KRISTA IRELAND December 15th , 2010

1. Practical Methodological Applications of CLIL and TIL • 2nd Conference on Foreign Languages • A Realistic Approach • Pamplona-Iruña2010 KRISTA IRELANDDecember 15th , 2010

2. Congratulationsfor forming part of a top team of pioneering professionals ! Thank you for being here today!

3. Multilingualism in Europe & Spain Look how far we have come! • Post WWII: Top Priority ! • Ensure peace • + • rebuild Europe • Education • Languages • Mobility • Pre-WWII Education: • Minimum literacy. • Elitist higher education. • Little language learning. • The Grammar-translation. • Democratic transition.

4. 1.4 What have we learned? Creating Plurilingual schools is a challenge. Plurilingual settings require a great deal of implication from staff, parents, students, school council, etc. Requires planning and organization. Requires a high standard of professional training. Motivates the rest of the school to participate in foreign language activities and try new teaching practices. Facilitates the training of students to integrate as citizens while fomenting tolerance, respect for other cultures Reflections from Rosa María de Castro Director IES San Juan Bautista British Council MEC Madrid

5. Where to start? Today’s session… • Understanding CLIL and TIL • Planning the use of spaces. • Sharing in the staffroom. • Meeting and coordination tips. • Choosing the right materials. • Planning for personalized lessons that caters to the context and diversity. This looks good !

6. 1. Howdoes CLIL work? • In a CLIL lesson, thesubject defines thelanguagethatisused. • The target languageisusedbothtolearnaboutthesubject and tocommunicate. • Studentsacquirelanguagethroughexposure. • Support can beofferedthroughfocusedinstruction in a languageclass in some cases. • The centre, as well as theLanguage and Content teacherscoordinateto plan thebuilding of knowledge. • Thisprovides a sucessfullearningfoundation.

7. 1. What are some CLIL models? MAINLY LINGUISTIC CLIL MAINLY CONTENT-BASED CLIL CONTENT-BASEDCLIL LINGUISTIC CLIL Content topics Minimum Curricular requirements LANGUAGE CONTENT 1 CLIL Methodology and background

8. 1. Typical CLIL and TIL subjects? Arts and crafts Science, geography and history Music Physical Education

9. 1.Understanding CLIL and TIL DecretosForales 24 /2007 25/2007 Include the linguistic realities of both of the following methodologies : • CLIL: Organized instruction of Content Teaching in another language = learning by doing. • TIL: Integrating Language Learning and Content learning via Topics, subject areas, project work, genres, etc.

10. 1. Whatdoes TIL look like? • Coordinated topic units: • Science: The forest • English: The Giving Tree • Art: Landscapes and symmetry • Math: Lines and angles in nature • Physical Education: Hiking and climbing as sports

11. 1. How de we plan for CLIL and TIL? Thisrequires quite a bit of ORGANIZATION AND PLANNING!

12. 2. Planning the use of spaces • Map out the use your school spaces: • for project work and art displays. • for outdoor projects like a fish pond & gardening. • to have specific rooms for subjects when a lot of hands-on materials are needed: science, art , computer room & music. • by considering Ietting children change classes. • by minimizing the amount of TEACHER changes from pavilion to pavilion. • use a suitcase with wheels to transport materials. • use a portable computer, speakers & white board.

13. 2. Planningthe use of spaces • Manage classrooms to create environments. • Why do we only apply Corners theory to classrooms at Infant level? • Computer corner • Super star corner: extra worksheets box: extension and revision points • Rest & reading corner

14. 3. Sharing in the staffroom Plan your teacher’s room to share materials. • 3-ring binders for lesson plans/flashcards. • Hangers or clips & a rack for posters. • Sign out sheets for materials. • Have all computers connected to Intranet. • Timing sheet with unit coordination & yearly planning. Plan for the unpredictable too!

15. 4. Meeting & coordination tips • Plan weekly and monthly coordination meetings. • Agree that everyone will help. Set tasks. • Designate a chairperson by term /month to share responsibilities and keep meetings moving. • Previously plan & distribute an agenda to stay on track in meetings & class. • Contact & share materials with each other by e-mail such as interesting web-sites, blogs, chats, File-dropper, etc. • Have common files in a digital medium such as Intranet and / or print files to keep materials. • Consider a peer-observation calendar and in-house teacher training sessions. • Use your Richmond-Santillanamaterials be a core foundation. Let’s plan to do this hands-on experiment for unit 3.

16. 4. Choosing the right materials • What is the role of a text book? To guide & facilitate coordination and materials selection. • What is the role of the teacher? To coordinate for their centre and adequate materials for students.

17. CLIL and TIL FOR PRIMARY

18. ICT resource for Essential Science 3rd cycle: has 1 Web Quest per term Includes ICT lesson plans & photocopiable maps.

19. Richmond World Facts Readers 1-6 Your classroom library with teaching suggestions, Worksheets and project ideas! CD audio with every book! • This collection helps to: • reinforce science contents. • foment literacy. • integrates key competences.

20. 6. Planning personalized lessons Planning to get the most out of your classroom materials

21. 1. Introduction: CLIL in Spain today Howtoturnan idea intoreality…. First comes thought; thenorganization of thatthought, into ideas and plans; thentransformation of thoseplansintoreality. Thebeginning, as youwill observe, is in yourimagination. -Napoleon Hill

22. Planning units: basic lesson structures • PPP lesson = Presentation, Practice & Production • Project or Skills lesson = Pre-skills / project task, while doing skill / project task and post skill /project task • ICT= Hands-on interaction: blogs, web pages, reference, webquests, etc. • http://projects.edtech.sandi.net/grant/insects/ • TTT = Test, Teach, test • Indirect or direct • Diagnostic, formative, and summative • Ts-Ss, Self-evaluation, Peer Evaluation, Ss-Ts

23. Your weekly lesson-unit planning

24. Planning • Planning your sessions is easy. • Attend Ss needs by “lifting” from the page. • Make sure it can be easily followed by others. • Use the following model to outline steps for sessions and materials. • T’s-evaluation tool: once you give the lesson, write notes in red pen: what went well, what could you change? • Share your lesson plans on-line and via print copies in 3-ring binders.

25. CP Miguel Porcel Palma : Anexcellent PPP lesson • Look at the picture and predict what this lesson might be about. • While watching the lesson, map different stages of the teacher’s original lesson plan. Fill in the ACTVITY STAGES. http://www.youtube.com/watch?v=OWF1djKCY3M&feature=related

26. Steps to coordinate • Practice adapting / planning your own sessions. • First, get into pairs and look at your resources. • Brainstorm contents, language and activites while keeping context in mind. • Transfer the info to your lesson/unit worksheet.

27. Thank you for your participation today! 'Do not go where the path may lead; go instead where there is no path and leave a trail'. Ralph Waldo Emerson

28. PleaseFeel free toReach me at…KristaIrelandirelandk@santillana.es

29. CLIL Bibliography • Bialystok, E. 2004. «The impact of bilingualism on language and literacy development». In Bhatia, T.; Ritchie W. (eds.). The Handbook of Bilingualism. Oxford: Blackwell, 577-601. • Dalton-Puffer, C. 2007a. Discourse in Content and Language Integrated Learning (CLIL). Amsterdam: John Benjamins Publishing. • Dalton-Puffer, C. 2007b. Research on CLIL-where do we stand? Paper presented at the Universidad Autónoma de Madrid, March 2007. • Dafouz, E. Núñez, B. y Sancho, C. 2007. Analysing Stance in a CLIL university context: non-native speaker use of personal pronouns and modal verbs, in International Journal of Bilingual Education and Bilingualism. Vol. 10 (5). Special Issue on CLIL. Clevendon, England: Multi-lingual Matters. 647-662 • Escobar, C. y Pérez Vidal, C. 2004. Teacher Education for the implementation of Content and language integrated learning approach (CLIL) in the School System en Wilkinson, R. (ed) Integrating Content and Language. Meeting the challenge of a Multilingual Higher Education. Maastrich: Maastrich University Press. Pp. 402-415. • Genesee, F. 1987. Learning through two languages: Studies of immersion and bilingual education. Cambridge MA: Newbury House. • Krashen, S. 1985. The Input Hypothesis: Issues and Implications. Longman, New York. • Llinares, A. and Whittaker, R.(in press). Teaching and learning history in secondary CLIL classrooms:From speaking to writing. En Dafouz, E. y Guerrini, M. (eds) CLIL across Educational Levels. Experiences from primary, secondary and tertiary contexts. Londres: Richmond Santillana.

30. CLIL Bibliography (cont.) • Lyster, R. 2007. Learning and teaching languages through content. Amsterdam: John Benjamins. • Marsh, D. 2001. Using Languages to learn and learning to use languages. • Marsh, D. 2002. «The relevance and potential of content and language integrated learning (CLIL) for achieving MT+2 in Europe». Euro-Pérez Vidal, C. y CampanaleGrilloni, N. (eds.) 2005. Content and Language Integrated Learning in Europe. Teaching materials for use in the secondary school classroom. Barcelona: GráficasRevenaque. • Pérez Vidal, C. 2007.‘The European Framework of Reference: The Portfolio.’ En Usó, J. and Ruiz-Madrid, N., eds. • Pedagogical reflections on learning languages in instructed settings. Cambridge: Cambridge Scholar Press. • Pérez Vidal, C. 2008. ‘El EnfoqueIntegrado de Contenidos y Lengua en Europa.’Aula de InnovaciónEducativa, 168, pp.7-17. • Schmitt, N. (ed.) (2002) An Introduction to Applied Linguistics. London: Arnold. • Van de Craen, P.; Lochtman K.; Ceuleers, E.; Mondt, K.; Allain, L. 2007. «An interdisciplinary approach to CLIL learning in primary schools in Brussels». In Dalton-Puffer, C.; Smit, U. (eds.). Empirical Perspectives on CLIL Classroom Discourse. Frankfurt am Main: Peter Lang, 253-274. • Vollmer et al.2006. Subject-specific competence in and language use of CLIL learners: the case of Geography in grade 10 of secondary schools in Germany. Paper presented at the ESSE8 Conference in London, 29 August 2006. • Wildhage, M. y Otten, E. 2003. «Content and Language Integrated Learning», in Praxis des bilingualenUnterrichts, eds M Wildhage and E Otten, Cornelson, Berlin, pp. 12-45.