Download - Clil session for Applied Linguistics class
Content and Language
Integrated Learning
CLIL attack
Activity 1. Mind map of the research article
• Divide the paper in the group.• Establish the main factors of the paper.• Summarize what you perceive as the main
items of the paper.• Present the map
What drives the core-features?
THINKING drives the teaching/learning process;COGNITION drives the good CLIL practice.
THINKING = COGNITIONIt is the mental faculty of knowing which includes:Perceiving RecognizingJudgingReasoningConceivingimagining
CLIL GOALS• The holistic development of learners;• To guide students towards becoming
capable and motivated;• To form independent students• To put the focus on SUBSTANCE• Not only provide with new information but
also permit the connection between that new information and the existing knowldge, skills and attitudes.
CLIL MODELMEANING-MAKING is both a personal
and social process (COMUNITY)The new knowledge and skills develop
through: Personal and cooperative reflection
(COGNITION)A communicative process
(COMMUNICATION)
THE FOUR PRINCIPLES
• These principles can serve as a reference point for lessons planning
• They contribute to successful outcomes
COGNITION
COMMUNITY – CONTENT - COMMUNICATION
How does CLIL work for students?
CLIL classes work:To create life experiences;To tap into the innate language
learning ability we all have.
Communication and learning take place in the CLIL language
Conceptual map for understanding CLIL: holistic, symbiotic view
(developed by Do Coyle)context
context
context
context
culture
culture
culture
content
communication
cognition
Language Triptych
Three interrelated types of language
• L of learning – content obligatory language related to the subject theme or topic
• L for learning – language needed to operate in foreign language environment (for pair/ group work, asking questions, debating, etc.)
• L through learning- new language that cannot be planned. This emerging language needs to be captured, recycled and developed so that it becomes a part of a learner’s repertoire
Lexical rather than grammatical approach
• Language that has real purpose and is dictated by the context of the subject
• Attention to collocations, semi-fixed expressions, set phrases and subject specific and academic vocabulary
• Chunks of language that can be picked up and used immediately
• There is no grading for language!• Learners are not afraid to make mistakes• Learner styles are taken into account
Benefits of CLIL• The whole that is greater than the sum of the parts
(synergy effect)• Accelerates learning• Is authentic• Nurtures a feel good (fun!) and can do attitude • Fires the brain up, fires the neurons, rejuvenates
teaching • Serves as a platform for ultimate students’ interest in
other languages and cultures• Gives feelings of professional satisfaction and
cooperation to teachers• Parents are for it• Beneficial for the school
Discouraging factors/ limitations• CLIL is complex• There is no single model for CLIL – the context is
to be taken into account• Who is to teach CLIL (language or subject
teachers), and how to combine both?• New concepts are always difficult to accept• Threat to the native language, if any? Do
academic language and terminology develop?• Insufficient understanding of content through
the medium of foreign language• CLIL methodology and assessment are not clear –
teachers have to be supported• Teacher overload, shortage of materials
Current ELT interest in CLIL
• CLIL programs are becoming common place in numerous countries in Europe (Austria, Finland, Spain (all subjects in Basque country), the Netherlands)
• Language teachers help subject teachers. The aim is to have subject teachers teaching CLIL by themselves.
CLIL lessons around the world
• http://www.youtube.com/watch?v=uAJSzSTUNT0&feature=related
• http://www.youtube.com/watch?v=-J-s_OCc8zw&feature=related
• http://www.youtube.com/watch?v=RYsG52Vw5do&feature=related
• http://www.youtube.com/watch?v=KsSGFsgWNVg&feature=related
Sources
• Book: “Uncovering CLIL”,by Peter Mehisto, Maria-Jesus Frigols, and David Marsh. (Chapter 2: Getting ready for CLIL)
• Youtube lessons
superheroes
What is a superheroe?
Do they exist?
Explain why yes or not
Identify the heroe by his/her logo
Recognize superheroes powersRecognize superheroes powers
The New Superheroes
Answer the following questions
1. Which are the new powers of superheroes?2. Why do you consider old superheroes have
changed?3. What can you infer in Superman, Batman and
Aquaman´s reactions?1. Why were they excited?2. Why is Batman questioned about his superpowers?3. Why is Ben highlighted by the other superheroes?
• Draw him/her• He/she should have one Colombian
characteristic• Explain his/her superpowers• Explain briefly his/her story• Name and describe his/her enemies
Create your own superheroe for Colombian
problems
Thank youLet`s change the world