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Bilingual vs. Monolingual Optional Courses in Intensive or Bilingual Schools Prof. Sanda Gabor Gh. Sincai High School.

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Presentation on theme: "Bilingual vs. Monolingual Optional Courses in Intensive or Bilingual Schools Prof. Sanda Gabor Gh. Sincai High School."— Presentation transcript:

1 Bilingual vs. Monolingual Optional Courses in Intensive or Bilingual Schools Prof. Sanda Gabor Gh. Sincai High School

2 International Study Programmes LLP Comenius Training Course Cheltenham July 2010

3 CLIL- Content and Language Integrated Learning for teachers who teach History, Geography or other Arts Subjects

4 What is CLIL? Content and Language Integrated Learning Teaching school subjects through English

5 Why CLIL? Traditional education-gap between language study and other subjects Helps students transfer knowledge from one language to another Develops CALP

6 CALP Cognitive Academic Language Proficiency Fully developed if students acquire in school the ability to understand and express academic information

7 BICS Basic Interpersonal Communication Skills More focused upon during language classes

8 Different Approaches to CLIL Bilingual approach- teaching in English along with the mother tongue (dr. Diana Hicks) Immersion- monolingual-teaching in English only(Graham Workman)

9 Bilingual Approach The medium of teaching- English and mother tongue-Romanian/Hungarian It regards subject teachers and language teachers PROBLEMS Subject teachers not well trained in English Language teachers not well trained in the subject Lack of text books-more work for the teacher

10 Possible Solutions Subject teachers are helped by language teachers in planning the lesson and the syllabus The lesson will be in English and in Romanian The language teacher teaches a familiar subject at a medium level of information stressing more on language

11 British History-CLIL Optional Course Aims at improving:  Vocabulary  Speaking Skills  Reading Skills  Listening Skills  Writing Skills Taught by language teacher Suitable for level B1, B2and A group age – For level A Romanian language is used at a rate of 60% of the lesson

12 Steps to Take 1.Choose parts of the subject that are attractive and accessible to the group age 2.Use a diversity of teaching methods 3.Use electronic as well as traditional materials 4.Set reachable targets

13 Vocabulary, Reading and Speaking Lessons Strategies  Guess the meaning of the word  Lexical associations  Chunks  Lexical chains  Report to class

14 Guess the meaning Teacher prepares a text to be given to students in which there are several (not more than 3-4) unknown words Students are asked to highlight the words they don’t know In pairs they are asked to guess what the meaning could be- they are asked to try to explain in English as well as in Romanian Plenary-class helped by the teacher find the correct meaning and for a word list

15 Lexical Associations For specific language students are asked to find similar situations or words in Romanian from Romanian History

16 Chunks Groups of 2 or more words used together to form meaning General chunks Topical chunks Students are asked to highlight them with different colours Students are asked to arrange them on two columns Students practice both BICS and CALP

17 Lexical chains Students arrange the topical chunks in lexical chains to obtain a chain of main events

18 Reading Practice Strategies Jigsaw Reading Reading for specific information Gapped text Comparing texts and written sources

19 Developing Critical Thinking Prediction-story analysis Comparing assumptions with the real facts

20 Speaking Practice Dialogue Drama Comparing events or pictures

21 Writing Letter writing Essay writing Article writing

22 Use of the Internet Short documentaries on youtube create atmosphere and listening opportunities Sites selected for individual research Games

23 Immersion Classes Taught only in English Develop CALP Students do not transfer terms specific to their culture properly Cultural identity might have to lose

24 The presentation was based on materials provided by dr. Diana Hicks and Graham Workman during the Cheltenham Course July 2010 For specific materials and more information please access


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