Clil

CLIL

CONTENT AND LANGUAGE INTEGRATED LEARNING

WHAT IS CLIL?

A DIFFERENT VIEW

CLIL is a developing, flexible concept where content (eg non-language subject/s, cross-curricular themes and holistic issues) and foreign languages - are integrated in some kind of mutually beneficial way so as to provide motivating, value-added experiences to educational outcomes for a wide range of students.

University of Nottingham

A MODEL FOR INTEGRATION IN CLIL

THE FOUR CSCLIL HAS FOUR BASIC COMPONENTS, USUALLY CALLED ‘4CS’ .

THE 4C’S FRAMEWORKconditions Aims for the classroom

Content: learners create their own knowledge and developing skills.

Vocabulary, purpose,diagrams, tables, experiential activities, related to the child’s previous experiences

Cognition: learning and thinking in terms of learner’s linguistic demands.

Predicting outcomes, reaching conclusions, thinking skills, creating knowledge

Communication: interaction in the learning context.

Sharing, researching and comparing cultural contexts, scaffolding tasks, student talking time vs. teacher talking time

Culture: intercultural awareness is fundamental to CLIL.

Collaborative activities, cooperation, group tasks, respect for others

MAIN ASPECTS

Multiple focus – integration of subject and language teching, blending subjects and topics, out-of-class projects, analysis

Learning environment – typical tasks, lots of aids, overcoming fear, authentic materials

Authenticity – studet is the speaker, topics related to their needs, everyday life and interest; contacts with target language users; use of authentic materials

Active learning – students talk more, help to rephrase the outcomes, assess progress, co-operate, discuss. Teacher is a guide and provider.

Support structure – learning is based on prior knowledge, skills, attitudes, interests and experience; information is provided in student-friendly forms paying attention to different learning styles; critical and creative thinking is supported; new challenging tasks

IN A CLIL LESSON, ALL LANGUAGE SKILLS SHOULD BE COMBINED AND SEEN AS:

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.

LESSON FRAMEWORK

LESSON STAGES

checking previous knowledge; practicing content language; expanding vocabulary; consolidating knowledge; summarizing skills; applying the new knowledge; checking and correcting errors.

SAMPLE LISTENING TASKS Listen and label a diagram / picture / map /

graph / chart Listen and fill in a table Listen and make notes on specific information

(dates, figures, times) Listen and reorder information Listen and identify location / speakers Listen and label the stages of a process /

instructions / sequences Listen and fill in the gaps in a text