TEXT TYPES: APPLYING THE PRINCIPLES OF CLIL Roderick Motril Aguirre Curriculum and Academic Consultant Administrative, Research and Development Center Sisters of Mary Schools - Philippines

outline What are text types? What are the different text types? How are the principles of CLIL applied in the school through text types? Conclusion and Implications

What are text types?

Roderick Motril Aguirre, 2016

Roderick Motril Aguirre, 2016

Roderick Motril Aguirre, 2016

Roderick Motril Aguirre, 2016

Text types are any pieces of writing that you read, listen to, or create. This can be anything from novels, newspaper reports and textbooks to recipes, movie reviews and game instructions. A text type scaffold is a simple framework that helps you to construct and create a piece of writing (Anderson & Anderson, 1998).

new opportunities today for out-of-class learning Jack Richards, 2013

What are the different text types?

Language CONTENT Science Math Social Studies Melchor A. Tatlonghari, 2008 Science Language Math Social Studies

TEXT TYPES Literary Factual Narrative Recount Poetry Explanation Drama Anderson & Anderson, 1998 TEXT TYPES Literary Factual Narrative Poetry Drama Recount Explanation Discussion Exposition Procedure Response Information Report

Text Type Purpose Structural Features Language Features Narrative To entertain, amuse or instruct Orientation complication series of events coda Noun groups to describe characters and settings time words     Action verbs Report To classify and/or describe General statement Description Technical language, simple present tense, Generalized Terms Recount To retell a  series of events Orientation sequence of events Descriptive language, past tense, Time words to connect events, Words which tell us where, when, with whom, how

Text Type Purpose Structural Features Language Features Procedure To instruct someone how to do something Goal material or equipment steps Verbs usually at the beginning of each instruction Words or groups of words which tell us how, when, where, with whom  Explanation To explain how or why something occurs Phenomenon identification Explanation sequence Technical language Use of words such as because, as a result, to establish cause and effect sequences

Text Type Purpose Structural Features Language Features Exposition To persuade by arguing one side of an issue Thesis        Arguments Reinforcement of thesis Words that qualify, e.g. usually, probably Words that link arguments e.g. firstly, on the other hand Response  to respond to an artistic work Context of artistic work Description of artistic work Judgement Words which express judgements  Descriptive language

How are the principles of CLIL applied in the school through text types?

Why Text Types and CLIL? For Learners: For Teachers: Effective learning – Social Constructivist theory: meaningful interaction needed for learning; CLT: focus on real communication Motivation: learning EL becomes meaningful as they learn and use the language while learning content. Cognition: brain development For Teachers: Can improve their own EL Can improve their teaching methods through CLIL training approaches Opportunity to collaborate with other teachers For Administrators: Content teacher teaches language at the same time – few resources needed Internationalization of higher education standards

Types of CLIL Too HARD Just RIGHT Too SOFT CLIL Lesson Immersion Theme-based English lessons Focus is on LANGUAGE Taught by language teacher Just RIGHT CLIL Lesson Focus on both CONTENT and LANGUAGE Taught by content teacher trained in CLIL approach or in collaboration with language teacher Too HARD Immersion Focus is on CONTENT and language learning expected to occur almost by “osmosis” Taught by content teacher

COMMUNICATION Culture COGNITION CONTENT

CLIL Principles CONTENT COMMUNICATION COGNITION CULTURE (Coyle, Hood & Marsh, 2010) CONTENT Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. COMMUNICATION Using language to learn – whilst learning to use language. COGNITION Developing thinking skills which link concept formation, understanding and language. CULTURE Understanding ourselves and other cultures. Becoming aware of global as well as local citizenship. ‘Culture’ of CLIL classroom: collaborative and interactive

Vertical Articulation of Concepts in various Disciplines HOTS Metacognitive Knowledge Procedural Knowledge Conceptual Knowledge LOTS Factual Knowledge

Horizontal Articulation of Disciplines across Curricula Notional Functional Teaching LANGUAGE and CONTENT for PERFORMANCE Teaching CONTENT for OUTCOMES Teaching and Learning across curricula

Identifying the Niche via the school VMG Step 1 Bases for the selection of the topics and themes of texts to be used in the instruction across learning areas and across grade levels God-loving Identifying the Niche via the school VMG Functional Holistic

Clustering the Content Areas to achieve the desired Niche Step 2 Bases for the text types that should be emphasized in the language cluster Moral & Virtues Clustering the Content Areas to achieve the desired Niche TVET Academic Language

Cluster 1: Moral and Virtues Cluster 4: Language English and Filipino Cluster 3: Academic Science and Mathematics MAPEH Araling Panlipunan (AP) Cluster 2: TVET NC 1, NC II, NC III Cluster 1: Moral and Virtues Christian Living Education (CLE)

Training All Teachers on… Step 3 Bases for creating a shared thinking and establishing the quality assurance signposts for students’ learning and teachers’ instruction Cognition Content Training All Teachers on… Communication Culture

Gradual Release of Responsibility Step 4 Ensures that all the quality assurance signposts are articulated in all aspects of instructional planning TGs and LMs Articulating the learning competencies across… Gradual Release of Responsibility Budget of Work Learning Episodes

Articulating the learning competencies across assessment… Step 5 Ensures that all content and contexts (including the text types used in instruction) are articulated in the assessment procedures Quarter Assessment Articulating the learning competencies across assessment… Performance Task Written Work Formative Assessment

Step 6 Getting Feedback from Students and Teachers TGs and LMs Ensures that all content and contexts (including the text types used in instruction and assessment) are effective in the attainment of standards TGs and LMs Getting Feedback from Students and Teachers Gradual Release of Responsibility Budget of Work Learning Episodes

Conclusion and implications

There must be a more holistic and balanced approach to planning the curriculum Language educators must be familiar (if not proficient) with the content to be integrated Content area educators must be familiar (if not proficient) with the language of the content.

All educators must collaborate in planning the lessons in learning episodes to identify possible integrations. All educators must carefully consider the culture of students to ensure relevance of learning activities.

what goes on inside the classroom Jack Richards, 2008 what goes on inside the classroom what goes on outside of the classroom

“It takes a village to educate a child” - Hilary Clinton

Thank you rickymaguirre@yahoo.com