1. Supporting Language Development

2. Vygotsky’s Zone of Proximal Development https://www.pinterest.com/pin/255368241346479646/

3. Zone of Proximal Development ZPD is the zone beyond current knowledge ZPD can be reached by assistance from teachers and peers

4. Scaffolding

5. The Challenge Learners may need to use language structures beyond their level Lecturers need to support language learning as a CLIL component

6. The Implications Teachers identify and justify how content and language learning will be achieved Learners must be cognitively challenged but linguistically supported An enquiry-based teaching and learning approach needed

7. BICS (Basic Interpersonal Communication Skills) Day-to-day language skills needed for social interaction CALP (Cognitive Academic Language Proficiency) Content-compatible language - non-specific language applicable across the curriculum Content-obligatory language - grammatical structures and functional expressions needed for a specific subject

8. When supporting language… Decide what students must know to understand the content Look through the materials to be presented. What language structures are there? Let students interact using the content- obligatory language

9. Vocabulary Development Meaning (in the context of our lesson) Form (how to spell it, what words it is used with, what part of speech it is) Pronunciation (sound, stress) Appropriacy (what context it is used in)

10. Three stages of vocabulary uptake 1.NOTICING 2. RETRIEVING 3. USING GENERATIVELY

11. Types of Meaning-focused Vocabulary Activities Matching definitions Finding common meanings Word maps/brainstorming Finding substitute/synonyms Explaining connections

12. Types of Meaning-focused Vocabulary Activities Classifying words Listing examples Finding collocations Identifying connotations Explaining semantic distinction

13. Giving Feedback on Vocabulary Errors Explicit correction Recasts Clarification requests Metalinguistic feedback Elicitation Repetition

14. When supporting language… Make sure you always use English Speak clearly but not unnaturally slowly Support what you say with gestures, facial expressions, and repetition

15. Gap-fill (language-content task)

16. When should teachers scaffold? When giving instructions to tasks When giving texts and other input

17. Scaffolding Support for learners It is temporary It engages students actively Takes students into the ZPD

18. Ways to scaffold Glossary of key terms Simplified language Graphic organizers (charts, diagrams, graphs) Pictures and realia Key text highlighted Smaller chunks of text

19. Glossaries Read the handout given to you. Pick out words or phrases that may be put into a glossary.

20. Glossary of terms Closer scrutiny: more careful study Elements: parts, components A matter for judgment: not a fact, something to be decided on Heightens: increases Incorporate: include Explicitly: fully and clearly Make little sense: are not very logical Revisions: changes

21. Simplified language Read the handout given to you and do what is asked.

22. Graphic organizers Bar chart Binary Key Cycle Mind map Carroll diagram Flow diagram or flow chart Grid Line graph Pie chart Process/cause effect diagram

23. Graphic organizers Concept map Fishbone map KWHL chart Story map Storyboard Tree Venn diagram Problem-solution guide The 7R strategy

24. The Seven Rs Strategy RECOGNIZE What feelings do we have about this problem? RESEARCH What information do we need? REPRESENT Can we draw a picture, diagram of this problem? RELATE How is this related to other problems we have solved? REDUCE Can we break this problem into smaller parts? REFLECT What assumptions should we question? Is all the information there? RESOURCES Who can help us?

25. What I Know What I Want to Know What I Learned

26. Scaffolding: Instructions “with a friend, attempt to reach a consensus on the key, er…vital and overriding requirements that underlie the decision that must be undertaken regarding the location, or proposed location, of a hotel.”

27. Scaffolding instruction What do students need to know: Are they writing or speaking? Are they producing full sentences? Numbers? Words? Who are they working with? How much time do they have? What is going to happen with their answers?

28. Scaffolding: Checking understanding Visual/Graphic organizers - students tell you which is the correct representation of the point covered Summaries - students produce summaries (spoken or written) - students complete summaries (gap fill)

29. Bibliography Alberich, J. (2013 July 27). CLIL: a brief introduction. [video file]. Retrieved from https://www.youtube.com/watch?v=uIRZWn7-x2Y https://www.youtube.com/watch?v=uIRZWn7-x2Y Bentley, K. (2010). The TKT course: CLIL module. Cambridge: Cambridge University Press. Bertaux, P., Coonan, C.M. Frigols-Martin, M.J., Mehiso. P. (2009). The CLIL teachers’ competences grid. Retrieved from http://lendtrento.eu/convegno/files/mehisto.pdfhttp://lendtrento.eu/convegno/files/mehisto.pdf Bradbury, D. (2015). CLIL Workshop. [PowerPoint slides]. Bradbury, D. (2012). CLIL Workshop for BINUS UNIVERSITY [PowerPoint slides]. British Council (n.d.). CLIL: a lesson framework. Retrieved from http://www.teachingenglish.org.uk/article/clil-a- lesson-frameworkhttp://www.teachingenglish.org.uk/article/clil-a- lesson-framework Cambridge University press ELT (2010 Nov 11). David Marsch on CLIL. [video file]. Retrieved from https://www.youtube.com/watch?v=-Czdg8-6mJA https://www.youtube.com/watch?v=-Czdg8-6mJA Coonan, C.M. (2013 Oct 29). The role of CLIL teachers. [video file]. Retrieved from https://www.youtube.com/watch?v=doN8oLApaSU https://www.youtube.com/watch?v=doN8oLApaSU Coyle, D., Hood, P., & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press. Crawford, A., Saul, W., Mathews, S. & Makinster, J. (2005). Teaching and learning strategies for the thinking classroom. NY: The International Debate Education Association. CRLTatUMichigan. (2009 May 1). Deborah Ball: engaging students in large classes. Retrieved from https://www.youtube.com/watch?v=pPhCmvpPorU Dale, L. & Tanner, R. (2012). CLIL Activities: a resource for subjects and language teachers. Cambridge: Cambridge University Press. Matsuda, P.K. (2015). A writing workshop for teachers. [PowerPoint slides]. Matsuda, P.K. (2015). Teaching and Assessing English Writing in the Multilingual Contexts [PowerPoint slides]. Richards, J. (2013). Curriculum approaches in language teaching: forward, central, backward design. Retrieved from http://www.professorjackrichards.com/wp-content/uploads/Curriculum-Approaches-in-Language-Teaching.pdf http://www.professorjackrichards.com/wp-content/uploads/Curriculum-Approaches-in-Language-Teaching.pdf University of Leon (2014 Dec 29). Teaching resources and evaluation tools to implement CLIL in the university. Retrieved from http://clilenlaule.blogspot.com.es/