COURSE DOCUMENTS
1ST LECTURE
Introducing CLIL:
English Across the Curriculum
CLIL is an “umbrella” term which means using a second language to learn content material (Science, Geography, Art, PE, Music) AND using content to learn a second language.
CLIL aims to:
Develop intercultural communication skills
Prepare for internationalisation
Provide opportunities to study content through different perspectives
Access subject-specific target language terminology
Improve overall target language competence
Develop oral communication skills
Increase learner motivation
Diversify methods & forms of classroom practice
It´s not so much what we know but how we use it.
David Marsh
CLIL teachers are both second language teachers who teach other subject areas through English, and specialist teachers who use English to teach their subjects. In CLIL, every teacher is a language teacher, and every teacher learns along with the students.
In class, CLIL teachers need to:
Emphasize the development of oral language.
Use a variety of activities (Learner preferences, Multiple Intelligences)
Written work: Use guided practice.
Use cooperative learning activities.
Teach using visuals.
Get students thinking.
In the next few days, we will be looking at ways to do these things in class.
CLIL (Content and Language Integrated Learning) works because skills and knowledge transfer from one language to the other. Languages and language skills, thinking skills, and what we learn in subjects in school all support one another in learning. However, we can use specific techniques to help the process of transfer.
Dr. Jim Cummins compares two languages in the brain to two icebergs. They appear very different and completely separate on the surface (different sounds, grammar, and spelling). However, languages share common elements (parts of speech, story structure, rules of conversation and many more) below the surface. This is similar to the bottom of an iceberg, which joins what appear to be two or more smaller icebergs. Because of this common base, what is learned in one language (concepts and skills) and about language can transfer to other languages we learn.
CLIL in the Classroom:
Planning for CLIL
For more information:
• www.iteachilearn.com/cummins/ Dr. Jim Cummins’s web site about second language acquisition
www.aprendemas.com/Noticias/DetalleNoticia.asp?Noticia=525 Spanish article about language interdependence
• www.onestopclil.com/section.asp?theme=mag&docid=453&catid=238 article: “What is CLIL?”
• www.isabelperez.com/clil.htm lots of information about CLIL in English and Spanish
• www.factworld.info/clil/cafe/090122/index.htm (Podcast about characteristics of CLIL teachers)
• www.ub.es/filoan/CLIL/padres.pdf (article in Spanish about CLIL)
• www.soniacasal.es (Integrated Curriculum in Bilingual Programs)
• www.onestopclil.com Onestopclil (Resource bank for teachers)
• www.factworld.info/ Factworld (Worldwide forum for CLIL teachers)
• http://bilingualeduc.ning.com/ Bilingual education platform (sharing space for teachers)
• Material for BL primary classes www.booksandmore.es/catalog/index.php
www.treehouse.es/productos.htm
• CLIL blog: http://robseville.blogspot.com/
• www.teachingbilingual.es/index.php?option=com_content&view=article&id=20&Itemid=22 (This site says it is for Primary, but much of the material is appropriate for Secondary)
• www.iessierramorena.es/ (Bilingual secondary school with examples from integrated units)
• CPR Oviedo: Recursos: Actividades para la enseñanza de inglés a través de contenidos en secundaria (available in PDF on the CPR web site)
http://web.educastur.princast.es/cpr/oviedo/web/index.php
Thank you for your attention and interest.
Patti
