CLIL PDF - Content and Language Integrated Learning

Here's the conversion of the image into a markdown format, maintaining structure, transcribing text, and converting math formulas to LaTeX. # CLIL ## Content and Language Integrated Learning ### What differences between traditional language teaching and CBI can you enumerate? #### Traditional lang...

Here's the conversion of the image into a markdown format, maintaining structure, transcribing text, and converting math formulas to LaTeX. # CLIL ## Content and Language Integrated Learning ### What differences between traditional language teaching and CBI can you enumerate? #### Traditional language teaching vs. CBI/CLIL | Traditional Language teaching | CBI/CLIL | | :----------------------------------------------------- | :------------------------------------ | | - language acquisition vs. cognitive development | - non-language content | | - separating language from content | - acquisition of knowledge in school | | - communicative competence (grammar + communicative functions) | / vocational subjects; - Cognitive; / metacognitive development; | | | - diversified situations; - Motivational value; | --- ### CLIL – introductory definition "... a generic term to describe all types of provision in which a second language (a foreign, regional or minority language and/or another official state language) is used to teach certain subjects in the curriculum other than language lessons themselves" *(Eurydice, 2006, p. 8; Coyle, 2007, p. 545).* --- ### Main interests in CLIL development * Designing programmes used in multilingual populations (Canada, USA). * Improving foreign language learning (Europe, Asia). * Introducing innovations in education/close relation to reform movements. * Providing grounds for efficient school practice. --- ### A variety of terms used worldwide * CBI: Content-based instruction. * CBLT: Content-based language learning. * CBLL: Content-based language learning. * Content-based second language instruction. * Content-based ESL instruction. * Content-based RSL instruction. * Language and content integration. * Integrated language and content instruction. --- ### Other terms * Bilingual Education. * Languages across the curriculum. * Language for Specific Purposes. * Immersion programmes. --- ### Polish equivalents * Content-based language learning - *nauczanie języka przez treść* * Integrated content and language learning/(CLIL) - *zintegrowane kształcenie przedmiotowo-językowe/zintegrowane nauczanie języka i treści* --- ### CLIL vs. immersion programmes * CLIL instruction found to be "strongly European-oriented" - additional language is used to teach content area subjects (Wiesemes 2009) * Immersion programmes - a second or regional language * The goal of integrating content and language instruction - both CLIL and North American immersion programmes (Lyster and Ballinger 2011) --- ### French immersion programmes in Canada * Academic instruction delivered in French to English-speaking students * Early immersion - starts in kindergarten. * Delayed immersion - elementary school (9-10). * Late immersion - ages 11-14 * Total French immersion - first 3 years, English G4 * Partial French immersion - about 50% --- ### French immersion programmes in Canada – characteristics * A modified speech register - slower, more content-embedded, and grammatically-simplified. * L2 used to communicate about school routines. * Students discouraged from translating information presented in the L2. * Information presented in the L2. * Formal, direct instruction in the L2 provided in language arts periods. --- ### French immersion programmes in Canada - The main goals * Advanced levels of functional proficiency in French – L2 reading, writing, speaking and listening * Age-appropriate levels of English – L1 competence * Appropriate levels of academic achievement in non-language subjects * Intercultural understanding --- ### CLIL in Europe CLIL - plurilingual education in Europe - 5 dimensions: * Culture: CULTIX * Environment: ENTIX * Language: LANTIX * Content: CONTIX * Learning: LEARNTIX --- ### Reasons for introducing CLIL in Europe CLIL helps to attain EU objectives: * Context: globalization, international certification * Content: multiple perspectives, authentic texts, academic skills for future studies, for working life. * Language: overall competence, awareness of L1 and CLIL language, learner self-confidence. * Learning - motivation, diversified methods, learning strategies, autonomy * Culture - intercultural competence, understanding, tolerance, learning about neighbouring countries (Coyle, Hood, Marsh 2010) --- ### Core elements shared by all CLIL varieties in Europe. Describes 5 boxes with the words content, language, learning, culture and transnational environment. --- ### CBI - primary objective A primary objective of CBI over other CLT approaches is that using subject matter as the content for language learning maximizes learners' exposure to the second language (Wesche and Skehan, 2002:220)." --- ### Content-based programmes * Weak forms - stress on communicative competence, organized around selected information and skills. * Strong form - stress on knowledge acquisition by the medium of L2, ESL learners work with native learners or attend sheltered courses (separate content courses for ESL learners) (Wesche and Skehan, 2002). --- ### Content based programmes * CONTENT-DRIVEN: total /partial immersion course * LANGUAGE DRIVEN: language classes with thematic units/with content used for language practice * CONTENT COURSES + LANGUAGE CLASSES (Lyster and Ballinger 2011 ) --- ### Basic CLIL curricular models in Poland. * Extensive English Language Medium Instruction (Polish – translating terms, summarising concepts) * Partial English Language Medium Instruction (code- switching English – Polish – 50% of each). * Limited English Language Medium Instruction (code - swiching English-Polish – 10-50% devoted to E) * Specific Eglish Language Medium Instruction (code-switching English - Polish – limited time devoted to E) --- ### CLIL in Europe and in Poland * What subjects are taught in the CLIL curriculum in mainstream provision in primary education? * Any subject may be chosen from among those on offer * Science subjects * Creative, sports or environmental activities * No CLIL provision or solely in pilot projects ### CLIL in Europe and in Poland * What qualifications are required for teaching in CLIL provision in primary education? * The basic qualification(s) of a fully qualified teacher is required. * basic qualification(s) of a fully qualified teacher + further forms of certified evidence in CLIL provision in which the target language is: * A foreign language * A regional or minority language * No CLIL provision --- ### The advantages of CLIL **CLIL Compendium** * DEVELOP INTERCULTURAL COMMUNICATION SKILLS * PREPARE FOR INTERNATIONALISATION * PROVIDE OPPORTUNITIES TO STUDY CONTENT THROUGH DIFFERENT PERSPECTIVES * ACCESS SUBJECT-SPECIFIC TARGET LANGUAGE TERMINOLOGY * IMPROVE OVERALL TARGET LANGUAGE COMPETENCE * DEVELOP ORAL COMMUNICATION SKILLS * DIVERSIFY METHODS & FORMS OF CLASSROOM PRACTICE * INCREASE LEARNER MOTIVATION * www.clilcompendium.com --- ### CLIL - Potential challenges **Difficulties in implementing CBI/CLIL** * lack of suitable materials (age groups) * selecting and sequencing language elements on the basis of content criteria. * matching content with language structures/functions * recruiting teachers * evaluating learners' progress (academic development, acquiring language, learning content) **CBI/CLIL – the teacher's obligations** * content and language objectives - clearly selected, defined and displayed to students * supplementary materials extensively used * content - adapted to the level of ss' proficiency * concepts - referred to ss' background knowledge and learning experience * key concept vocabulary emphasized * opportunities for strategy use provided * tasks - academic, clearly explained --- ### D. Coyle '4cs' model (2007) Integrating content and language learning – a holistic view. * content – subject matter * communication – language learning and using * cognition – learning and thinking processes * culture – intercultural understanding, global citizenship. The image shows 4 words arranged in a circle, content, communication, cognition and culture with the word context around it. --- ### Introduction of CLIL in Europe - summary * A variety of names for a variety of situations. * CLIL often part of school provision but not on a broad scale. * Predominance of English. * No clear preference for any particular subjects. * The need for teacher training more focused on CLIL.