1 Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona) Generalitat de Catalunya Departament d'EducacióLIFE UNDER THE SEA (Postgraduate Certificate in CLIL)Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)
2 INTRODUCTION * ENGLISH LANGUAGE TEACHING TIMING * CLIL? WHAT IS IT? * SCHOOL CONTEXT* ENGLISH LANGUAGE TEACHING TIMING* CLIL? WHAT IS IT?* LET’SSS: OUR PROJECT* MY UNIT: CONTENTS* TOOLS USED FOR DESIGNING THE UNIT* CONCLUSIONS
3 School ContextSituation: Barcelona city, in the district of Sants-Montjuïc.Building: old factory with the original chimney (also library).History: 40 years old (teacher’s cooperative state school).Educational levels: Pre-Primary and Primary (two form entry).Number of students: 450 (25 per class group).Languages: Catalan, Spanish and English.Origin of the families: mainly Catalan but also foreign.
4 English Language Teaching Timing (+ workshop time)1h 30’ (small group)3/4h1h3rd4th5th6th1h 30’3/4h (half group)2nd1stWeekly hoursLanguage Workshops3rd Language SessionLanguage Session1st Language SessionLevel2h (small group)1h 30’ (small group)The school applied for an Experimental Plan on Foreign Languages 3 years ago: CLIL methodology was then introduced.
5 Content and Language Integrated Learning, but... CLIL? What is it?Content and Language Integrated Learning, but...?ORcontentlanguagelanguagecontentINITIAL DOUBTS:Do we have to plan all the language we use?How do we explain the tasks?Do we need to use a lot of visual support?Having problems?WHAT WE DID:To read articles and books about CLIL theory.To analyse local/foreign Primary school experiences.To surf the Net searching for good resources.Look for solutions!
6 ‘Learning English Through Science and Social Studies’ LET’SSS: our project‘Learning English Through Science and Social Studies’METHODOLOGYAIMSSESSIONSTo integratecurricular contentsTo improve foreignlanguage skillsTo develop newteaching methodsNatural contactwith the languageMeaningful andreal contentsCognitive andcooperative learning1 hour a week from3rd to 6th gradesDivision of groups(2 teachers)Part of a new topicevery termOur UNITS so far cover contents such as plants, water pollution, recycling, nutrition, global warming, the respiratory system, vertebrates, native Americans, cultural aspects BCN-London, School camp topics...LIFE UNDER THE SEA
7 MY UNIT: contents LESSON 1: types of marine life LESSON 2: real facts on sea flora & faunaLESSON 3: food chainsLESSON 4: species of fish and their characteristicsLESSON 5: the art of fishingLESSON 6: fishing technique and methodsLESSON 7: the impact of fishingLESSON 8: fish for eatingLESSON 9: the dissection of a sardineLESSON 10: having fun in the sea depths (assessment)
8 Tools used for designing the unit: 4 Cs framework: content, communication, cognition & culture3 As for lesson planning: analyse, add, applyCummins’ matrix: cognitive and linguistic demandsBloom’s taxonomy: for task and activity designScaffolding: both language and contentVygotsky’s socio-cultural theory: collaborative learningGardner’s multiple intelligences: learning styles
14 3 As lesson planning tool (communication process) Language of learning- Key phrases needed- Key vocabularyLanguage for learning- Learning how to learn- Language for pair group- Understanding instructions- How to deal with not understandingLanguage through learning- ‘Dictionary use’ for vocabulary extensionCOMMUNICATIONLanguage OF learning:* Key vocabulary: fish, octopus, dolphin, starfish, jellyfish, shark, angelfish, living/non-living things, sunlit, twilight and midnight, eat/ live in/live up to/weigh/jump/ swim up to.* Key structures: under the sea, in the water, are the main enemies of..., can it breathe/move/excrete/ get food/reproduce?Language FOR learning:I can see, We can find, there is/are.I would like to know more about...Language THROUGH learning:- Language needed to express previousknowledge and experiences related tothe sea depths
15 Cummin’s Matrix ? 3 4 2 1 High cognitive demands (LIFE UNDER THE SEA)High linguistic demandsLow linguistic demands21?Low cognitive demands
19 Gardner’s multiple intelligences (learning styles: teaching notes and resources)
20 Conclusions- It is really important for teachers to have time for reflecting on their daily practice to improve their teaching methods.If proper scaffolding is set, language should not be a problem to explain content. Substitution tables are a very useful tool.Regardless the subject being taught, there is always a type of language and a cultural background associated to it.The 4Cs framework refers to the most important ‘Cs’ but there are some others to take into account: context, competences, curriculum, ‘collegiality’, curiosity, coherence, confidence, etc.‘Learning English Through Science and Social Studies’ or‘Learning Science and Social Studies Through English’?Answer: ‘use languages to learn and learn to use languages’
21 Thank you very much for your attention And remember...‘Teachers open the doors but students enter themselves. Do not underestimate them since they are not empty bags. They are full of ideas to exploit and no-one better than pupils to help you see what they really need and can cope with.’Success is up to you, so bear this in mind when planning a CLIL unit.Thank you very much for your attention