Mltaqclilpresentationfinal 141019174039 Conversion Gate02

Developing a lesson using CLIL

An introduction to CLILContent and Language Integrated LearningSURYA PRAKASH.SUSARLASurya PrakashHow it all started

Surya PrakashTodays presentationWhat is CLIL?How to CLIL (a very quick example!)Benefits and challengesQuestions?Surya PrakashWhat is CLIL?Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language (Coyle, Hood and Marsh, 2010, p. 1)It has dual (integrated) aims: learning of the subject matter (content)learning of the L2 used as the medium of instruction for the content.

Surya Prakash

Surya PrakashCLIL encompasses a continuum of approaches in which some form of specific academic language support is offered to students in order to facilitate their learning of the content through another languageCLIL is not just immersion (teaching in another language) because language is explicitly taught (Ting 2011)CLIL can be hard or softhard CLIL most of the lesson is conducted in the other language OR content is given primacysoft CLIL only some of the lesson is conducted in the other language OR language is given primacy.

Surya Prakash

Surya PrakashL2 teaching and subject teaching in L2 comparedKey Features

Second language teaching Subject teaching in L2 (hard CLIL?)Subject teaching through L2 immersionConventional FL teachingTopic/content- based language teaching (soft CLIL?)Priority in planning:Language Language Subject

SubjectTaught by: Language or class teacher Language teacher At higher levels, a subject teacher who can also teach language or who can team teach with a language teacherSubject teacherAssessment of:Language Language Subject and languageSubjectTeaching focus: Language teaching Language teaching Subject teaching with language supportSubject teaching

Materials:Language Language/subject Subject and languageSubjectSyllabus:Language syllabus: general purposes Language syllabus: CALP Content syllabus and CALP SubjectMethodology:SL methodologies SL methodologiesLanguage-supported subject-teachingSubject teachingSurya PrakashThe 4Cs of CLILAccording to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine: Content The knowledge, concepts, and skills of the discipline (e.g. Science, IT, Arts).Communication The communication of meaning about the knowledge, concepts, and skills being learned (e.g. stating facts in science, giving instructions on using software, describing emotions in response to music).Cognition The thinking skills which make sense of knowledge, experience, and the world around us (e.g. remembering, understanding, evaluating, critiquing, reflecting, creating LOT & HOT). Culture The interaction and engagement with the world around us:social (e.g. social conventions for expressing oneself in the target language), pedagogical (e.g. classroom conventions for learning and classroom interaction)disciplinary (e.g. scientific conventions for preparing reports to disseminate knowledge).

Surya Prakash9A Sample CLIL lessonStates of matter

Surya PrakashLesson stagesWarmer setting the stageConnecting to students thoughts, feelings or prior knowledgeSharing learning outcomesIntroducing new vocabularyIntroducing new contentReinforcement and reflection on new contentApplying new knowledgeEvaluation

Surya Prakash111.Warmer

Surya Prakash122. Connecting with students thoughts, feelings or prior knowledgesolidliquidgasSurya Prakash133. Learning outcomesBy the end of this lesson, you will be able to:Use a particle model to explain the behaviour of particles in a solid, liquid and gasUse a particle model to explain changes of stateComplete a table of aspects of kinetic theory by reading an information reportWrite a simple information report on changes produced by adding or removing heat on states of matter.

Surya Prakash14

Surya Prakash4. Introducing key vocabularyPair work matching Surya Prakash16Vocabulary matchingkinetic (adj.)having movementtheory (n.)an idea that explains somethingto behave (v.)to do something in a particular wayparticle (n.)a very small part of somethingforce (n.)physical energyto vary (v.)to be differentto vibrate (v.)to shake with quick, small movementsfixed (adj.)not able to moveto roll (v.)to turn smoothlySurya Prakash175. Introducing new contentRead the information report and update your table:solid

liquidgasExampleDistance between particles Forces between particles Movement of particlesSurya Prakash18solid

liquidgasExampledeskwaterairDistance between particles very small / very close togethersmall/ /close togetherlarge/ far apartForces between particles strongless strongweakMovement of particlesvibrate in fixed placeroll over one anothermove freelySurya Prakash196. Reflection and reinforcementDeconstructing genre: The Information ReportPurpose and social functionParticipants, processes and tense

Surya Prakash206. Reflection and reinforcementMake groups of six to eight. At the teachers instruction, work with your team mates to demonstrate a state of matter.Surya Prakash217. Applying new knowledge

Surya Prakash22Language support -nominalisationNounVerb (active)Verb (passive)evaporationsublimationcondensationfreezingmeltingaddingremovingSurya Prakash23Further language supportMelting is the process in which a solid turns to a liquid when heat is added.Evaporation is the process through which ..................... ..................................... when heat is ........................Freezing is the process whereby ...................................... .......................................... when heat is ...........................Condensation is the process through which .................. ............................................. when heat is ........................Sublimation is the process in which ............................... ................................... when heat is ..................................Surya Prakash24ScaffoldSubstanceStateHeat/coolDistance between particlesNew stateName of change of stateCoconut oilsolidheatincreasesliquidmeltingWater heatCoconut oilcoolSteamcoolNaphthalenesolidheatNaphthalenegascoolSurya Prakash25Your turn writing taskRead the table from left to right and write a short explanation e.g.When coconut oil, a solid, is heated, the distance between the particles increases and the new state is liquid coconut oil. The name of the change of state from a solid to a liquid is called melting.

Homework: Organise your sentences into an information report on Creating changes to states of matterSurya Prakash268.EvaluationAsk students to read some of their sentences aloud.Review of homework in the following lesson

Surya Prakash27Why CLIL?in formal educational settings, second languages are best learned when the focus is on mastery of content rather than on mastery of language per se (Richards & Rodgers, 2001: 209)CLIL encompasses language of, for and through learning, which corresponds to:the essential vocabulary and grammar related to contentthe language needed to interact and communicate understanding in the classroomnew language that emerges through learning (student-directed) (Coyle et al, 2010: 36-38).

Surya PrakashStudents need to develop not only Basic Interpersonal Communicative Skills (BICS) i.e. skills needed for social, conversational situations but also Cognitive Academic Language Proficiency (CALP), i.e. the abstract and formal language needed for academic study (Cummins, cited in Bentley, 2010: 8)Surya PrakashChallengesTeacher competencies content AND languageCognitive demands on students may cause anxiety and demotivation stemming from fear of failure >emphasis on short-term learning goals to build student confidence; provision of support within their ZPD (Vygotsky, 1978); pair and group work; role of teacher as facilitator rather than knowermodification and scaffolding of authentic materials = HARD WORK FOR TEACHERS

Surya PrakashSo why bother?

I found using CLIL made my students more active and interested. They think now that learning English has a real purpose.Surya PrakashSurya Prakash