Principles of CLIL Materials Design Kantonsschule Olten March 29 th, 2011 Keith Kelly

Principles in designing CLIL materials We need to inform our principles (Information about our learners) cognitive skills procedural skills linguistic skills We need to make materials design decisions (materials which) guide input content language (heard, seen) support output content language (spoken, written) organize language (terminology, concepts)

Defining CLIL Bilingual Education (assumes dual language development) Immersion (assumes monolingual development) sheltered, late, early versions CLIL 1. Analysis of curriculum discourse 2. Language supportive methodology and materials

Analyzing curriculum learning skills Conceptual skills Knowing the topic Understanding the ideas Procedural skills Learning how to do things Practical, experiential skills Linguistic skills Having the L2

Dimensions of learning

Position of language

Locating learners

New dimensions and new language

1 Analysis of curriculum discourse Subject-specific language Words you cant really do without General academic language Language of learning Peripheral language Classroom chat (management, scripting)

1 Curriculum discourse analysis Task - Identify the black words in the text below, there are 12 of them. Infections Food and water are sources of infection. Raw food is covered in microorganisms. Most are harmless or do the body good. They grow in our intestines and protect them from more harmful germs, but others cause disease, especially if food's been contaminated by sewage or animal waste, or hasn't been cooked properly. Contact with animals also exposes us to new microorganisms. A bite from an infected dog could lead to rabies, for example. While cleaning out a lizard's cage could lead to salmonella.

1 Curriculum discourse analysis Infections

Textbook discourse analysis

Top 100 Science textbook words

Verbs and root words: form

The root word form

1 Organising words Plant Reproduction: asexual sexual cuttings vegetative tissue culture natural artificial corm bulb germination sepals pistil receptacle flower pollination spores stamen style budding grafting fertilization dispersal rhizome stem tuber taproots runners filament anther ovary stigma

1 Mapping content vocabulary

1 Word organisation tasks

1 Tools for learning - building word trees and diagrams

1 Tools for learning - annotating diagrams

1 Concept mapping Human organism map

1.2 General academic language The language of learning 2 Classifying Statements There arethree kinds types forms classes categories of ……… …….. fall intothree kinds types classes categories can bedivided classified We/you/one can classify … according to …criteria This class has…characteristics/features Teacher questions How would you classify…? How many kinds of …are there? Who can classify…?

1.2 The Language of Science Curriculum Specifications - Science Form 1 (11 year olds) Ministry of Education, Malaysia, 2003 Scientific Skills Observing Classifying Measuring and using numbers Inferring Predicting Communicating Using space-time relationships Interpreting data Defining operationally Controlling variables Hypothesising Experimenting Manipulative skills Thinking strategies Conceptualising Making decisions Problem solving Reasoning Thinking skills (Critical and creative) Critical thinking skills: Attributing Comparing and contrasting Grouping and classifying Sequencing Prioritising Analysing Detecting bias Evaluating Making conclusions Creative thinking skills: Generating ideas Relating Making inferences Predicting Making generalisations Visualising Making hypotheses Making analogies Inventing Malaysia

1.2 Critical thinking skills Attributing Identifying criteria such as characteristics, features, qualities and elements of a concept or an object. Comparing and Contrasting Finding similarities and differences based on criteria such as characteristics, features, qualities and elements of a concept or event. Grouping and Classifying Separating and grouping objects or phenomena into categories based on certain criteria such as common characteristics or features. The language Whats missing?

1.2 What are living things made of? The Structure of Simple Cells Today, scientists using powerful microscopes are able to observe what makes up cells. They have discovered that every cell is a self-contained unit and that all cells are made up of a substance called protoplasm. Protoplasm is the basic living material. It is always made up of carbon (C), oxygen (02), hydrogen (H), nitrogen (N) and very often sulphur (S) and phosphorus (P). Protoplasm is usually colourless and contains a large amount of water. It feels and looks like jelly. Only living things can make new proto­ plasm or repair damaged protoplasm. Cells are made up of two kinds of proto­plasm: the nucleus and the cytoplasm. They are separated from their environment by an outer cell membrane, which restricts the passage of materials in and out of the cell. TaskFind and underline all of the verbs in the text which are used for talking about structure, function and location of cells and tissues.

1.2 Structure, function and location Verb phrasesAdverbial phrases Structure: … are made up of … … organized in … … is a self-contained unit … contains … … feels/looks like … … are separated from … by … … are small … … tend to be … … can take other shapes … … it includes … … have … … is a part that contains … … consist of … … are joined together … (to … ) Types: … there are … … have various shapes … … are divided into … … are arranged in … … resembles … Location: … is found in … … surrounded by … … form … … form one or several … … includes … … is located under/around … … is most abundant under … … is common in … … is found mainly in … … along … runs … Function: … have parts which … … builds up … … lines … … exhibits … … release … … connects … … has the function of … … provides … … builds up … … amidst … … often … … very often … … usually … … likely to be … … just …

2 Supporting language in content - tasks Listening teacher monologues, presentations, video (visuals, diagrams, handouts) Reading textbooks, others (inherent structures) Writing subject specific genre (templates, frames, notes) Speaking monologue, paired, group, whole class (info gap) Vocabulary and grammar organizing learning (collecting and archiving)

2 Supporting language in content - planning

2 Planning for speaking

Q and As (individuals) Gapped single responses (whole class) Gapped multiple responses (pairs) Information searches (whole class - example) Definitions (whole class) Surveys (groups or whole class) Quizzes (individuals to class - countries) Presentation work (example) 2 Speaking FL content

2 Reading content in FL Comprehension questions Skimming / scanning Contextual guessing Cloze exercises / Passage completion Outlining / summarising Paraphrasing Scrambled texts / sorting (example) Information transfer Note taking (example) Making inferences Intensive / extensive reading

2 Listening to FL content label a diagram/picture/map/graph/chart (example) fill in a table make notes on specific information (dates, figures, times, teachers lecture on a topic) rearrange information/reorder information identify location/speakers/places label the stages of a process/instructions/sequences of a text fill in the gaps in a text

2 Writing about content in FL Offer sentence starters Give gapped / split sentences Provide topic / themed word lists Prepare substitution tables Incorporate language focus boxes List useful phrase chunks Provide genre blueprints Use templates of text structures Use writing frames

Nobody knows exactly how our climate will change. Some places may get drier and have year-round temperatures up to 4°C hotter. Other places may become several degrees cooler. Stormy weather may become more common. Glaciers and icebergs may start to melt and never form again. Whatever happens, climate change will affect people as well as the natural world. But there are things that we can do to slow down the changes and to minimize any ill- effects. 1 – Start with a text 2 Writing - substitution tables A

2 Writing – substitution tables A 2 - Identify core sentences Some places may get … Some places may have year-round… Other places may become … Stormy weather … Glaciers and icebergs … 3 - Organise them for use with tasks Some places Other places Stormy weather Glaciers and icebergs may become more common get drier become several degrees cooler have year-round temperatures up to 4°C hotter start to melt

2 Organizing learning Vocabulary Word / concept maps (human organism) Poster displays Get students teaching and testing each other (German gp) Word learning habits (links online, vocab books, mobile) Grammar A grammar for content subjects (Your CLIL - example) Sub-topic specific grammar handouts