1. TRAINING THE CLIL TEACHER: an inservice model John and Liz McMahon+

2. Objective of this presentation
To describe a 3 phase inservice CLIL training course for Maths and Science teachers

3. Objectives of the training course
To provide inservice CLIL training for state school teachers of Science and Maths, with the long term objective of
developing their learners’ English
to enable them to operate in a global work/study environment.

4. Course Structure

5. Phase 1 – General English
Objectives:
To help the teachers improve their language to CEF B1
Content:
Mainstream GE course with the addition of a lexical and skills syllabus oriented towards Maths + Science
Use of loop input techniques to raise awareness of good language teaching practice.
Length of GE course determined by level on entry.

6. Phase Two – Classroom Language Course
Objectives:
To increase the teachers’ confidence in using English to manage and run their classes and interact with their students.

7. To raise the teachers’ awareness of the value of maximising their students exposure to English.

8. To further develop the teachers’ confidence in using Maths/Science vocabulary as outlined in the Curriculum.

9. Language layers
SHOW HO Traffic transcript: learning opps for vocab (excuse) + structure (much v many)

10. CL course: Syllabus English for Personal Interaction
English for Classroom Routines
English for Giving Instructions
Asking Questions and Eliciting
English for Monitoring and Feedback
Developing Content Vocabulary
Creating a Language rich Environment
Use of L1
HO: categorising sentences

13. Phase 3
Objectives:
To raise teachers’ awareness of the linguistic & methodological implications of CLIL.
To observe teaching and evaluate how well teachers assimilate and use CLIL methodology.
Mention 60 hours, modules

14. Phase 3: CLIL Phase 3: CLIL
Overall thread: identifying language demands and providing language support
CALP
Input content derived from national curriculum

15. CLIL: Module Structure
Session 1: demonstration lesson with focus on skill/task design/group work/vocabulary
Session 2 : analysis of LD & LS in the lesson
Sessions 3 + 4: Application and practice.
HOs: Samples of lesson plans

16. Assessment Assessment Reflective tasks Microteaching
Classroom-based observations 16

17. Contextual Variables Pedagogic & linguistic competence
Sociocultural constraints
Modes of delivery
Joint vision of stakeholders 17