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

2. 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

3. What are text types?

7. Roderick Motril Aguirre, 2016

8. Roderick Motril Aguirre, 2016

9. Roderick Motril Aguirre, 2016

10. Roderick Motril Aguirre, 2016

11. 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).

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

13. What are the different text types?

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

15. 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

16. 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

17. 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

18. 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

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

20. 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

21. 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

22. COMMUNICATION
Culture
COGNITION
CONTENT

23. 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

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

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

26. 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

27. 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

28. 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)

29. 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

30. 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

31. 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

32. 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

33. Conclusion and implications

34. 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.

35. 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.

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

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

39. Thank you