1. CLIL The focus on language for learning (what it is and how to access it) Embedding Language in Tasks - Identifying the language - Deciding how to deal with the language Keith Kelly keithpkelly@yahoo.co.uk

4. Cummins diagram of communicative dimensions

5. BICS and CALP

6. Embedded context

7. Embedded context (and language)

8. Language - 3rd Dimension

9. Sample students

10. Sample Student E Student E - cognitively challenged, doesn't know topic, has L2. Ideal CLIL student?

11. CLIL Skills Cube 1) conceptual skills 2) procedural skills 3) linguistic skills

12. Activity Description The teacher asked the pupils to investigate the relationship between the size of a jar in which a candle burns and the length of time for which it burns. The pupils then analysed their results and explained them using scientific knowledge. They evaluated their methods and suggested improvements.

13. What language? List the language features of the task you just discussed.

14. Assessment Level 5 … When the investigation involves a fair test, they identify key factors to be considered. Where appropriate, they make predictions based on their scientific knowledge and understanding. They select apparatus for a range of tasks and plan to use it effectively. They make a series of observations, comparisons or measurements with precision appropriate to the task. They begin to repeat observations and measurements and to offer simple explanations for any differences they encounter. They record observations and measurements systematically and, where appropriate, present data as line graphs. They draw conclusions that are consistent with the evidence and begin to relate these to scientific knowledge and understanding. They make practical suggestions about how their working methods could be improved. They use appropriate scientific language and conventions to communicate quantitative and qualitative data.

15. Sample Work 1

16. Language

17. International Baccalaureate

18. A conceptual framework Many learners in IB programmes have rich and complex multilingual backgrounds. This means a large number of learners must access the majority of an IB programme curriculum in a language other than their mother tongue. A thorough understanding of how this situation impacts on learning is essential if schools are to ensure that the value of the learner diversity is not lost, that there is equal access to the curriculum for all learners and that the standards of conditions and practices in place foster a successful teaching and learning environment for everyone. …a conceptual framework of language and learning that is applicable to all IB learners. The particular implications for schools in guaranteeing equal access to an IB programme for learners who are learning in a language other than their mother tongue are also described.