Enhancing Learning Through CLIL Methodology

1. Content and Language Integrated Learning Lynn W. Zimmerman, PhD English Language Fellow AleksanderXhuvani University Elbasan, Albania https://lwzimmerman.wordpress.com/poland-workshop-materials-may-2015/ Lynn.Zimmerman@trainingexpress.es

2. CLIL • Content and Language Integrated Learning • teaching subjects such as science, history and geography to students through a foreign language • simultaneous learning of content and a foreign language

3. Why CLIL? • Language acquisition • Authenticity • Motivation • Increased exposure to English • Increased vocabulary • Improvement of oral skills

4. Adapting Tasks and Materials • Adapting tasks and materials so that learners can understand what they have to do and can demonstrate what they know • Focus on language • Help students notice and correct errors

5. Aspects of CLIL • Activating prior knowledge • Activating higher order thinking skills (HOTS) • Creative thinking skills - to solve problems and to think of new ideas. • Critical thinking skills • to help learners determine the accuracy, or authenticity of something • to give them the ability to look for reasons and alternatives

6. Differentiation • Support for learners who are either less able • often require modified input, such as simplified texts or additional visual support • may also need modified output, such as answering fewer questions • More able learners • encouraged, for example, to check work, support peers and do extension activities

7. Scaffolding • Temporary support which is gradually removed so learners can eventually work without it. • Supports for carrying out activities and solving problems • simplifying tasks by breaking them down into smaller steps • keeping learners focused on completing the task by reminding them of what the goal is • showing other ways of doing tasks • using substitution tables and writing frames

8. Graphic (Visual) Organizers • Help learners remember new information by making thinking visual. • By writing down or drawing ideas they can easily make connections. • Can also promote co-operative learning with learners working together to complete a task

9. Assessment Criteria • How well a learner has achieved the learning outcomes • Content objectives • Language objectives

10. CLIL, Reading and Listening, and the Common European Framework • B1 - Can understand the main points of clear standard input on familiar matters regularly encountered at work, school, leisure, etc. • B2 - Can understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of specialization. • C1 - Can understand a wide range of demanding longer texts and recognize implicit meaning.

11. CLIL, Writing, and the Common European Framework • B1 – can produce simple connected text on topics which are familiar or of personal interest • B2 - can produce clear, detailed text on a wide range of subjects • C1 - can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices

12. CLIL, Speaking, and the Common European Framework • B1 - Can describe experiences and events, dreams, hopes, and ambitions and briefly give reasons and explanations for opinions and plans. • B2 - Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain on either party. • C1 - Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use the language flexibly and effectively for social, academic, and professional purposes.

13. Reference • Ur, P. (2012). A course in English language teaching. Cambridge: Cambridge University Press.