1. “ To CLIL or not to CLIL ” Final IES “Fuentesaúco”

2. To CLIL or not to CLILTo CLIL or not to CLIL 1. What does the education system need to implement CLIL methodology? - Government commitment and planning: - To introduce foreign language (L2) at all educational levels. - To prepare teachers in CLIL methodology.

3. 2.1 Is it possible to increase subject knowledge and enhance L2 proficiency using CLIL in secondary schools? - CLIL is not THE answer but it offers an alternative to be explored by learners, teacher and trainers. - Using CLIL requires motivated teachers and motivated learners. - The benefits are interesting enough even amongst the least capable in the classroom. To CLIL or not to CLILTo CLIL or not to CLIL IES “Fuentesaúco”

4. 2.2 How much learning in another language would you expect? - It is expected that our pupils achieve a level which demonstrates at least that they have acquired basic English language skills. - Everything depends on what we decide to try and achieve, and on the availability of resources. To CLIL or not to CLILTo CLIL or not to CLIL IES “Fuentesaúco”

5. 3. How do I make sure that students are acquiring the concepts and vocabulary required in the curriculum? - Different types of exercises. - Check list. - Debate / presentations. - Summary of the lesson. To CLIL or not to CLILTo CLIL or not to CLIL IES “Fuentesaúco”

6. 4. The socio-cultural perspective language conclusions and multifaceted tool of CLIL after two years working. 4.1. CLIL is a powerful language and teaching tool that potentially: - improves and facilitates conversation in L2; - facilitates the teacher the task of promoting effective participation; - increases the speed of learning; - improves the quality of teaching and presentation; - integrates the planning and preparation of the resources required; - enhances co-operation and collaboration. To CLIL or not to CLILTo CLIL or not to CLIL

7. 4. The socio-cultural perspective language conclusions and multifaceted tool of CLIL after two years working. 4.2. Dealing with CLIL’s means: - Integration into the school; - Communicative approach, based on “classroom discourse” and peer conversation; - Basic skills to make interpersonal communication more integrated; - Foreign language proficiency. To CLIL or not to CLILTo CLIL or not to CLIL IES “Fuentesaúco”

8. 4. The socio-cultural perspective language conclusions and multifaceted tool of CLIL after two years working. 4.3. Tools - Discussing guiding principles for learning. - Definition of aims and objectives of CLIL teaching program. - Taking into account the culture/citizenship implications - Identify the communication (language) needed to carry out the tasks by the learners - Use of appropriate related teaching strategies – how to support learners - Use the sheet to analyze the teaching materials and/or tasks To CLIL or not to CLILTo CLIL or not to CLIL IES “Fuentesaúco”

9. 5. What are the benefits to my institution using CLIL? - Higher motivation in both teachers and students. - Acquire more language skills. - Greater access to trans-national initiatives. - An advantage in setting up international links. - Give a head start or advantage to students looking to make their way in Europe as well as in the world. - CLIL has a positive impact on the institution’s profile and reputation To CLIL or not to CLILTo CLIL or not to CLIL IES “Fuentesaúco”

10. The End