1. HIZKUNTZAK ETA ARLO EDUKIAK IKASTEKO METODOLOGIA:
CLIL- AICLE- EHIA
Mª Luisa García Gurrutxaga
Euskadiko Eskola Kontseilua
Lehendakaria
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2. E F R C I T L O N W A H
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3. THE
WINTER
TEACHER
THE TO
FOR
WENT
HAWAII
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4. TO HAWAII FOR THE WINTER
THE TEACHER WENT
TO HAWAII FOR THE WINTER
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5. CLIL (Content Language Integrated Learning)
EHIA (Edukiak eta hizkuntza integratzen duen aprendizaia)
AICLE ( Aprendizaje integrado de contenido y lengua)
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6. CLIL (Content Language Integrated Learning)
EZAUGARRIAK
EDUKIAK ETA HIZKUNTZA
MATERIALAK
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7. CLIL- en ezaugarriak (Do Coyle, University of Aberdeen, Scotland , UK)
Testuinguru aberatsak eraikitzen ditu ikasteko(quality learning environments)
Irakasleen eta ikasleen motibazioa suspertzen du
Eginez ikastea proposatzen du
Aprendizai kooperatiboa suspertzen du(working and learning together)
Pentsamolde kritikoa eta independientea eraikitzen laguntzen du
Hezkuntzan eta gizartean ematen diren garapen berriak integratzen ditu
Abilezi kognitiboen lanketa eragiten du
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8. Taking care of the Earth
General parts of the unit:
Material List
ICT
Learner Stations
Bibliography and resources
Appendices
S2U1
Taking care of the Earth
Act 1: “Looking at inner structures”
The insides of the Earth and the rest of the planets
Linked to P6U3 The Universe
Engagement on the topic and finding out previous knowledge
Act 2 & 3: “Find out more & The day after Tomorrow”
Going deeper into Earth sciences and exposure to language and to new concepts related to environmental issues such as global warming, climatic change...
Exposure to new learning and setting learning goals.
Act 4: Our planet: The Earth
Act 5: World Biomes
Act 6: Mind mapping a biome
Act 7: SOS: Save our (lonely) souls
Act 8: Global warming, global responsibility
Researching information and organizing it in an autonomous way to be presented to the rest of the class.
Systematic work on general cognitive and linguistic skills
Research activities to get and process information and integrating learning to use it in new situations
FINAL TASK
The Day of the Earth at my school:
Exhibition
Guided visits
INDIVIDUAL ASSESSMENT TASK
The Decalogue of the Environmentally Conscious Person
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9. CLIL ez da: (Do Coyle, University of Aberdeen, Scotland , UK)
Murgiltze programak
Hizkuntzak ikasteko era
Hizkuntzak irakasteko azken moda
Hezkuntza elebiduna edo eleanitza programa
Programa elitista ikasle trebeentzako
Irakasle natiboak behar dituen programa
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10. CLIL- AICLE- EHIA DEFINICIÓN:
Metodología que abarca cualquier tipo de actividad o tarea en la que se usa la lengua extranjera( por extensión cualquier lengua) como instrumento para aprender un contenido no lingüístico relacionado con áreas de conocimiento presentes en el currículo y donde la LENGUA y el CONTENIDO tienen el mismo peso.
European Network of Administrators,
Researchers and Practitioners (EUROCLIC, 1990)
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11. European Commission on CLIL
CLIL's approach can offer a variety of benefits. It:
builds intercultural knowledge and understanding
develops intercultural communication skills
improves language competence and oral communication skills
develops multilingual interests and attitudes
provides opportunities to study content through different perspectives
allows learners more contact with the target language
does not require extra teaching hours
complements other subjects rather than competes with them
diversifies methods and forms of classroom practice
increases learners' motivation and confidence in both the language and the subject being taught
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12. CLIL (Content Language Integrated Learning)
EZAUGARRIAK
EDUKIAK ETA HIZKUNTZA
MATERIALAK
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13. CONTENT-BASED TEACHING & LEARNING
SUBJECT CURRICULAR CONTENT LINGUISTIC CONTENT
Immersion Programs
(100%)
Immersion Programs
(50%-80%)
Different subjects
Subjects+ language classes
Language classes through topics and other curricular matter
Language as a subject
D EREDUA
B EREDUA
MULTILINGUAL EXPERIENCE
INEBI & BHINEBI
A MODEL
English as a subject
FRAMEWORK FOR TRILINGUAL EDUCATION
118 schools
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14. BHINEBI Edukien Trataera Abilezi kognitiboak: Jarrerak eta baloreak:
Abilezi kognitiboak:
Informazioaren trataera eta prozesatzekoak
Arraziotzekoak
Ikerketarakoak
Sormenarakoak
Ebaluazioarakoak
Hizkuntza eta komunikazioa:
Ikus-entzumenezko abileziak
Ahozko abileziak
Idazmena
Hizkuntzaren funtzionamendurako abileziak
Jarrerak eta baloreak:
Kulturartekotasuna
Europear dimenstioa
Hirtartasunerako hezkuntza
Berdintasuna
Jasangarritasuna
Edukien Trataera
BHINEBI
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15. HIZKUNTZA JABETZA PROZESUA
INPUT
PROCESS
OUTPUT
Ahozko,
ikus-entzumenezko
eta idatzizko inputa:
edukien muina eta
eduki horien hizkuntz
beharrei loturik
Abilezien inguruko
lan sistematikoa:
hizkuntza eta
alderdi kognitiboak
Ahozkoa eta
idatzizkoa eta ez
bakarrik ebaluatzeko
garaian baizik lan
sekuentziaren zehar
ATAZA ETA GEROKO HAUSNARKETA ETA EBALUAZIOA
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16. Language & Thinking Skills
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17. Ezaugarri pedagogiko orokorrak
Materialen aukeraketa
Materialen trataera
Atazen diseinua
Ikasleen aurrerapenaren neurketa
Hizkuntzaren eragina (Exposure to language)
Ikasleen rola
Irakasleen rola
Ikasleen autonomiaren susperketa
Konpetentziak garatzeko ikas-irakas prozesua
Ebaluazioa
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18. CLIL (Content Language Integrated Learning)
EZAUGARRIAK
EDUKIAK ETA HIZKUNTZA
MATERIALAK
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19. CLIL MATERIALEN DISEINUA1
Gaia eta eduki orokorrak erabaki 2
Azken ataza edo atazak planifikatu 3
Helburuak ezarri 4
Hizkuntz eta arloko edukiak ongi finkatu, azkeneko atazaren beharrak kontutan harturik 5
Pozesua diseinatu:inputa aukeratu,atazak edo jarduerak planifikatu eta sekuentzia osoa antolatu 6
Ebaluazioarako tresnak eta momentuak finkatu, bai prozesua baita ikasleen aurrerapena neurtzeko.
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20. Taking care of the Earth
General parts of the unit:
Appendices
Material List
ICT
Learner Stations
Bibliography and resources
S2U1
Taking care of the Earth
Act 1: “Looking at inner structures”
The insides of the Earth and the rest of the planets
Linked to P6U3 The Universe
Engagement on the topic and finding out previous knowledge
Act 2 & 3: “Find out more & The day after Tomorrow”
Going deeper into Earth sciences and exposure to language and to new concepts related to environmental issues such as global warming, climatic change...
Exposure to new learning and setting learning goals.
Act 4: Our planet: The Earth
Act 5: World Biomes
Act 6: Mind mapping a biome
Act 7: SOS: Save our (lonely) souls
Act 8: Global warming, global responsibility
Researching information and organizing it in an autonomous way to be presented to the rest of the class.
Systematic work on general cognitive and linguistic skills
Research activities to get and process information and integrating learning to use it in new situations
FINAL TASK
The Day of the Earth at my school:
Exhibition
Guided visits
INDIVIDUAL ASSESSMENT TASK
Act 9: The Decalogue of the Environmentally Conscious Person
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21. ZERGATIK CLIL ?
Haurrek ez dute hizkuntzak sistematikoki ikasten baizik jabetze prozesu baten bidez ikasten dute.
Helduek ikas-irakas prozesu baten menpe jarri behar dira hizkuntza ikasteko.
Ematen duenez bi prozesu hauek batera ematen direnean hizkuntza era egoki batean ikasten dugu : bizitza errealarekin zerikusia duten egoeren bizipenaren bidez eta era sistematizatuagoaren bidez ere.
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22. Hizkuntzaren jabetze prozesua
Gela ez da testuinguru naturala
Hemen datza CLIL-ek daukan interesa.
Lo que CLIL nos puede ofrecer es una situación en la que la lengua se desarrolle de manera más natural, desarrollo que se apoya en otros aprendizajes y a la vez los apoya usando la lengua de una manera que es natural en el aula y así estimulando la motivación del alumno.
Es esta naturalidad de los contextos lo que parece ser la razón fundamental del éxito y la importancia de CLIL como metodología para el aprendizaje significativo de la lengua y del contenido curricular usado.
David Marsh , Continuing Education Centre, University of Jyväskylä, Finland
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23. Hizkuntza eta erabilpena
Hizkuntza erabiltzeko abilezia ez datza bakarrik hitzetan, edo gramatika-ezagupenetan eta esaldi borobiletan.
Hizkuntzaren bidez komunikatzeko gaitasuna eraginkorra izan daiteke neurri batean gramatika ahula bada ere, hiztegi murritza ba dugu ere eta ahozkera pobrea bada ere.
Ahalbideratu eta diseinatu behar ditugu egoerak eta atazak gure ikasleek lehen bait lehen hizkuntza erabiltzen hasteko.
ejemplo
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24. Using languages to learn and learning to use languages
Hizkuntzak ikasteko erabili eta hizkuntzak erabiltzen ikasi
ESKERRIKASKO
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25. Websites
: Curriculum development for CLIL
: European Commission on CLIL
Books
Content and Foreign Language Integrated Learning, Contributions to Multilingualism in European Contexts , Linguistic Insights
Uncovering CLIL, Peeter Mehisto, Maria-Jesus Frigols and David Marsh, MacMillan
CLIL: Content and Language Integrated Learning, Do Coyle, Phillip Hood & David Marsh, Cambridge University Press
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26. Birthdays & Celebrations People around the world Ancient Civilisations
INEBI
1st Term
2nd Term
3rd Term
P 1
Animals
Birthdays & Celebrations
My Community
P 2
Water 1
Toys & Games
Famous Artists
P 3
My Body
Time
Famous Children
P 4
Water 2
My Family Tree
Famous Buildings
P 5
Climate
Settlements
People around the world
P 6
My Body Changes
Ancient Civilisations
The Universe
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27. BHINEBI SECONDARY 1 Europeans Unit 1: Europe: where we live
(Geography)
Unit 2: How did Europe come to be? (History)
Unit 3: Famous Europeans
(Applied Art&Science)
SECONDARY 2
Citizens of the world
Unit 1: Taking care of the Earth
(Earth Science)
Unit 2: Taking care of ourselves
(Health Science)
Unit 3: Taking care of others
(Political Science)
SECONDARY 3
Discovering myself
Unit 1: Become a writer
(Literature)
Unit 2: Become an artist
(Visual Arts&Design)
Unit 3: Become a musician
(Music)
SECONDARY 4
Discovering Universal Culture
Unit 1: Human Beliefs
(History of Religion)
Unit 2: Human thoughts
(Philosophy)
Unit 3: Human deeds
(Political Science)
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