CLIL Methodology PDF

CLIL Methodology Guiding Principles Lesson Planning Course Instructor: PhD., Kymbat SMAKOVA  Three types of bilingual education (Budvytyte-Gudiene and Toleikien, 2008). Immersion CLIL Submersion In ‘immersion’, education is orientated to teaching a country’...

CLIL Methodology Guiding Principles Lesson Planning Course Instructor: PhD., Kymbat SMAKOVA  Three types of bilingual education (Budvytyte-Gudiene and Toleikien, 2008). Immersion CLIL Submersion In ‘immersion’, education is orientated to teaching a country’s other language (e.g. Canada, Belgium, Ireland, Luxembourg, Malta, Finland and Switzerland) or regional language (Slovenia and United Kingdom). Here, a language that is not the language of the larger society is the medium of instruction (Admiraal et al. 2006). The language is often the other official language of the country.  Students are immersed in the second language during all of the subjects. However, not much attention is spend on the language itself as it is considers the target language for granted. Language for the content, linguistic, semantic, pragmatic support for the content and exam. ‘Submersion’ relates to the linguistic and cultural integration of migrants (the linguistic minority). the linguistic and cultural integration of migrants Here, language minority children are taught in the language of the majority group, with the aim of developing skills in the language that may be foreign to them but which is needed for access to the curriculum and daily life inside and outside school (Admiraal et al. 2006).  Is it Immersion, Submersion or CLIL? In a biology class conducted in English, students not only learn about cellular structures and functions but also develop language skills through discussions, presentations, and written assignments. The content (biology) and language (English) are seamlessly integrated, enhancing both subject knowledge and language proficiency simultaneously.  CLIL A non-English speaking student relocating to an English-speaking country and enrolling in a regular English-medium school. The student is placed in mainstream classes where English is the primary language of instruction. SUBMERSION In a Spanish language program in the United States, elementary school students learn various subjects, such as math and science, in Spanish. The teacher, a native Spanish speaker, conducts lessons entirely in Spanish. The goal is for students to not only grasp academic content but also develop fluency in Spanish through consistent exposure and interaction in the target language. IMMERSION  History of CLIL The term was created in 1994 by David Marsh Countries that practice CLIL: The Netherlands since 2007 Slovakia since 2008 Germany since 2000 (but bilingual schools from 1960) Finland since 1996 Hungary since 1997 Czech Republic since 1998 Poland since 1999  CLIL founder born in Australia educated in the UK now works in Finland He has extensive experience of teacher development, research and consultancy in a range of different countries like Africa, Europe and Asia. He is still fully active in the issues of CLIL. Any particular CLIL model or methodology needs to consider the relative value/importance of the parameters below.  How do you understand 4Cs of CLIL? Content Communication Cognition Culture  Coyle’s 4 Cs of CLIL for planning lessons CONTENT What is the science topic? COMMUNICATION What science language will learners communicate during the lesson? COGNITION What thinking skills are demanded of learners in the science lesson? CULTURE (COMMUNITY/CITIZENSHIP) Is there a cultural focus in the lesson?  Content Language Integrated Learning Language teachers: Subject teachers: (need to feel confident about their knowledge (need to feel confident about their EL level) and skills related to the subject) 1) Need to be able to present and explain concepts 1) Need to know how to explain scientific in their subject area clearly concepts and applications of science 2) Check pronunciation of subject-specific 2) Be prepared to answer questions about vocabulary scientific concepts which may be 3) Be able to use appropriate classroom language unfamiliar to the learners 3) Widen their knowledge of science vocabulary and pronunciation Both need to be confident: 1) they are aware of methodology; 2) How to select teaching materials 3) How to plan the teaching process 4) How to assess  all teachers are teachers of language ' (The Bullock Report - A Language for Life, 1975)  Classroom principles Some of the basic principles of CLIL are that in the CLIL classroom: Language is used to learn as well as to communicate It is the subject matter which determines the language needed to learn.  CLIL Strategies 1. Provide a holistic educational experience ( Activating a prior knowledge, sustainable learning ) 2. Set your goals ( Meaningful, challenging and authentic) 3. Build your scaffolding 4. Check your students are involved ( rich interaction and pushed output Collaborative tasks) 5. Adapt to differing cognitive levels ( Make it H.O.T. (High Order Thinking)) 6. Be aware of classroom culture ( Adding the (Inter-)cultural Dimension ) 7. Remember the 4 C’s 8. Support learning 9. Assessment 10. Reflection Meyer, (2010)  A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following: Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum Communication - Using language to learn whilst learning to use language Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.  Coyle’s 4 Cs of CLIL for planning lessons CONTENT What is the science topic? COMMUNICATION What science language will learners communicate during the lesson? COGNITION What thinking skills are demanded of learners in the science lesson? CULTURE (COMMUNITY/CITIZENSHIP) Is there a cultural focus in the lesson?  In a CLIL lesson, all four language skills should be combined. The skills are seen thus: Listening is a normal input activity, vital for language learning Reading , using meaningful material, is the major source of input Speaking focuses on fluency. Accuracy is seen as subordinate Writing is a series of lexical activities through which grammar is recycled.  For teachers from an ELT background, CLIL lessons exhibit the following characteristics: Integrate language and skills, and receptive and productive skills Lessons are often based on reading or listening texts / passages The language focus in a lesson does not consider structural grading Language is functional and dictated by the context of the subject Language is approached lexically rather than grammatically Learner styles are taken into account in task types.  Lesson framework A CLIL lesson looks at content and language in equal measure, and often follows a four-stage framework. The CLIL Pyramid (Meyer,2010)  Advantages The model enables multifocal lesson planning: content, communication, cognition and culture are inextricably linked. Higher order thinking skills become an integral part of CLIL lessons. Scaffolding, study skills, and learning strategies are essential parts of the planning and teaching process. The model raises awareness for multi-modal input. It accommodates individual learning styles and leads to highly differentiated lessons and materials. It is very flexible regarding various models of interaction/cooperation (individual/pair/group work). Intercultural communication is taken seriously.  References: Coyle, D. (2005). Planning Tools for Teachers. Nottingham: University of Nottingham Coyle, D. (2006). Content and Language Integrated Learning: Motivating learners and teachers. Scottish Languages Review, 13, 1-18. Available at http://blocs.xtec.cat/clilpractiques1/files/2008/11/slrcoyle.pdf Meyer, O. (2010). Towards quality-CLIL: successful planning and teaching strategies. PULS, 33, 11-29