Content and

Language Integrated

Learning (CLIL): A

response to

students' learning

needs.

Esp. Elizabeth Vides Orozco

Session outline:

1.Setting the scene

2.Literature review

3.Why content and language

integrated language learning?

4.Practical considerations in the

implementation of Content

Based Programs.

5.The process of designing a

theme-based models in EFL

context?

6.Suggestions for Content

Based materials

7. Issues in Content-Based

evaluation.

8.Conclusion

STORY

http://learnenglishkids.britishcouncil.org/en/mak

e-your-own/story-maker

Setting the scene

IED SOFIA

CAMARGO DE

LLERAS

• Public school

• Direct method

• General English

• Grammar oriented

• Failing.

• Not so fun of

learning English.

• National Bilingual

Program.

• Institutional

demands

• Learning needs

NEED ANALYSIS: NEEDS ASSESSMENT

ESP (English for Specific Purpose)

Needs assessment

- National bilingual

program

- Institution demands

- Students’learning

needs

• Communicative

skills

• Personal

development

topics

• Cognitive

strategies

• Socio affective

strategies

• No grammar

oriented classes

• Speaking skill/

strategies

• Different

assessment

CONTENT AND

LANGUAGEINTEGRATED

LEARNING INSTRUCTION

CLIL (CONTENT BASED)

LITERATURE REVIEW

LITERATURE REVIEW

Why content and language

integrated language learning?

It leads to high levels of language development and academic

achievement while providing students with worthwhile nd

interesting subject matters (brinton, Snow and Wesche: 2011)

GOOD CLIL PRACTICE IS DRIVEN BY COGNITION (Marsh, 2002)

Why content and language

integrated language learning?

It enhances both language and concept development

and promotes positive attitudes (Snow and Brinton,

1988ª).

Even though, learner language needs and interest may

not always concide, the use of informational content

which is percieved as relevant by the learner is

assumed by many to increase motivation in the

language course and thus to promote more effective

learning (Marsh, 2002)

Language should be taught through a focus on

contextualized use rather than on fragmented examples

of correct sentence level usage.

The learner will become aware of the larger discourse

level feature and the social interaction pattern which

are esential to effective laguage use, as well as of the

correct grammatical conventions.

Research: The input in the target language must be

understood by the learner (Krashen, 1985). Input will

serve for comprehension which is accomplised with the

help of cues from the situational and verbal context.

Input must contain new elements to be acquired

Practical considerations in the

implementation of Content Based

Programs.

Administrative issues

Program design

Student population

Content based teaching models

Staff development

Program evaluation

A basic premise of content based

teaching is that content should be

selected according to the needs and

interest of the learners.

In general, what criteria do you think should be

used in selecting content for language teaching

- List 2 general considerations for content

selection.

- Consider your own teaching situation or one

you expect to teach in, how these

considerations would interface with the

situation you have selected.

The process of designing a theme-

based models in EFL context?

THEME BASED (TOPIC BASED)

It refers to a language class in which the syllabus

is structured around themes or topics.

Topics are related to those students encounter in

their general educational curriculum.

Language teachers assume responsibility for

teaching the topic,they must be enthusiastic

enough to stimulate student interest

Skill course with the linguistic focus of the

instruction determined by the students’ needs,

their proficiency level and the degree to which

the content matter «maps» onto the course

objectives.

Suggestions for Content Based

materials

A very large range of text types.

Material chosen should be «exploitable (Shih,

1988):

Content authenticity.

Task authenticity

Interest level

Dififculty level

Availability

Accessibility

Textual aids

Supporting materials

Flexibility

Source

Issues in Content-Based evaluation

Language and content

Evaluating content langauge

Evaluating language knowledge and skills

FIVE BROAD CATEGORIES

Knowledge of elements of the liguistic codes

Knowledge of discourse

Interactive communication skills

Academic language use skills

Related study skills

Conclusion

CLIL is context specific.

It can be a very effective way of teach in school

contexts.

THANKS

COMMENTS

QUESTIONS