1. CLIL CONTENT AND LANGUAGE INTEGRATED LEARNING ANGLOLANG 1

2. 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’ 2

3. Common Questions What is your experience with CLIL to date? How does CLIL benefit your learners? Which principles of CLIL do you value most? What’s different about your CLIL lessons? Do you have any available resources? 3

4. 4 Work in groups on your SWOT analysis of CLIL

5. Some responses to CLIL….  Students make more cognitive effort  There aren’t enough resources  It’s a natural way of learning a language  There is a lot of ICT potential  Not all pupils feel motivated to learn a foreign language  Lack of linguistic competence/confidence in English  Use of a wider range of tasks to make sure students understand  It creates a more ‘international’ mindset  It promotes thinking skills 5

6. Research I t takes 5-7 years for students in a quality bilingual programme to become academically proficient in English. Language acquisition is not a linear process; it is cyclical and recursive. 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. 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. 6

7. CLIL Principles 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. COGNITION Developing thinking skills which link concept formation, understanding and language CULTURE Exposure to alternative perspectives and shared understandings. 7

8. PLANNING A CLIL LESSON 8 Traffic & Transport CONTENT COGNITION CULTURE COMMUNICATION

9. Content 1. What skills will be learnt or developed? [reading, writing, listening, speaking] 2. What kind of information will be taught? [Facts, methods…] 3. What level of understanding are the students expected to gain? [first insight/launch, overview, development, reinforcement] 9

10. Listening skills  Listen and label a diagram/picture/map/graph/chart  Listen and fill in a table  Listen and make notes on specific information (dates, figures, times)  Listen and reorder information  Listen and identify location/speakers/places  Listen and label the stages of a process/instructions/sequences of a text  Listen and fill in the gaps in a text 10

11. COGNITION 11 Increase in difficulty…… Getting students to think better

12. Communication 1. What kind of new terms will be taught in the lesson? 2. What is the main function of the language for this lesson? Examples: Cause and effect Descriptions Evaluating Justifying opinions LANGUAGE 12

13. COMMUNICATION 13 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 … That is a … That’s the … This is called a/the … It comes from a … It’s from a … The … structure is called the … The … … are called …. At the top of the … there is a (adj) part called the …. Together, the … and the … are called 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 ….

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15. Culture – perspective/attitude 15

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17. 17 Further Information ◦The CLIL Compendium www.clilcompendium.com ◦Euroclic www.euroclic.net ◦Translanguage in Europe www.tieclil.org ◦UK National Centre for languages www.cilt.org.uk ◦NILE www.nile-elt.com ◦FACT www.factworld.info/uk