CLIL triptic 4c

Jermaine S. McDougald / June 19, 2013

Content & Language Integrated Learning (CLIL) CLIL Tool Kit

Workshop

1 J. S. McDougald CLIL WORKSHOP Colegio

CAFAM

Suggested Agenda for session – (3) hours

approximately

Steps: • A quick look at CLIL? • A shared Vision of CLIL • Personalizing CLIL context • CLIL in the classroom: Planning a Unit • Latin American Journal of Content & Language

Integrated Learning – LACLIL

2 J. S. McDougald CLIL WORKSHOP Colegio CAFAM

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What is CLIL?

• An approach?

• A methodology?

• Nothing new?

• A philosophy?

• A process?

• Good?

J. S. McDougald CLIL WORKSHOP Colegio CAFAM

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Some other names…..

• Teaching Content Through English

• Teaching English Through Content

• Foreign Language Medium Instruction (FLMI)

• Teaching Through Foreign Languages (TTFL)

• Teaching Content in a Foreign Language (TCFL)

• Dual-focused Language Instruction

• Content-support ELT

• Adjunct / Linked Language courses

• Integration of Languages and Disciplines (BILD)

• Four-handed foreign language instruction

• Learning with Languages

• Learning through an additional language

• Foreign Language Immersion Program (FLIP)

• Plurilingual Instruction

• Foreign Languages Across the Curriculum (FLAC)

• Extended Second Language Learning

• Language-enhanced Content Instruction

• Integrated Curriculum

• Bridge Program

• Cross-Curricular Teaching

• Interdisciplinary Teaching

• Learning skills based ELT / ESP

• Content-based Instruction (CBI)

• Content-based Language Instruction (CLII)

• Content-based Language Teaching (CBLT)

• Integration of Content and Language

• Content and Language Integrated Classrooms

• English-enriched Content Teaching

• Content-enriched English Teaching

• English-focused Content Teaching

• Content-focused English Teaching

• Content-centered English Teaching

• English-centered Content Teaching

• Content-driven English Teaching

• English-driven Content Teaching

• English-sensitive Content Teaching

• Content-sensitive English Teaching

• Content-oriented Language Learning

• Content-infused Language Teaching

• Theme-based Language Teaching

• Topic-based Language Teaching

• Discipline-based ESL Instruction

• Sheltered Subject Matter Teaching


Why CLIL?

Offers opportunities for youngsters to use

another language different than their

mother tongue, more naturally, in a way

that they soon forget about the language and focus only on learning the topic.

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(Marsh,2000)


Why CLIL? cont.

• Since languages and content are mixed

together, there are 2 main aims:

1. Related to the subject, topic or theme

2. Linked to the language

Dual-Focused Education


CAFAM

A Shared vision of CLIL

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1. Questionnaire on attitudes, thoughts & experiences 2. What is our ideal classroom & what goes on in there? 3. In an ideal world what do we want our CLIL learners &

teachers to achieve 4. Establishing Global Goals – Colegio CAFAM

A shared vision of CLIL

• Task # 1: – In groups of 5

– Appointment a Spokesperson

– Add / take away 3 more visions

– Prioritize all 9 Visions • “A Diamond 9 Activity”

– Discuss reasons why

– Take Notes ….. Note Keeper

– Share your thoughts with Group

J. S. McDougald CLIL WORKSHOP Colegio

CAFAM 8

“A Diamond 9 Activity


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Global Goals for CLIL in CAFAM

• Now, these goals do not happen overnight • Who are the key players needed to form a CLIL teaching

team? • How can we communicate and share our ideas? • Do we have a shared vision for CLIL? If so, what is it? If not,

how can we construct one? • What is our ideal classroom and what goes on there? • In an ideal setting, what do we want our CLIL learners and

teachers to be able to achieve? • Have we achieved a vision of CLIL which is owned by the

group and which prioritizes different elements of our vision? (i.e. What are our global goals?)


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Analyzing & Personalizing CLIL

Context

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1. Identify fundamental building blocks 2. How do your ideas and skills contribute 3. Make your own Model of CLIL

Personalize your CLIL Context

• Make the model your own

• Create your own Global Goals

• Shared common belief


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Think aloud: Personalizing CLIL

• How can we as teachers share our ideas & skills?

• Is there a leadership support for CLIL? What are the implications of the support?

• Who is involved in the teaching & the learning? Subject teachers? Language teachers? General teachers? Assistants? All of these?

• What are the implications of the above for constructing your own CLIL model? (e.g. Which subjects, themes, topics and languages? Which learners, classes?)


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Think aloud: Personalizing CLIL

• What are the implications of the above for less capable learners?

• Does our CLIL program have a dominant language, subject or citizenship orientation or are these integrated? What are the implications?

• How do our global goals impact on our CLIL model?

• How do we involve the wider community, such as parents, careers and significant others?

• Have we agreed on contextual opportunities and constraints?


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Planning a Unit

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1. Tools needed - 4C’s 2. Mind Map 3. Lesson Plan Template 4. Blooms Taxonomy in Action

Planning a Unit

CLIL

Communication

Content Cognition

Culture

A 4Cs Approach to Integrated Curriculum

Planning

Teaching and Learning through a foreign language (English)18

The Language Triptych

The term “triptych” is used to identify an image consisting of three linked parts. It is advisable to familiarize the CLIL planning team with these elements before planning


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Tools


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Mind Map Template


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CLIL LESSON PLAN.docx


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Using Bloom's Taxonomy in Assignment Design


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Retrieved from https://mbhstraining.pbworks.com/w/page/27062818/Digital%2520Blooms

(Churches, A. 2009)


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https://mbhstraining.pbworks.com/w/page/27062818/Digital Blooms

https://mbhstraining.pbworks.com/w/page/27062818/Digital Blooms


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CAFAM

• LACLIL is a peer-reviewed, • Open-access journal

focused on CLIL (Content and Language Integrated Learning),

• Multilingualism, • Interculturality, • CALL (computer-assisted

language learning), • Throughout Latin America

and around the world

indexed by: Linguistics Abstracts Online, MLA Bibliography - Language, Linguistics and Literature, Google Scholar, the Directory of Open Access Journals (DOAJ), Open J-Gate & EBSCO


CAFAM

http://laclil.unisabana.edu.co/

References

• Coyle, D., P. Hood, and D. Marsh. 2010. CLIL: Content and language integrated learning. Cambridge, UK: Cambridge University Press.

• Eurydice, European Union Directorate-General for Education and Culture. (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: Eurydice European Unit. Retrieved 15 February 2010 from http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/071EN.pdf.

• Järvinen, H.-M. Language learning in content-based instruction. In A. Housen and M. Pierrard (Eds.). Investigations in instructed second language acquisition (pp. 433-456). Berlin: Walter de Gruyter, 2005. J. S. McDougald CLIL WORKSHOP Colegio

CAFAM 28

http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/071EN.pdf

http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/071EN.pdf

References

• McDougald, J. S. (2007). Instrucción Basada en el Contenido (CBI) para un programa universitario: una preocupación pedagógica de la universidad el bosque. Universidad el bosque. Unpublished Thesis.

• McDougald, J. S. (2009). The State of Language and Content Instruction in Colombia. Latin American Journal of Content and Language Integrated Learning, 2(2), 44–48. Retrieved from http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.15/2742


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http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.15/2742

http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.15/2742

Jermaine S. McDougald ELT Consultant

[email protected]

@jsmcdougald / @lacliljournal www.laclil.unisabana.edu.co

www.elscolombia.com /

http://www.litecolombia.com/

mailto:[email protected]

mailto:[email protected]

http://www.laclil.unisabana.edu.co/

http://www.elscolombia.com/

http://www.elscolombia.com/

http://www.litecolombia.com/

CLIL triptic 4c

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