CLILCLILContentContent andand languagelanguage

integratedintegrated learninglearning

WhatWhat isis CLILCLIL??

It is a dual-focused educational It is a dual-focused educational approach in which an additional approach in which an additional

language is used for the language is used for the learning and teaching of both learning and teaching of both

content and languagecontent and language..

(Marsh, 2008) (Marsh, 2008)

What is What is CLILCLIL??

In In CLILCLIL there is there is a focus NOT a focus NOT ONLY on ONLY on content and content and NOT ONLY on NOT ONLY on language. The language. The two are two are interwoven.interwoven.

CLILCLIL is not a is not a new form of new form of language language education, it is education, it is not a new form not a new form of subject of subject education. It is education. It is an innovative an innovative fusion of both.fusion of both.

ADJECTIVES for ADJECTIVES for CLILCLIL

FlexibleFlexible InclusiveInclusive TransferableTransferable HolisticHolistic

Where does Where does CLILCLIL come come from?from?

It was coined in 1994, but It was coined in 1994, but CLILCLIL--type programme is as old as type programme is as old as

education. It existed in ancient education. It existed in ancient Rome as it exists today in Rome as it exists today in

multilingual societies, created multilingual societies, created through mobility and educationthrough mobility and education

HOW HAS HOW HAS ITIT CHANGED CHANGED TODAY?TODAY?

What makes a difference What makes a difference today is the chance of having today is the chance of having a very large range of learners, a very large range of learners, not only those from privileged not only those from privileged

or elite backgroundsor elite backgrounds

THE CONTEXT FOR THE CONTEXT FOR CLILCLIL

INDUSTRIAL AGEINDUSTRIAL AGEo POWER BLOCKS POWER BLOCKS

(countries, societies, (countries, societies, educational systems)educational systems)

o TERRITORY (marked TERRITORY (marked by borders and by borders and boundaries)boundaries)

o An age marked by An age marked by STRATEGIES OF STRATEGIES OF POSITION, as well as POSITION, as well as PHYSICALLY BASED PHYSICALLY BASED RESOURCESRESOURCES

KNOWLEDGE AGEKNOWLEDGE AGE Knowledge triangle Knowledge triangle EDUCATION EDUCATION

RESEARCH INNOVATIONRESEARCH INNOVATION

Focus on: Focus on: IDEAS IDEAS CREATIVITY CREATIVITY INTELLIGENCEINTELLIGENCE

An aged marked by 2 main An aged marked by 2 main strategies: MOVEMENT and strategies: MOVEMENT and UNLIMITED RESOURCESUNLIMITED RESOURCES

The demands of the presentThe demands of the present By the mid-90s globalization had an impact on By the mid-90s globalization had an impact on WHO WHO learns learns

WHICHWHICH language, language, AT WHAT STAGE AT WHAT STAGE of their development of their development and in and in WHICH WAY. WHICH WAY.

2 AIMS2 AIMS:: to achieve the best possible results in the shortest to achieve the best possible results in the shortest time AND to get better results in content teachingtime AND to get better results in content teaching

MindsetMindset

The Generation The Generation

YY (1982-2001)(1982-2001)

Focused on Focused on immediacy as in immediacy as in

“learn as you use, “learn as you use, use as you learn”use as you learn”

The Cyber The Cyber GenerationGeneration (after 2001)(after 2001)

Influenced by their own Influenced by their own early, personal, early, personal,

hands-on experience hands-on experience with integrated with integrated

technologiestechnologies

CLILCLIL theoretical backgroundtheoretical background The cognitive revolutionThe cognitive revolution ((Broadbent 1958; Broadbent 1958;

Neurosciences at present)Neurosciences at present)

The constructivist perspectiveThe constructivist perspective (Bruner, (Bruner, PiagetPiaget, , Vygotskj + Ceri at presentVygotskj + Ceri at present))

Multiple intelligencesMultiple intelligences (Gardner) Learner (Gardner) Learner autonomy (Gredler, Kukla) Language-learning strategies autonomy (Gredler, Kukla) Language-learning strategies (Oxford, 1990)(Oxford, 1990)

CONSEQUENCESCONSEQUENCES

FOCUS onFOCUS on

MOTIVATIONMOTIVATION

FOCUS onFOCUS on

LEARNERS’ LEARNERS’ INVOLVEMENINVOLVEMENT IN THEIR T IN THEIR EDUCATIONEDUCATION

IntegrationIntegration

the non-the non-language language

subject is not subject is not taught taught ININ a a

foreign foreign language, but language, but

WITHWITH and and THROUGHTHROUGH a a

foreign foreign languagelanguage

It is a process It is a process of of

CONVERGENCE CONVERGENCE -fusions of -fusions of

elements elements previously previously

fragmented- fragmented- (subjects in the (subjects in the

curriculum)curriculum)

CLILCLIL content goalscontent goals are supported are supported by by language goalslanguage goals

In addition to a focus on content and In addition to a focus on content and language there is a third elementlanguage there is a third element

The development of The development of learning skillslearning skills

CLIL as a form of CLIL as a form of convergenceconvergence

A newly emerged “integrated” subject A newly emerged “integrated” subject (topics from chemistry, economics, (topics from chemistry, economics, geography, physics, even psychology)geography, physics, even psychology)

To structure this new subject teachers To structure this new subject teachers had to climb out of their individual had to climb out of their individual mindsets, to explore ways of building an mindsets, to explore ways of building an INTEGRATED curriculumINTEGRATED curriculum

An example: An example: ENVIRONMENTAL STUDIESENVIRONMENTAL STUDIES

Another example: CLILAnother example: CLIL

In the 90s, In the 90s,

the need for the need for language language awareness awareness made made teachers look teachers look for solutionsfor solutions

Language teaching Language teaching while learning while learning other subjects other subjects

more exposuremore exposure

Better communicative Better communicative competence competence

Higher levels of Higher levels of authenticity, to authenticity, to increase motivationincrease motivation

CONVERGENCECONVERGENCE

It is a process which It is a process which involves pooling involves pooling skillsskills and and

knowledgeknowledge to change to change existing practice and to existing practice and to

activate forms of activate forms of innovationinnovation

WHO?WHO?

CLILCLIL classroom practice classroom practice

Makes learners active. They develop Makes learners active. They develop their potential for get knowledge and their potential for get knowledge and skills skills (EDUCATION)(EDUCATION) through a process through a process

of enquiry of enquiry (RESEARCH)(RESEARCH).. They use They use complex cognitive processes and complex cognitive processes and instruments for problem solving instruments for problem solving

(INNOVATION)(INNOVATION)..

The knowledge triangle The knowledge triangle

In In CLILCLIL classroom practiceclassroom practice

The TEACHER The TEACHER no longerno longer

the DONOR the DONOR of knowledge,of knowledge,

rather rather aa FACILITATORFACILITATOR

STUDENTSSTUDENTS are are empoweredempowered. .

They are actively They are actively engaged. They useengaged. They use

PERCEPTIONPERCEPTION COMMUNICATIONCOMMUNICATION REASONINGREASONING as individuals and as as individuals and as

a group of peersa group of peers

BumpsBumps in the road to good in the road to good practice in practice in CLILCLIL

Grasping the Grasping the concept and concept and grappling with grappling with misconceptiomisconceptionsns

AttitudeAttitude

InterferingInterfering with with content acquisitioncontent acquisition

Suitable for Suitable for the the brightestbrightest students students

Just-in-caseJust-in-case approach approach

BumpsBumps in the road to good in the road to good practice in practice in CLILCLIL

The shortage of CLIL teachersThe shortage of CLIL teachers

Greater workload for teachers; Greater workload for teachers; shortage of materialsshortage of materials

School administrators understanding School administrators understanding the implications of CLIL programmingthe implications of CLIL programming

The many faces of The many faces of CLILCLIL

Language showersLanguage showers CLIL campsCLIL camps Student exchangesStudent exchanges Local projectsLocal projects International International

projectsprojects Family staysFamily stays ModulesModules

Work-study abroadWork-study abroad One or more subjectsOne or more subjects Partial immersionPartial immersion Total immersionTotal immersion Two-way-immersionTwo-way-immersion Double immersionDouble immersion

Language showersLanguage showers For students between 4-For students between 4-

10 years old10 years old Between 30 minutes/1 Between 30 minutes/1

hour of exposure per dayhour of exposure per day Strategies:Strategies: games, games,

songs, visual, realia and songs, visual, realia and handling of objects and handling of objects and movementsmovements

Teacher:Teacher: speaks in speaks in CLILCLIL languagelanguage

Goals:Goals: **be aware of the be aware of the existence of different existence of different languages, languages, **be prepared be prepared for language learningfor language learning

Suggested Suggested activities:activities:

Routine activities Routine activities (lunchtime, get (lunchtime, get dressed)dressed)

Strategies:Strategies: repetition, miming, repetition, miming, gesturing pointing, gesturing pointing, songs to teach new songs to teach new vocabularyvocabulary

CLIL campsCLIL camps

For students coming For students coming from one schoolfrom one school

Purpose-designed Purpose-designed location location

Length:Length: 5 days 5 days Organization:Organization: **students students

are sub-divided into are sub-divided into teams,teams,**there are rules there are rules (all participants must (all participants must use the use the CLILCLIL language), language),** could be a system of could be a system of tokens and finestokens and fines

Goals:Goals: **experience experience success in living in a success in living in a second-language second-language environment,environment,**have fun have fun and associate the and associate the CLILCLIL language with an language with an enjoyable experience,enjoyable experience,* * motivate students to motivate students to continue second-continue second-language study,language study,**inspire inspire students to continue students to continue learning the learning the CLILCLIL languagelanguage

International projectsInternational projects

Need to lead to Need to lead to concrete concrete accomplishments accomplishments and enable students and enable students to connect with new to connect with new ideas, sources and ideas, sources and peoplepeople

Schools can either Schools can either join existing projects join existing projects or create a project or create a project of their ownof their own

Goals:Goals: **help students help students assume greater assume greater responsibility for their responsibility for their learning, learning, **motivate students, motivate students, **create opportunities for create opportunities for contact and communication contact and communication with other speakers of the with other speakers of the CLILCLIL language, language,** develop develop skills in communication, skills in communication, information and information and communication technologies, communication technologies, teamwork and problem teamwork and problem solving, solving, **develop reasoning, develop reasoning, enquiry, critical and creative enquiry, critical and creative thinking and evaluation skillsthinking and evaluation skills

Total immersion Total immersion programmesprogrammes

Begin in kindergarten or Begin in kindergarten or during the first year of during the first year of schoolschool

The curriculum is The curriculum is delivered through the delivered through the medium of the first medium of the first languagelanguage

Teacher: *Teacher: *speaks the speaks the immersion language, immersion language, **puts stress on puts stress on communication skills communication skills (emphasis on fluency than (emphasis on fluency than on accuracy)on accuracy)

Strategies:Strategies: repetition and repetition and gesturesgestures

Language:Language: presented presented systematically and systematically and unsystematicallyunsystematically

Goals:Goals: **functional functional fluency in a second fluency in a second language, language, **development of their development of their mother tongue, mother tongue, **curriculum curriculum expectations in all expectations in all subjects, subjects, **an an appreciation on their appreciation on their own culture (s) and the own culture (s) and the culture (s) related to culture (s) related to the immersion the immersion languagelanguage