1. Development of 4Cs among students in the framework of Content and Language Integrated Learning through debates CLIL demands a reconceptualisation of the role of language in CLIL settings from language learning towards an approach which combines learning to use language and using language to learn. Gymnasium N32 Teacher: Grigorian Gohar Khachaturovna Content Culture Communication Cognition

3. Language of Learning The What : Content Students are likely to learn more if they are not simply learning language for language’s sake, but using the language to accomplish concrete tasks and learn new content.

4. Language through learning why- cognition Research has shown that cognitively undemanding work, such as copying or repetition, especially when there is little or no context to support it, does not enhance language learning (Smith & Paterson,1998: 1):

5. Language for Learning how- meta cognition Since classical times, debate has been one of the best methods of learning and applying the principles of critical thinking. —Austin J. Freely and David L. Steinberg Argumentation and Debate (2013, pp. 3–4) Debate is an excellent activity for language learning because it engages students in a variety of cognitive and linguistic ways.

6. Recycling should be mandatory

7. What is Debate ? Yelling at your opponent; talking but not listening; presenting but not responding; or even the presidential “debates” we see on television is not a debate. Rather, debate is “an organized public argument on a specific topic, with one side arguing in favor and the other team opposing the issue” (Shuster & Meany, 2005, p. 44). Each student must use argumentation and refutation, supported by reasoning, research, and evidence. Listening and note-taking during the debate are essential.

8. Glossary Debate: a game in which two opposing teams make speeches to support their arguments and disagree with those of the other team. Resolution: the opinion about which two teams argue. Affirmative team: agrees with the resolution. 5min Negative team: disagrees with the resolution. 5 min Questions and Answers 10 min Rebuttal: explains why one team disagrees with the other team. (prepare to refute their arguments) 10 min Judges: decide the winner. 10 min closing comments 5 min A debate is typically one class period, about 35 minutes long plus time for teacher and peer feedback and assessment.

9. Criteria Clarity Presentation Information Organization Persuasion A strong reason has the following qualities: – it logically supports the opinion. – it is specific and states the idea clearly. – it is convincing

10. Learning outcomes What will the learners know Increase the knowledge of the specific topic of debate Be able to do communicate effectively through spoken language, evaluate both sides of an argument, find reasons to defend their decisions, listen to others’ opinions, and clearly present their perspectives. What subject content will they revisit and what will be new students will be exposed to unfamiliar words and information

11. Learning outcomes What tasks will they do before debating Surfing the internet Writing a speech Interviewing Making a presentation Preparing questions What materials can support online debate resource, which offers resolutions, reasons and debating tips: http://www.paulnoll.com/China/Teach/English-debate.html

12. Learning outcomes Cognitive abilities such as –identifying, –comparing, –drawing conclusions, –inferring – finding similarities and differences,... Imaging Linking Observing Predicting Reconciling Separating Selecting Which thinking and learning skills will be developed Communicative Linguistic Artistic Digital Social Athematical data handling skills ICT skills Podcasting (for audio recordings) Enquiry and discussion Hypothesising Contrasting and comparing Reasoning Synthesis Appreciating Assigning Associating Classifying Combining Committing Comparing Condensing Converting Defining Describing

13. How will the learning be evaluated The criteria of successful learning through debate is difficult to identify in short term as it is a long-term learning unlike learning for tests.

14. Learning to Learn According to Akerman and Neale’s international review of qualitative and quantitative research, debate improves subject knowledge, promotes communication skills and boosts aspirations, confidence, and cultural awareness. Easily adapted across the curriculum, debate leads to student-centered learning and the development of critical thinking skills. The result is a student who is comfortable with public speaking and argumentation, and who can address complex issues.

15. Thank you