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UNIT 1

INTRODUCTION TO LEARNING CURRICULUM CONCEPTS THROUGH THE MEDIUM OF ANOTHER LANGUAGE (CLIL). UNIT 1. AIMS OF THE SESSION. Knowing what is CLIL. Kwowing its historical background. Understanding its rapid widespread around Europe and Spain. CONTENTS OF THE SESSION. Warm up activity

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UNIT 1

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  1. INTRODUCTION TO LEARNING CURRICULUM CONCEPTS THROUGH THE MEDIUM OF ANOTHER LANGUAGE (CLIL) UNIT 1 jsp2011-2012

  2. AIMS OF THE SESSION • Knowing what is CLIL. • Kwowing its historical background. • Understanding its rapid widespread around Europe and Spain. jsp2011-2012

  3. CONTENTS OF THE SESSION • Warm up activity • Teacher’sspeechontopic • History • Names • Definition • Reasons / advantages • Obstacles • EuropeanOrganisations • TheValencian Project • Debate ontopic • Implementation jsp2011-2012

  4. WARM UP • What makes CLIL so innovative? • Is CLIL a hindrance for the mother tongue? • What languages are usually taught? • Is CLIL just for gifted students? jsp2011-2012

  5. A BRIEF HISTORY (I) • International schools • Subjectstaught in one of theworld’smajoritylanguages (French, English, German, Spanish) • EU languagepolicy • Nativelanguage + twolanguages of theUnion jsp2011-2012

  6. A BRIEF HISTORY (II) • 1990: Lingua Program • 1993: Language Learning for European Citizenship. • 1995: European White Paper on Education and Training. • 1996: EuroCLIC Network, the term CLIL introduced, “Learning and Teaching Non-language Subjects through a Foreign Language”. • 2001: availability of a comprehensive typology of European CLIL • 2002: European Year of Languages. CLIL Compendium. • 2004: Action Plan for the Promotion of Language Learning & Linguistic Diversity • 2005: The Potential of Plurilingual Education symposium jsp2011-2012

  7. CLIP CBI CBLI CBLT EAC EAL EMI FLIP FLAME LAC TCTE TETC TCFL DFI BCT CLIL MANY NAMES jsp2011-2012

  8. DEFINITION • Teaching subjects to students through a foreign language (David Marsh, 1994). • All types of provision in which a second language is used to teach certain subjects in the curriculum other than the language lessons themselves (Eurydice Report, 2006). jsp2011-2012

  9. DAVID MARSH • David Marsh, UNICOM, Continuing Education Centre,  University of Jyväskylä, Finland • Since the 1980s: multilingualism & bilingual education • 1994: launching of the term CLIL. • 2002: The European Dimension: Actions, Trends and Foresight Potential.  • 2004-2006: compilation of the EC Action Plan: Promoting Language Learning & Linguistic Diversity.   • 2004: Special Educational Needs in Europe - The Teaching and Learning of Languages: Insights & Innovation. • 2008-2009: international research team about the evidence of links between multilingualism and creativity. • Up to 2010: Strategic Director for CCN (Europe). Educational development and research initiatives in the European Union & East Asia. jsp2011-2012

  10. WHY CLIL? • A tool for the promotion of foreign languages. • A tool for the promotion of minority languages. • Language acquistion is most effective: communicative approach. • Susbtantive basis for language learning: acquisition of new language structures. • Second language learning is an integral part of social and cognitive development in school settings. • It respects the specificity of language use. jsp2011-2012

  11. THE 4C’s FRAMEWORK • Coyle 1999, 2006 • Fourprinciples for planning a CLIL lesson • Content • Cognition • Communication • Culture jsp2011-2012

  12. THE 4C’s FRAMEWORK jsp2011-2012

  13. CLIL PYRAMID jsp2011-2012

  14. CLIL PYRAMID • Systematical, tried and testedsequence for planning CLIL units and materials. • Planning startswith content selection • Multimodal input to producedifferentiated materials. • Input-scaffoldingneeded. • Tasks: authenticcommunication. • Nature of the output jsp2011-2012

  15. GOOD CLIL PEDAGOGY jsp2011-2012

  16. THE FUTURE • CLIL requires a rethink of the traditional concepts of the language classroom and the language teacher. • Obstacles: • Subject teachers unwilling to take on the responsibility. • Most current CLIL programs are experimental. • A good deal of conscious learning is involved → skills from the subject teacher. • Lack of CLIL teacher-training programs. • Unnatural aspects: teaching of literature. • Parents jsp2011-2012

  17. EUROPEAN CLIL ORGANISATIONS • EuroCLIC: The European Network for Content and Language Integrated Classrooms. (www.euroclic.net) • TIE-CLIL: Translanguage in Europe. • CLIL Cascade Network: On-line community of CLIL practitioners and their professional partners who share ideas, experiences and resources. (www.ccn-clil.eu) jsp2011-2012

  18. VALENCIAN PLURILINGUAL PROGRAM • PEBE • Primary 1st Decree: DOGV July 14th, 1998 (1) • Primary current Decree: DOCV July 21st, 2007 (2) • Preprimary 1st Decree: DOGV August 21st, 2008 • Secondary current Decree: DOCV April 26th, 2010.(3) jsp2011-2012

  19. VALENCIAN PLURINGUAL PROGRAMS • Experimental. • Based on PIP or PEV program. • Subjects in foreignlanguage: maximum 2. • ValencianGovernmentaims: 30% • Now, underrevision and discussion. jsp2011-2012

  20. DEBATE ON TOPIC • Would you like to start a multilingual programme in your school? • How would you do it? • What results could you expect? jsp2011-2012

  21. HOW TO DO IT? • SchoolprojectacceptedbySchoolBoard and Staff. • Foreignlanguage = vehicular language. • Communicativeapproach. • LIL / CLIL. • Twoways: • subjectteacherusingEnglish as thelanguage of instruction (teacherswith “Capacitació”) • Subjectteacherwithoutforeignlanguageskills + Englishteacher (simultaneously) • Twohoursforcoordinating non-languageteacherswithlanguageteachers. • Teachersinvolved in theprojectmust prepare materials and share themwithotherteachers. jsp2011-2012

  22. Thankyou • http://cefire.edu.gva.es/ • www.clil-castello.wikispaces.com SEE YOU NEXT WEEK

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