1. Steve Darn Bahçeşehir University 15.05.2010
CLIL &
Team
Teaching
Steve Darn Bahçeşehir University

2. How many people in this room are not language teachers?
Steve Darn Bahçeşehir University

3. Steve Darn Bahçeşehir University 15.05.2010
Team game
Steve Darn Bahçeşehir University

4. Steve Darn Bahçeşehir University 15.05.2010
Content and language
Steve Darn Bahçeşehir University

5. Teachers ‘’All teachers are teachers of language’’
(Bullock Report, A Language for Life, 1975)
“We must remember that language is learned, not because we want to talk or read about language, but because we want to talk and read and write about the world.” (Cazden 1977)
All content teachers are teachers of language.
All language teachers are teachers of content.
Steve Darn Bahçeşehir University

6. Steve Darn Bahçeşehir University 15.05.2010
Skills for life
Steve Darn Bahçeşehir University

7. Steve Darn Bahçeşehir University 15.05.2010
The future student
Steve Darn Bahçeşehir University

8. Steve Darn Bahçeşehir University 15.05.2010
Agree or disagree?
I don’t know what team-teaching is.
Team teaching means two teachers in the classroom at the same time.
I don’t know what the subject teachers do.
Subject teachers don’t understand what I do.
I don’t have time to liaise with other teachers.
Team teaching isn’t cost-effective.
Steve Darn Bahçeşehir University

9. Steve Darn Bahçeşehir University 15.05.2010
The CLIL triangle
Subject teacher
Language Vocational
teacher trainer
Steve Darn Bahçeşehir University

10. Steve Darn Bahçeşehir University 15.05.2010
A CLIL continuum
Primary Secondary Tertiary
Primary specialist
Cross-curricular
Language classes with more emphasis on content
Subject specialist
Content Based / ESP
Steve Darn Bahçeşehir University

11. Steve Darn Bahçeşehir University 15.05.2010
4Cs curriculum
Steve Darn Bahçeşehir University

12. Models of team-teaching (co-teaching)
Station teaching. One teacher teaches the lesson while the other records the important points on an overhead or chalkboard. ELLs benefit from this because information is being presented to them through different modalities. Station teaching. Students rotate through predetermined stations or activities. Each teachers works with all the students as they come through the station.
Parallel teaching. The class is divided into two groups and each teacher delivers the content information to their group simultaneously. This allows teachers with distinctly different styles to work together.
Alternative teaching. Teachers divide responsibility for planning. The majority of the students work in a large group setting but some students are pulled into to a smaller group for pre-teaching or other types of individualized instruction. The same students should not be pulled into the small group each time.
Team Teaching. Teachers co-teach each lesson. This requires a great deal of planning and cooperation. Both teachers are responsible for all of the students.
Lead and support. The lead teacher instructs the class while the supporting teacher provides assistance as she roams around the room. The supporting teacher may elaborate the important points or retell parts of the lesson. Ideally, classroom and ESL teachers should alternate roles so that one is not always the lead teacher. This type of instruction can be misused and the ESL teacher may find herself in a subordinate role.
Steve Darn Bahçeşehir University

13. Co-operative framework
Identifying learner needs.
Planning phase starts.
Multimodal approaches to learning in response to partial language skills.
Interaction to stimulate cognitive and linguistic skills.
Focus on specific subject language to allow students to acquire the types of language needed to understand content.
Constant evaluation / assessment for learning gives support to all learners and encourages self-reflection.
Reflection is important . In CLIL contexts it is significantly enhanced through cooperation between subject and language specialists.
Steve Darn Bahçeşehir University

14. Steve Darn Bahçeşehir University 15.05.2010
CLIL Teachers
‘As CLIL teachers, we need to be willing and able to take a genuinely cross-curricular perspective and attitude. We need to provide reliable and practical language scaffolding that facilitates a genuine and meaningful dovetailing of content and language. Moreover, we need to guide and support the individual’s search for those modes of learning, acquisition and processing that best match his or her own identity. At the same time we need to do our best to keep motivation and momentum high and alive.’ Franz Mittendorfer, CEBS Austria
Steve Darn Bahçeşehir University

15. CLIL Teacher Competencies
Steve Darn Bahçeşehir University

16. Steve Darn Bahçeşehir University 15.05.2010
Need to know
Language teachers
How subjects and language are integrated in the curriculum.
How much and what is taught in English.
How subjects are taught and what books and materials are used.
The subject specific vocabulary and lexis.
How students are assessed by subject teachers and what tasks they are asked to do.
How subject comprehension is affected by limited language knowledge and skills, and what subject teachers need to overcome these problems.
Subject teachers
ELT techniques – grading language, concept checking, exploiting a text.....
How language teachers can meet their needs and provide support.
Steve Darn Bahçeşehir University

17. Steve Darn Bahçeşehir University 15.05.2010
Areas of knowledge
Knowledge and principles of CLIL
Lesson Preparation
Lesson Delivery
Assessment
Steve Darn Bahçeşehir University

18. Collaborative teaching
Discussion and knowledge of the curriculum
Planning
Methodologies
Advice and support
Training
Steve Darn Bahçeşehir University

19. Steve Darn Bahçeşehir University 15.05.2010
A word about Türkiye
‘’the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study’’
Graddol 2006
Steve Darn Bahçeşehir University

20. Steve Darn Bahçeşehir University 15.05.2010
Thank you
Steve Darn Bahçeşehir University