comwww.clilcompendium.com Euroclic Euroclic www.euroclic.net www.euroclic.netwww.euroclic.net Translanguage in Europe Translanguage in Europe www.tieclil.org www.tieclil.orgwww.tieclil.org UK National Centre for languages UK National Centre for languages www.cilt.org.uk www.cilt.org.ukwww.cilt.org.uk NILE NILE www.nile-elt.com www.nile-elt.comwww.nile-elt.com FACT FACT www.factworld.info/uk www.factworld.info/ukwww.factworld.info/uk