1. Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)
Generalitat de Catalunya Departament d'Educació
LIFE 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 Context
Situation: 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)
3/4h 1h
3rd
4th
5th
6th
1h 30’
3/4h (half group)
2nd
1st
Weekly hours
Language Workshops
3rd Language Session
Language Session
1st Language Session
Level
2h (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... ? OR
content
language
language
content
INITIAL 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’
METHODOLOGY
AIMS
SESSIONS
To integrate
curricular contents
To improve foreign
language skills
To develop new
teaching methods
Natural contact
with the language
Meaningful and
real contents
Cognitive and
cooperative learning
1 hour a week from
3rd to 6th grades
Division of groups
(2 teachers)
Part of a new topic
every term
Our 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 & fauna
LESSON 3: food chains
LESSON 4: species of fish and their characteristics
LESSON 5: the art of fishing
LESSON 6: fishing technique and methods
LESSON 7: the impact of fishing
LESSON 8: fish for eating
LESSON 9: the dissection of a sardine
LESSON 10: having fun in the sea depths (assessment)

8. Tools used for designing the unit:
4 Cs framework: content, communication, cognition & culture
3 As for lesson planning: analyse, add, apply
Cummins’ matrix: cognitive and linguistic demands
Bloom’s taxonomy: for task and activity design
Scaffolding: both language and content
Vygotsky’s socio-cultural theory: collaborative learning
Gardner’s multiple intelligences: learning styles

9. 4Cs framework : the mindmap

14. 3 As lesson planning tool (communication process)
Language of learning
- Key phrases needed
- Key vocabulary
Language for learning
- Learning how to learn
- Language for pair group
- Understanding instructions
- How to deal with not understanding
Language through learning
- ‘Dictionary use’ for vocabulary extension
COMMUNICATION
Language 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 previous
knowledge and experiences related to
the sea depths

15. Cummin’s Matrix ? 3 4 2 1 High cognitive demands
(LIFE UNDER THE SEA)
High linguistic demands
Low linguistic demands 2 1 ?
Low cognitive demands

16. Bloom’s Taxonomy
High order
Low order

17. Scaffolding
the language
the content

18. Vygotsky’s socio-cultural theory

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