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I.E.S.

EL FONTANAL

COLLEGIALTY ACROSS CLIL:


PRACTICAL METHODOLOGY ON
CONTENT AND LANGUAGE
INTEGRATED LEARNING
FOR TEACHERS OF ENGLISH IN
SECONDARY & VOCATIONAL SCHOOLS
AND FOR CLIL TEACHERS
WHO TEACH SUBJECTS BILINGUALLY
International Study Programmes
Cheltenham, 6-14 February 2016

Dr. Diana Hicks


dianahicks@campuserve.com

CLIL: What and Why?


Mother Tongue
CALP and BICS
Evidenced-Based Learning and Teaching
Competences
Necessary Changes
CLIL Lesson Planning and Structure
Teaching vs Testing
Vocabulary
Chunks
Successful Readers
Collaborative Tasks
Reflection
Collegiality
Shared Observation
A Unit of Work Collegially
English Teachers

CLIL: What and Why?

Content (we start with our subject)


Language(s)
Integrated
Learning

- What the students learn and how they do it is


equally important.
- The focus is not on what, but on how.
- How can I help my pupils understand?
- The aim is the subject, learning English just
happens.
- If we only have content and L2, it is immersion (not
integration), usually for selected students.
- 70 % of the tasks should be collaborative.

Mother Tongue
It must be used, especially in higher order
thinking (HOTS).
It is not a band aid or emergency.
When using L1 and L2 must be planned
beforehand.
Speaking in English all the time (even in
English classes) is pointless.
L2 in CLIL: 25% of the teaching (EU figures).
Success in learning an L2 depends on your
maturity of L1.

CALP and BICS

Cognitive
Academic
Language
Proficiency
Accuracy in CLIL
Written
Prescriptive

Basic
Interpersonal
Communication
Skills
Fluency in CLIL
Spoken
Descriptive

In CLIL we need CALP,


so we have to focus on CALP.

Evidence-Based Learning and Teaching


What kind of thinking do my pupils do?
- Make your list.
- Contrast and compare your list as a collegiality
team.
- We should cover all the list.

Competences

1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

They forget this.

This remains.

Necessary Changes

Teacher language awareness (L1 and L2).


Student language awareness.
Tasks (much more open and cognitive).
Assessment strategies.
Collegiality
Relationship with parents.
View of language success.
View of learning success.
How learning happens.
Lesson planning and structure.

CLIL Lesson Planning and Structure

Inclusivity
Bottom-up
4 stages:
1. Cognitive or creative activity in L1 to find out
previous knowledge.(Avoid exclusive questions (What
do you know . . . ?). Ideas are supported with chunks.
The result will be put on a poster, whiteboard, etc. in
L2.
2. Finding out. Curricular requirements. L1 and L2.
(Avoid read the text and answer the questions).
Think about the purpose and give them a scaffolded
task to help them.
3. Sorting out. Digesting stage 2 with a different
activity. L1 and L2.
4. Reflection on how and what in L1.

Teaching vs Testing
Testing: Right answers, closed tasks.
Teaching: Open tasks, different possible answers.

Vocabulary
Pre-teaching vocabulary de-contextualised is
useless.

Chunks
Two or more words frequently used together,
with meaning (collocations, clichs, phrasal
verbs, idioms, bi and trinomials, fixed
phrases).
Types: - General chunks
- Topic specific chunks

Successful Readers
They read in chunks.
They know the category of the word (n., v.,
adj., adv.) (Importance of L1).
They use world knowledge.
They guess unknown words by context.
They distinguish between what is necessary
and not necessary.

Collaborative Tasks
Change individual tasks into pair tasks.
Collaborative tasks should be short and simple.

Reflection
Give your students a task that implies a choice
and make them reflect why they chose so and
whether it was helpful.

Collegiality
Planning (before) and reflection (after) are
equally important.
The headmaster must allocate the time of the
teachers (regularly).
Meetings (total must, for subject and English
teachers). If impossible by groups, have meetings
across school years:
1. Slam: 2 minutes to share with the rest,
showing sth., querries and concerns, no turns.
2. Activity about action-research.
3. Action-research activity discussion.
4. How was the planning last week?
Working together well be better professionals.

Shared Observation
One of the first things necessary for
collegiality.
Things to observe:
1. Classroom (without students).
2. Classroom lesson (10-20 minutes
maximum), looking for something specific,
previously discussed.

A Unit of Work Collegially


CLIL subject teachers have to predict the
students needs and the English teacher has to
support these needs.
Both have to diagnose the L1 things they dont
know.
Common agreement on penalization for L2,
according to MCERL.
Dont lose the priority of the lesson.
Time for the English teacher to prepare: 2 weeks
a month.

English Teachers
They should throw away the clutter and just
do what helps CLIL.
Teaching anaphoric reference is a must.
Importance of chunks.
Importance of using L1 in English lessons.
Having students reflect on CALP vs BICS.
Activities: Role plays, simulations, debates,
graphic organizers for texts they read.
They should introduce the topic before the
CLIL teachers, usually with texts.

Dr. Graham Workman


www.grahamworkman.com
grahamworkman@aol.com

Talk in the CLIL Classroom


Classroom Language
Task-Based Learning
Communicative Activities:
- Information Gap Materials
- Jigsaw Reading Tasks
- Dictogloss Activities
Revision Activities
Scaffolding Language
Collocations and Computer Language
Websites and Tools for Teaching and Learning CLIL

Information Gap Activities

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