Content Language Integrated Learning (CLIL)

What? Why? How? What? Educational approach that uses the second language of the students in teaching (e.g Biology, Chemistry, Physics, History, etc.) Why? The student will be able to develop linguistic and other skills How? With simultaneous focus in the subject and in second language

Methodologies – techniques Content – based instruction – language immersion LSP (Language for Special Purposes) Sheltered Instruction: Framed teaching subjects - objective cognitive and linguistic relief of bilingual students - attention to the simplification of thecontent Theme – based instruction CLIL (Content and Language Integrated Learning) Strategies – based instruction Genre theory

Why? (specifically) Communication is not only a social interaction – Development of BICS (Basic Interpersonal Communication Skills, 1-2 years) Language and content are linked Students don’t have sufficient time in their school life to be trained in the skills The class is an original communicating environment for the production of oral and writing academic material (CALP: Cognitive Academic Language Proficiency, 5-7 years)

Why? (specifically) Development of CALP (Cognitive Academic Language Proficiency): the student meets the requirements of the Curricula Development of the language as “learning tool” – learning to learn Acceptance of the cultural capital, use of native language Integration and participation in school life Reduction of school failure

How? (specifically) The learning of the teaching subject with the use of second language The learning of the second language through studying the subject Dual focus

Characteristics of the Academic Speech Lexical density Syntactic ambiguity Nominalization Complex morpho-syntactic structures Technical classifications (demanding vocabulary)

Techniques – activities – assignments Isolation of the language that is necessary for understanding the content – producers or autotrophic organisms - heterotrophs (consumers, decomposers) Language aid which is compatible with the content, keywords Chart, framework support, supervising material, multimodal texts Brainstorming, activation of knowledge Studying strategies – Studying as an activity (familiarity, pre- processing studying) Activities which cover all of the competencies

Techniques – activities – assignments morphological word segmentation Integration in propositional / text box grouping, correlation with other words definitions, etymology of words narrative chain semantic map

Techniques – activities – assignments “Transferring” strategies (η τροφή όπως η βενζίνη) Forecasting strategies for importance through context Use of side heads Key – words Book marking (e.g. how we read a dictionary) Use of dictionary Creation of dictionary by the students Closed assignments (structural, controlled), driven, open assignments – communicational Group activities – project Cooperation with professors of different fields