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CLIL

CLIL. Content and language integrated learning. What is CLIL ?. It is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language . (Marsh, 2008). What is CLIL ?.

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CLIL

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  1. CLIL Contentandlanguage integratedlearning

  2. WhatisCLIL? It is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. • (Marsh, 2008)

  3. WhatisCLIL? • In CLILthereis a focus NOT ONLY on content and NOT ONLY on language. The two are interwoven. • CLILisnot a newformoflanguageeducation, itisnot a newformofsubjecteducation. Itisan innovative fusionofboth.

  4. ADJECTIVES forCLIL • Flexible • Inclusive • Transferable • Holistic

  5. Where does CLILcome from? • It was coined in 1994, but CLIL-type programme is as old as education. It existed in ancient Rome as it exists today in multilingual societies, created through mobility and education

  6. HOW HAS ITCHANGED TODAY? • What makes a difference today is the chance of having a very large range of learners, not only those from privileged or elite backgrounds

  7. INDUSTRIAL AGE POWER BLOCKS (countries, societies, educational systems) TERRITORY (markedbyborders and boundaries) An agemarkedby STRATEGIES OF POSITION, aswellas PHYSICALLY BASED RESOURCES KNOWLEDGE AGE Knowledgetriangle EDUCATION RESEARCH INNOVATION Focus on: IDEAS CREATIVITY INTELLIGENCE An agedmarkedby 2 mainstrategies: MOVEMENT and UNLIMITED RESOURCES THE CONTEXT FOR CLIL

  8. The demands of the present • By the mid-90s globalization had an impact on WHO learns WHICHlanguage, AT WHAT STAGE of their development and in WHICH WAY. • 2 AIMS:to achieve the best possible results in the shortest time AND to get better results in content teaching

  9. The Generation Y(1982-2001) Focused on immediacy as in “learn as you use, use as you learn” The Cyber Generation (after 2001) Influenced by their own early, personal, hands-on experience with integrated technologies Mindset

  10. CLILtheoretical background • The cognitive revolution(Broadbent 1958; Neurosciences at present) • The constructivist perspective(Bruner, Piaget, Vygotskj + Ceri at present) • Multiple intelligences(Gardner) Learner autonomy (Gredler, Kukla) Language-learning strategies (Oxford, 1990)

  11. FOCUS on MOTIVATION FOCUS on LEARNERS’ INVOLVEMENT IN THEIR EDUCATION CONSEQUENCES

  12. the non-language subject is not taught INa foreign language, but WITHand THROUGHa foreign language It is a process of CONVERGENCE -fusions of elements previously fragmented- (subjects in the curriculum) Integration

  13. CLILcontent goals are supported by language goals In addition to a focus on content and language there is a third element The development of learning skills

  14. CLIL as a formofconvergence

  15. An example: ENVIRONMENTAL STUDIES • A newlyemerged “integrated” subject (topicsfromchemistry, economics, geography, physics, evenpsychology) • Tostructurethisnewsubjectteachershadtoclimb out oftheirindividualmindsets, toexplorewaysof building an INTEGRATED curriculum

  16. Anotherexample: CLIL • In the 90s, the needforlanguageawarenessmadeteachers look forsolutions • Languageteachingwhilelearningothersubjects • more exposure • Bettercommunicativecompetence • Higherlevelsofauthenticity, toincreasemotivation

  17. CONVERGENCE It is a process which involves pooling skills and knowledge to change existing practice and to activate forms of innovation WHO?

  18. Makeslearnersactive. Theydeveloptheirpotentialforgetknowledge and skills(EDUCATION)through a processofenquiry(RESEARCH).Theyusecomplex cognitive processes and instrumentsforproblemsolving(INNOVATION). The knowledgetriangle CLILclassroompractice

  19. The TEACHER no longer the DONOR ofknowledge, ratheraFACILITATOR STUDENTS are empowered. They are activelyengaged. Theyuse PERCEPTION COMMUNICATION REASONING asindividuals and as a groupofpeers In CLILclassroompractice

  20. Grasping the concept and grappling with misconceptions Attitude Interfering with content acquisition Suitable for the brightest students Just-in-case approach Bumps in the road to good practice in CLIL

  21. Bumps in the road to good practice in CLIL • The shortage of CLIL teachers • Greater workload for teachers; shortage of materials • School administrators understanding the implications of CLIL programming

  22. Language showers CLIL camps Student exchanges Local projects International projects Family stays Modules Work-study abroad One or more subjects Partial immersion Total immersion Two-way-immersion Double immersion The many faces of CLIL

  23. For students between 4-10 years old Between 30 minutes/1 hour of exposure per day Strategies: games, songs, visual, realia and handling of objects and movements Teacher: speaks in CLIL language Goals:*be aware of the existence of different languages, *be prepared for language learning Suggested activities: Routine activities (lunchtime, get dressed) Strategies: repetition, miming, gesturing pointing, songs to teach new vocabulary Language showers

  24. For students coming from one school Purpose-designed location Length: 5 days Organization:*students are sub-divided into teams,*there are rules (all participants must use the CLIL language),* could be a system of tokens and fines Goals:*experience success in living in a second-language environment,*have fun and associate the CLIL language with an enjoyable experience,* motivate students to continue second-language study,*inspire students to continue learning the CLIL language CLIL camps

  25. Need to lead to concrete accomplishments and enable students to connect with new ideas, sources and people Schools can either join existing projects or create a project of their own Goals:*help students assume greater responsibility for their learning, *motivate students, *create opportunities for contact and communication with other speakers of the CLIL language,* develop skills in communication, information and communication technologies, teamwork and problem solving, *develop reasoning, enquiry, critical and creative thinking and evaluation skills International projects

  26. Begin in kindergarten or during the first year of school The curriculum is delivered through the medium of the first language Teacher: *speaks the immersion language, *puts stress on communication skills (emphasis on fluency than on accuracy) Strategies: repetition and gestures Language: presented systematically and unsystematically Goals:*functional fluency in a second language, *development of their mother tongue, *curriculum expectations in all subjects, *an appreciation on their own culture (s) and the culture (s) related to the immersion language Total immersion programmes

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