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CLIL – the issues Contexts Integrating subjects and languages Training Materials Rubber stamp - recognition Teacher confidence,

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Presentation on theme: "CLIL – the issues Contexts Integrating subjects and languages Training Materials Rubber stamp - recognition Teacher confidence,"— Presentation transcript:

1 CLIL – the issues Contexts Integrating subjects and languages Training Materials Rubber stamp - recognition Teacher confidence, collaboration Testing and assessment

2 Content and Language Integrated Learning English-medium education English-medium education as part of bilingual education English as a second/additional language English Across the Curriculum Teaching content in ELT Integrated Learning English as a Medium of Instruction

3 Contexts Bulgaria (content teachers, translated + specific materials, bottom- up/top-down training, low investment) Malaysia (content teachers, specific materials, training problems, high investment, recognition) Germany (combined content and ELT specialists, little formal CLIL training - changing, some specific materials) Mexico (language teachers, specific materials, one-off publisher training) Basque (primary network of teachers, growing secondary, specific materials, regular meetings/training, high investment, recognition) Italy (buddy system, adapted materials, mainly bottom-up training, EU) Lithuania (buddy system, top down and bottom up, adapted materials, one-off trainings, high investment, recognition – Latvia and Estonia)

4 Integrating subjects and languages Good study skills (presentations)presentations Vocabulary Language awareness (women in history)womenhistory Guiding the processing of language –ReadingReading –ListeningListening Supporting production of language –SpeakingSpeaking –WritingWriting

5 Training Content training and language training Training through book promo Comenius courses –(NILE Integrated content and language Materials development and use Institutions and training

6 Materials CLIL Textbooks (Richmond/Santillana) Translations (China, Bulgaria)ChinaBulgaria Imported textbookstextbooks Supplementary materials Adapted materials DIY materials Materials evaluation

7 Rubber stamp Weight Documentation Examination Certification Institutionalisation Setting standards Keeping in touch with teachers

8 Confidence + Collaboration Networking (www.factworld.info)www.factworld.info Sharing Peer support (buddies) Lesson observation Spreading the word Language development

9 Testing and assessment You cant test what you havent taughttest taught Imported examsexams Variety in data collectioncollection Meeting the demands of formal exams Language choice (Innsbruck)

10 The Future Content teachers Integrated training Trainer/writer training Institutions and pre-service training Control group research –Film lessons Examinations International partnerships Publishing

11 A Learning Phrasebook English-medium teachers from many contexts complain of their students lack of ability in activating the language of the subject, that is producing the subject language in their own words This book aims to provide teachers with specific examples in how to provide learners with scaffolding for constructing the language of the subjects they learn through the medium of English. Needs

12 Objectives to describe key language: –phrases for key curricular subjects and topics –phrases commonly used to express thinking processes to present typical language support activities –to support common language within each subject/topic –language skills support (listening, speaking, reading and writing), grammar, vocabulary, function and discourse to offer practical pedagogical advice for teaching subjects in English as a second language

13 Example curriculum guidelines Organisation of a topic within the subject: scienceOrganisation –Sub-topics –Objectives –Outcomes What is missing for CLIL learners? –Language and task

14 Unit 1: Cells, Tissues, Organs, Systems

15 Identifying Language 1.1Naming / Identifying This is a/the … That is a … Thats the … This is called a/the … The … … are called …. Together, the … and the … are called the …. It comes from a … Its from a … The … structure is called the … At the top of the…there is a (adjective) part called the ….

16 1.2Location It is found in the … of the … The … are found at the base of the …. They are (adjective) 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 ….

17 1.3Structure / appearance It looks like … Its got/hasnt got … It has/doesnt have … All … have …, a …, and …. The … are the often highly (adjective) parts which … (function verb). They are (adjective) and are attached to the …. The … are arranged in a ring around the centre of the …. They consist of a … with a … shape at the end. … and is shaped rather like a …. … and is divided into two parts. The top of the … is called the …. The … is attached to the bottom of the … by a …. A long … grows out of the …, this is the ….

18 1.4Function The … is the part which … The … is where … is carried out The … is used for …-ing The … has the role of …-ing The … carries out the function of …-ing The … has a …-ing role The … is a … The …s job is to … It does … the …-ing

19 1.5Processes First, Second, Third, Fourth, The first thing that happens is The first thing to happen is Firstly, Lastly, Additionally, Subsequently, Additionally, Finally, Last but not least,

20 1.6Simarity and Difference / Comparison …is like ……is similar to… …and …are similar … and … both share … … and…both have…in common … in that…in so far as…in …respects firstly, etc in the following ways, …, … and ……is unlike… …is different from / differs from … One can distinguish…from… … can be distinguished from … While … is …, … isnt …One of the main differences between … and … is that … is/has … The main difference… A major difference… Whereas … isnt/hasnt ……although… (subordinate clauses)…though… (ditto)….whereas… (main clauses)… but….(ditto) However /But / Neverthless On the one hand, on the other hand It is true that… Nevertheless…Admittedly…

21 Speaking Pair speaking Running dictation Question loops Info Search Vocabulary work 20 questions

22 Listening Using semi-scripts Textbook visuals Graphs, charts Tables Flow diagrams Memorising Vocabulary

23 Reading Jigsaw reading Word-order Vocabulary Filling diagrams Ordering Hierarchies Info search

24 Writing Frames and language support sheets Integrating content and writing Supplementing textbooks Writing reports Making observations Making presentations Creative writing


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