CLIL- Content and language integrated learning

Нуракаева Л.Т.

«Centre for Educational Programs»

IMPLEMENTATION OF TRILINGUAL EDUCATION AT NIS

Trilingual education policy

Guides for schools onimplementation of Trilingual Education

Guides for teachers (CLIL, team teaching, languages immersion)

Literature review on International Research2

AEO Development Strategy 2020

WHAT IS THE TRILINGUAL EDUCATION POLICY?

“ Trilingual education in Nazarbayev Intellectual Schools supports the acquisition of Kazakh, Russian and English as distinct subjects and, also, the use of these languages as a medium of instruction for non-language subjects to promote both language learning and content learning.”

Further information: • Trilingual Education Policy for

Nazarbayev Intellectual Schools

• Subject programmes (sections 3, 5, 8 & 9)

KAZAKH

RUSSIAN

ENGLISH

World History

Computer Science

Biol

ogy

Econ

omic

s

Glo

bal

pers

pect

ives

Chem

istr

y

Mat

h

Phys

ics

• His

tory

of K

azak

hsta

n

Kaza

khst

an in

the

mod

ern

wor

ld

Geo

grap

hy

• Bas

ics

of

• Law

Wor

ld

cogn

itio

n

Com

pute

r Sc

ienc

e

Literature

LANGUAGE-SUBJECT INTEGRATION

What is CLIL?

CLIL advantages

4 Cs Framework

Main concepts

How to use at the lesson?

CLIL teacher

Outline

CLIL is a dual-focused teaching approach in which an additional language is used for the learning and teaching of both content and language.CLIL has a dual (integrated) aim: learning of the subject matter (content) and learning of the (second/foreign/target) language used as the medium of instruction for the content

What is CLIL ?

CLIL advantages

• develops confident learners

• enhances academic cognitive processes and communication skills

• encourages intercultural understanding and community values

• learners become more sensitive to vocabulary and ideas presented in their first language as well as in the target language

• learners gain more extensive and varied vocabulary in the target language

• learners reach proficiency levels in all four skills of L, S, W,R

4 Cs Framework

CONTENT

(subject matter)

COMMUNICATION

(language learning and

using)

COGNITION

(learning and thinking

processes)

CULTURE (developing intercultural

understanding and global citizenship)

MAIN CONCEPTS

BICS(Basic

Interpersonal Communicative

Skills)

CALP (Cognitive Academic Language

Proficiency)

MAIN CONCEPTS

HOTs

LOTs

AT THE LESSON

Affective filter hypothesis

Activate previous /

prior knowledge

Comprehensible input

SST

Give wait time

Text

Use gestures

What is elliptical?

So, you see, the orbit of a

planet is elliptical

What is orbit?

What is planet?

DIFFERENTIATION

SCAFFOLDING

Enunciate clearly

Ensure that input

is comprehe

nsible

Design appropriate lessons with both content

and language objectives

Limit use of

idiomatic expression

sSpeak more slowly

Check for

student attention

Repeat, rephrase,

and expand to maintain comprehens

ion

Make instructi

on appropri

ate to student fluency levels

Adjust lesson pace to

students’ language proficien

cy

LOTS & HOTS

Think/pair/

share

Give feedback

CLIL teachers

«All teachers are language teachers»

The Bullock Report – A Language for Life, 1975.

Language Content

CLIL teacher

CONCLUSION

Online Forum

http://cep-forum.nis.edu.kz/index.php

Tool for:

Accessing information Sharing resources Discussion of

practiceGiving feedback on

the programmes

You can get your login and password from your school’s IT specialist.

THANK YOU for your attention!