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Annette Schaafsma Lecturer Language L earning and L anguage T eaching at

La Diva 2014 CLIL and HOTS Content and language integrated learning and high order thinking skills. Annette Schaafsma Lecturer Language L earning and L anguage T eaching at Utrecht T he Netherlands. Utrecht. Program.

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Annette Schaafsma Lecturer Language L earning and L anguage T eaching at

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  1. La Diva 2014CLIL and HOTSContent and language integrated learning and high order thinking skills.

  2. Annette Schaafsma Lecturer Language Learning andLanguage Teaching at Utrecht The Netherlands.

  3. Utrecht

  4. Program • This presentation is about four abbreviations: CLIL, HOTS, BICS , CALP.We will explore what teacher quality is needed to bring your pupils on a higher language level. • Language aquisitiontheory • Content and Language Integrated Learning • High order Thinking Skills • Teaching skills forinteraction • Practice

  5. Language acquisition theory • Input hypothesis (Krashen 1980) understanding: meaning • Output hypothesis (Swain 1985, 1995, 2005) or Interaction hypothesis (Long 1996) output: meaning + form

  6. Language and thinking opportunity Elaborate production at your own initiative = use present knowledge actively and creatively Discover what you need = add to knowledge

  7. Exercise 1 • Make pairs. • Choose a word: hairdryer, bicycle, mobile phone, toaster. • Tell eachotherwhatyou do with the object. • Describetoeachotherhowitworks. • Explainhowit is made.

  8. BICS and CALP • Basic Interpersonal Communication Skills (BICS) • Cognitive Academic Language Proficiency (CALP)

  9. BICS Interpersonal communication skills for everyday activities. The context supports the language.

  10. CALP Abstract language is less supported by the situation/context and is therefore more challenging and makes more demand on the pupils’ cognitive capacity. CALP stimulates the developement of language and thinking skills as analysis, synthesis, interpretation.

  11. Cummins’ quadrant

  12. Cummins (1996)

  13. CLIL • Content and Language IntegratedLearing • Content aims • Language aims • A chain is the circle of connected metal partsthatturns the weels of a bicycle. • A toaster worksbyapplying radiant heat directlyto a bread slide.

  14. CLIL • Richcontext:language- rich ( film, internet) and non language-rich ( items, illustrations). • Large amount of interaction: betweenpupils, between teacher andpupils, working in pairs andgroups. • Language support • Collaborativelearning

  15. Teaching Tip https://www.youtube.com/watch?v=xiQRbB9_1zs

  16. CLIL strategies • Meyer (2010) • Rich input: meaningful, challeging. Connectingdaily life of childrenand in their area of interest. • Scaffoldinglearning: help learnersto construct theirownlearning. Teachhow te learn. • Richinteraction en pushed output: communicativesituationsandmeaningful context.

  17. Adding the culturaledimension: realizethatother cultures tendtoseethingsdifferently, have different valuesandbeliefs. • Make it H.O.T. (high order thinking): create environments in whichchildren are engagedandchallenged. Let childrenexpress complex thoughts.

  18. Sustainablelearning: new knowledge must becomedeeplyrootedin childrens long-term memory. Passiveknowledge has tobeturnedintoactiveknowledge.

  19. Effective Teacher-Child Interactions http://youtu.be/2Hw0DbxOmJQ Teacher: I encourage language acquisition in conversation Child: The child displays signs of language acquisiton.

  20. Exercise 2 Checklists. How do you bring children to use a higher level of language?

  21. There’s Always Room for One More What content do you want todiscuss?

  22. Exercise 3 • Start with content selection. • 1. ………. • 2. …………. • 3. …………… • Make 5skinnyand fat questionsabout the book. • See checklist 3d, 3e, 4c, 4d

  23. Fat and skinny questions Skinny questions yield facts and are easy to answer in a few words. What is……… Fat questions Have more than one answer and help learners to think more deeply about input en speak longer. Can you tell me how….

  24. Summing up • CLIL • HOTS • BICS • CALP

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