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“ To CLIL or not to CLIL ” Final IES “Fuentesaúco”

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Presentation on theme: "“ To CLIL or not to CLIL ” Final IES “Fuentesaúco”"— Presentation transcript:

1 “ To CLIL or not to CLIL ” Final IES “Fuentesaúco”

2 To CLIL or not to CLILTo CLIL or not to CLIL 1. What does the education system need to implement CLIL methodology? - Government commitment and planning: - To introduce foreign language (L2) at all educational levels. - To prepare teachers in CLIL methodology.

3 2.1 Is it possible to increase subject knowledge and enhance L2 proficiency using CLIL in secondary schools? - CLIL is not THE answer but it offers an alternative to be explored by learners, teacher and trainers. - Using CLIL requires motivated teachers and motivated learners. - The benefits are interesting enough even amongst the least capable in the classroom. To CLIL or not to CLILTo CLIL or not to CLIL IES “Fuentesaúco”

4 2.2 How much learning in another language would you expect? - It is expected that our pupils achieve a level which demonstrates at least that they have acquired basic English language skills. - Everything depends on what we decide to try and achieve, and on the availability of resources. To CLIL or not to CLILTo CLIL or not to CLIL IES “Fuentesaúco”

5 3. How do I make sure that students are acquiring the concepts and vocabulary required in the curriculum? - Different types of exercises. - Check list. - Debate / presentations. - Summary of the lesson. To CLIL or not to CLILTo CLIL or not to CLIL IES “Fuentesaúco”

6 4. The socio-cultural perspective language conclusions and multifaceted tool of CLIL after two years working CLIL is a powerful language and teaching tool that potentially: - improves and facilitates conversation in L2; - facilitates the teacher the task of promoting effective participation; - increases the speed of learning; - improves the quality of teaching and presentation; - integrates the planning and preparation of the resources required; - enhances co-operation and collaboration. To CLIL or not to CLILTo CLIL or not to CLIL

7 4. The socio-cultural perspective language conclusions and multifaceted tool of CLIL after two years working Dealing with CLIL’s means: - Integration into the school; - Communicative approach, based on “classroom discourse” and peer conversation; - Basic skills to make interpersonal communication more integrated; - Foreign language proficiency. To CLIL or not to CLILTo CLIL or not to CLIL IES “Fuentesaúco”

8 4. The socio-cultural perspective language conclusions and multifaceted tool of CLIL after two years working Tools - Discussing guiding principles for learning. - Definition of aims and objectives of CLIL teaching program. - Taking into account the culture/citizenship implications - Identify the communication (language) needed to carry out the tasks by the learners - Use of appropriate related teaching strategies – how to support learners - Use the sheet to analyze the teaching materials and/or tasks To CLIL or not to CLILTo CLIL or not to CLIL IES “Fuentesaúco”

9 5. What are the benefits to my institution using CLIL? - Higher motivation in both teachers and students. - Acquire more language skills. - Greater access to trans-national initiatives. - An advantage in setting up international links. - Give a head start or advantage to students looking to make their way in Europe as well as in the world. - CLIL has a positive impact on the institution’s profile and reputation To CLIL or not to CLILTo CLIL or not to CLIL IES “Fuentesaúco”

10 The End


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