Introduction to CLIL Methodology PDF

Introduction to CLIL Methodology Course Instructor: PhD., Kymbat SMAKOVA  OVERVIEW What is CLIL? What CLIL is NOT Comparison of language teaching and CLIL The 5C principles of CLIL  What is CLIL? CLIL: Conten...

Introduction to CLIL Methodology Course Instructor: PhD., Kymbat SMAKOVA  OVERVIEW What is CLIL? What CLIL is NOT Comparison of language teaching and CLIL The 5C principles of CLIL  What is CLIL? CLIL: Content and Language Integrated Learning DEFINITION: “An evolving educational approach to teaching and learning where subjects are taught through the medium of a non-native language.” (- TKT CLIL handbook, 2010) ‘CLIL is an approach in which a foreign language is used as a tool in the learning of a non-language subject in which both language and the subject have a joint role.’ (Marsh in Coyle: 2006)  What is CLIL? CLIL has a dual educational focus with an objective of helping learners acquire both language skills and disciplinary content knowledge. CLIL approach is action-oriented, task-based and student-centered. It aims at combining language practice and specific content delivery and fosters foreign language and intercultural competence acquisition.  Main aims: Acquire knowledge using target language Acquire necessary skills in the target language Acquire necessary skills in the mother tongue Understand and value both cultures Develop cognitive and social skills 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). 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  What CLIL is NOT CLIL is not a means of simplifying content or reteaching something students already know in a new language. CLIL courses should truly integrate the language and If I teach Language content in order to be successful – and Pedagogy in success is determined when both the English, is it CLIL? subject matter and language is learned. Simply teaching in a foreign language English for Specific Purposes, English for Specific Academic Purposes, content-based instruction (CBI) and immersion programs  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. https://davidmarsh.education/  Any particular CLIL model or methodology needs to consider the relative value/importance of the parameters below.  CLIL Principles Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum Communication (and collaboration)- Using language to learn whilst learning to use language Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language Culture (community) - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self. Competence – Designing lessons that are oriented to developing learner competences (in terms of 21st century life skills and ICC)  Coyle’s 4 Cs of CLIL for planning lessons CONTENT What is the science topic? What science language will COMMUNICATION learners communicate during the lesson? What thinking skills are COGNITION demanded of learners in the science lesson? CULTURE (COMMUNITY/CITIZENSH Is there a cultural focus in the IP) lesson? CLIL Principles in Action  Content Language Integrated Learning Language teachers: Subject teachers: (need to feel confident about their (need to feel confident about their EL knowledge and skills related to the level) subject) 1) Need to be able to present and 1) Need to know how to explain explain concepts in their subject scientific concepts and area clearly applications of science 2) Check pronunciation of 2) Be prepared to answer subject-specific vocabulary questions about scientific 3) Be able to use appropriate concepts which may be 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 What theories is CLIL based on? Cognitive Theories (Sweller, 1988; Bloom, 1956) Sociocultural Theory (Vygotsky) Constructivism (Piaget, 1963; Bruner, 1990) Communicative Language Teaching (CLT) Second Language Acquisition (SLA) Theories (Krashen, 1982) Content-Based Instruction (CBI)  Cognitive Load Theory (Sweller, 1988): CLIL relies on managing cognitive load by balancing content difficulty and language challenges. Teachers must ensure that students are not overwhelmed by the dual demands of learning new content and language, using scaffolding to make the content more accessible. Bloom’s Taxonomy (Bloom, 1956): CLIL encourages higher-order thinking skills, pushing learners beyond simple recall to applying, analyzing, and evaluating content in a second language. https://juliaec.files.wordpress.com/2011/04/blooms_taxonomy.jpg The Revised Taxonomy (2001) THEORY OF LEARNING Sociocultural Theory (Vygotsky): Zone of Proximal Development (ZPD): CLIL emphasizes guided learning through scaffolding and peer collaboration, allowing learners to achieve more with support than they would independently. Teachers act as facilitators, providing just enough assistance to push students beyond their current level. Social Interaction: Learning is seen as a socially mediated process. In CLIL, group work and classroom interaction promote both language and content learning through meaningful exchanges, aligning with Vygotsky's belief in learning through interaction. Learning by Doing: CLIL aligns with constructivist principles by involving students in active learning through projects, problem-solving, and inquiry-based tasks. Students construct knowledge by engaging with both language and content in real-world contexts. Scaffolding (Bruner): CLIL lessons provide scaffolded support, gradually removing assistance as students become more proficient, allowing them to build on prior knowledge and skills. THEORY OF LEARNING Krashen’s Input Hypothesis: CLIL incorporates comprehensible input by presenting content in a way that is slightly beyond the current proficiency level of the students (i+1), pushing them to understand new content with language just beyond their current ability.  SCAFFOLDING To make language affordable for students, language has to be supported. This language support is called scaffolding.  COMPETENCE (the 5th C) Questions and Learning Objectives F IN O K LS G Creating IN VE TH LE Evaluating Analyzing Applying Understanding Remembering Image credit: http://www.petersfieldsquashclub.org.uk/default.aspx?id=12  CRITICAL THINKING in CLIL What is CT? What CT is not? Why teach CT? Why don't people think critically?  Why Teach Critical Thinking It is worth teaching critical thinking because the personal benefits to the students, their employers, and society more generally are high. Wise personal decisions, Useful decisions within our vocational pursuits Decisions we make as citizens of a democracy, or about how to be part of the society  Benefits of CLIL. It... 1. Builds intercultural knowledge and understanding 2. Develops intercultural communication skills 3. Improves language competence and oral communication skills 4. Develops multilingual interests and attitudes 5. Provides opportunities to study content through different perspectives 6. Allows learners more contact with the target language 7. Does not require extra teaching hours 8. Complements other subjects rather than competes with them 9. Diversifies methods and forms of classroom practice 10. Increases learners' motivation and confidence in both the language and the subject being taught (http://ec.europa.eu/languages/language-teaching/content-and-language-integrated-le arning_en.htm)  What is Hard (or Strong) CLIL? In the CLIL literature, a difference is made between hard and soft CLIL. In hard CLIL, subject content in a subject class is taught through the CLIL language, usually by a native speaker of the L1. Ball et al. (2015) define hard CLIL as “a form of subject teaching in L2 which highlights academic achievement within the subject and treats language development as important, but as a bonus”. This is CLIL where the teaching and learning is focused primarily on the subject content and so is content-driven. This means that the subject content is given primary focus, this applies to both content and the administrative implications. Hard CLIL places the primary emphasis on teaching subject content (e.g., science, geography) in the target language, with students expected to master the subject material while also learning the language. For example, a school that uses total immersion – where the academic (and possibly social) medium is in the new language – would operate under a strong version of CLIL and favoursubject concepts and skills in the language being taught.  What is Soft (or Weak) CLIL? T In soft CLIL, content from any subject class is used in a language class (Ball, 2009, Bentley, 2010), while other researchers stress that soft CLIL “may be offered for a short period, …. and it will only occupy a portion of the hours available to the subject”. In soft CLIL, there is emphasis on the subject and on the language. Soft CLIL is also used to describe the “broad linguistic aims that a language teacher brings to the classroom”. Strictly speaking, one can consider soft CLIL as a version of EFL, in other words, soft CLIL might be seen as EFL covering subject content. The soft version of CLIL is one in which the teaching and learning is focused primarily on language and so is language-driven. A language-driven approach mean foreign language classes using more content than is typical of such programmes, or using didactic units which make greater use of subject-based content. The language-driven approach has language learning as its basic objective. Soft CLIL emphasizes language learning, using content subjects as a way to teach the target language. It is more flexible and focuses on improving language skills rather than deep content knowledge.  Bibliography Alberich, J. (2013 July 27). CLIL: a brief introduction. [video file]. Retrieved from https://www.youtube.com/watch?v=uIRZWn7-x2Y Bentley, K. (2010). The TKT course: CLIL module. Cambridge: Cambridge University Press. Bertaux, P., Coonan, C.M. Frigols-Martin, M.J., Mehiso. P. (2009). The CLIL teachers’ competences grid. Retrieved from http://tplusm.net/CLIL_Competences_Grid_31.12.09.pdf Bradbury, D. (2015). CLIL Workshop. [PowerPoint slides]. Bradbury, D. (2012). CLIL Workshop for BINUS UNIVERSITY [PowerPoint slides]. British Council (n.d.). CLIL: a lesson framework. Retrieved from http://www.teachingenglish.org.uk/article/clil-a-lesson-framework Cambridge University press ELT (2010 Nov 11). David Marsch on CLIL. [video file]. Retrieved from https://www.youtube.com/watch?v=-Czdg8-6mJA Coonan, C.M. (2013 Oct 29). The role of CLIL teachers. [video file]. Retrieved from https://www.youtube.com/watch?v=doN8oLApaSU Coyle, D., Hood, P. , & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press. Crawford, A., Saul, W., Mathews, S. & Makinster, J. (2005). Teaching and learning strategies for the thinking classroom. NY: The International Debate Education Association. CRLTatUMichigan. (2009 May 1). Deborah Ball: engaging students in large classes. Retrieved from https://www.youtube.com/watch?v=pPhCmvpPorU Dale, L. & Tanner, R. (2012). CLIL Activities: a resource for subjects and language teachers. Cambridge: Cambridge University Press. Matsuda, P.K. (2015). A writing workshop for teachers. [PowerPoint slides]. Matsuda, P.K. (2015). Teaching and Assessing English Writing in the Multilingual Contexts [PowerPoint slides]. Richards, J. (2013). Curriculum approaches in language teaching: forward, central, backward design. Retrieved from http://www.professorjackrichards.com/wp-content/uploads/Curriculum-Approach es-in-Language-Teaching.pdf University of Leon (2014 Dec 29). Teaching resources and evaluation tools to implement CLIL in the university. 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