YAMITH JOS FANDIO PARRA - UNIVERSIDAD DE LA SALLE FUNDAMENTALS OF CLIL BOGOT, COLOMBIA - OCTOBER 7, 2011

DEFINITIONS CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content and the simultaneous learning of a foreign language. (Marsh, 2002) SOFT CLIL TYPE OF CLIL Language-led Subject-led (modular) HARD CLIL Partial inmersion TIME 45 minutes once a week 15 hours during one term About 50% of the curriculum CONTEXT Some curricular topics are taught during a language course. Schools or teachers choose parts of the subject syllabus which they teach in the target language. About half of the curriculum is taught in the target language. The content can reflect what is taught in the L1 curriculum or can be new content.

ADVANTAGES OF ADOPTING A CLIL APPROACH FOR LEARNERS Increasing motivation as language is used to fulfill real purposes Introducing learners to the wider cultural context Developing a positive can do' attitude towards learning languages Developing student multilingual interests and attitudes Preparing students for further studies and work COYLE (2005)
Fundamentals of CLIL

ADVANTAGES FOR TEACHERS ADOPTING A CLIL APPROACH The use of innovative methods, materials and e-learning Individual and institutional networking opportunities and professional mobility The development of good practices through cooperation with teachers in other departments, schools and countries Higher levels of job satisfaction

Yamith Jos Fandio

October 7, 2011

CONTENT

Integrating content from across the curriculum through high quality language interaction. Engaging learners through higher order thinking and knowledge processing. Using language to learn and mediate ideas, thoughts and values. Interpreting and understanding the significance of content and language and their contribution to identity and citizenship.

COGNITION COMMUNICATION CULTURE

CONTENT SKILLS
accessing subjectspecific target language terminology; studying content through different perspectives; identifying, describing and/or explaining concepts, principles, theories; developing competences st needed for the 21 century (ICT use, media analysis, etc.); preparing for future studies and/or working life.

COMMUNICATION SKILLS
agreeing or disagreeing; asking questions; clarifying what has been said; comparing and contrasting; describing cause and effect; describing a process; explaining a point of view; evaluating work (self and others); expressing ideas; giving information; presenting solutions; presenting work; suggesting, etc.

CULTURE SKILLS
tolerance of ambiguity; behavioral flexibility; communicative awareness; knowledge discovery; respect for otherness; empathy. knowledge of other cultures understanding of our own attitudes the ability and willingness to adapt own cultural practices.

Fundamentals of CLIL

Yamith Jos Fandio

October 7, 2011

COGNITIVE SKILLS
remembering ((list; name; recall; recite; recognize; relate; spell), ordering (What happens next? order; organize; sequence; rank), defining (What is X? What is the function of...? describe; identify), comparing-contrasting (What is X and what is not X? associate; distinguish), dividing (What does X belong to?; separate; share; sort), classifying (How many classes of X are there? categorize; decide which group; put into), predicting (What will / would / could happen to X? predict; guess; hypothesize), reasoning (Why X? What causes X? What comes as a result of X?; explain; justify; solve), creating (What if ...? imagine; build; change; compose; design; make up; produce), evaluating (What do you think about X? assess; give opinion; judge; rate; prove; whats the value of . . . ?)

BLOOMS REVISED TAXONOMY

Coyle, 1999 Language of Learning (the what - content): it is linked to an analysis of content, thematic, syllabus demands - grammar, vocabulary, structures, functions Language for Learning (the how to metacognition): it builds up learner repertoire linked to meta-cognitive skills & talk for learning in contexts real for the learners Language through Learning (the why - cognition) it is related to emergent knowledge building, skill development, and cognitive development.

Fundamentals of CLIL

Yamith Jos Fandio

October 7, 2011

(Coyle, Hood & Marsh, 2010)

Fundamentals of CLIL Yamith Jos Fandio October 7, 2011