while we wait for colleagues to arrive, talk to the people ......bics, calp, task difficulty and...

AssessingEnglishlanguagesince1938

Whatdoyouremember?

Whilewewaitforcolleaguestoarrive,talktothepeoplenearyou.Whatdoyouremember/knowabouttheseterms?

•  CLIL,AICLE,totalimmersion,showers,camps

•  Coyle,the4Cs,the3As

•  Bloom,LOTS,HOTS

•  BICS&CALP

•  CLILtaskdifficulty

•  Scaffolding

Ge0ngGoingWithCLIL3–Suppor;ngcontentlearning

RobinWalker

TrinityTrainer,Spainwww.englishglobalcom.comrobin@englishglobalcom.com

AssessingEnglishlanguagesince1938

1.  BICS,CALP,taskdifficultyandscaffolding.

2.  Scaffolding(supporSngcontentlearningintheCLILclassroom).

3.  SupporSnglanguageacquisiSonintheCLILclassroom.

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

1. Task difficulty – BICS, CALP and Cummins

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

AssessingEnglishlanguagesince1938

SupporSnglearninginCLILBICS–BasicInterpersonalCommunica;onSkills

Weputsomegreencoppercarbonatepowderinatest-tubeandDavidheateditonthebunsenburner.Itchangedcolour.Itwentlikedarkchocolate.Wedidatestwithlimewatertoseeiftherewasanygas.Thelimewaterwentwhite.Thegaswascarbondioxide.

CALP–Cogni;veAcademicLanguageProficiency

AsmallquanAtyofagreenCopperIIOxidewasplacedinatest-tubeandgentlyheated.OnheaAngthepowderturnedparAallybrown.Limewaterwasusedtotestforcarbondioxide.ThelimewaterturnedwhiteindicaAngthatcarbondioxidehadbeengivenoffasaresultofheaAngthepowder.

1. Task difficulty – BICS, CALP and Cummins

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

1. Task difficulty – BICS, CALP and CLIL

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

TaskA

TaskBTaskC

TaskD

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

HighCogniSveDemands(HOTS)

LowCogniSveDemands(LOTS)

LowLinguisS

cDe

mands

HighLinguisS

cDe

mands

•  choral repetition, songs, chants, games

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

HighCogniSveDemands(HOTS)

LowCogniSveDemands(LOTS)

LowLinguisS

cDe

mands

HighLinguisS

cDe

mands

•  copying + memorizing simple vocabulary

•  choral repetition, songs, chants, games

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

HighCogniSveDemands(HOTS)

LowCogniSveDemands(LOTS)

LowLinguisS

cDe

mands

HighLinguisS

cDe

mands

•  labeling diagrams with items from word banks

•  copying + memorizing simple vocabulary

•  choral repetition, songs, chants, games

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

HighCogniSveDemands(HOTS)

LowCogniSveDemands(LOTS)

LowLinguisS

cDe

mands

HighLinguisS

cDe

mands

•  writing texts following a model or filling in the gaps

•  labeling diagrams with items from word banks

•  copying + memorizing simple vocabulary

•  choral repetition, songs, chants, games

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

HighCogniSveDemands(HOTS)

LowCogniSveDemands(LOTS)

LowLinguisS

cDe

mands

HighLinguisS

cDe

mands

•  making comparisons between ideas or facts

•  writing texts following a model or filling in the gaps

•  labeling diagrams with items from word banks

•  copying + memorizing simple vocabulary

•  choral repetition, songs, chants, games

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

HighCogniSveDemands(HOTS)

LowCogniSveDemands(LOTS)

LowLinguisS

cDe

mands

HighLinguisS

cDe

mands

•  making graphic organizers •  making comparisons

between ideas or facts •  writing texts following a

model or filling in the gaps •  labeling diagrams with

items from word banks •  copying + memorizing

simple vocabulary •  choral repetition, songs,

chants, games

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

HighCogniSveDemands(HOTS)

LowCogniSveDemands(LOTS)

LowLinguisS

cDe

mands

HighLinguisS

cDe

mands

•  guided reading or listening •  making graphic organizers •  making comparisons in L1

between ideas/facts in L2 •  writing texts following a

model or filling in the gaps •  labeling diagrams with

items from word banks •  copying + memorizing

simple vocabulary •  choral repetition, songs,

chants, games

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

HighCogniSveDemands(HOTS)

LowCogniSveDemands(LOTS)

LowLinguisS

cDe

mands

HighLinguisS

cDe

mands

•  guided reading or listening •  making graphic organizers •  making comparisons in L1

between ideas/facts in L2 •  writing texts following a

model or filling in the gaps

•  presenting ideas and conclusions from tasks

•  labeling diagrams with items from word banks

•  copying + memorizing simple vocabulary

•  choral repetition, songs, chants, games

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

HighCogniSveDemands(HOTS)

LowCogniSveDemands(LOTS)

LowLinguisS

cDe

mands

HighLinguisS

cDe

mands

•  guided reading or listening •  making graphic organizers •  making comparisons in L1

between ideas/facts in L2 •  writing texts following a

model or filling in the gaps

•  comparing, analyzing and evaluating facts & ideas

•  presenting ideas and conclusions from tasks

•  labeling diagrams with items from word banks

•  copying + memorizing simple vocabulary

•  choral repetition, songs, chants, games

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

HighCogniSveDemands(HOTS)

LowCogniSveDemands(LOTS)

LowLinguisS

cDe

mands

HighLinguisS

cDe

mands

•  guided reading or listening •  making graphic organizers •  making comparisons in L1

between ideas/facts in L2 •  writing texts following a

model or filling in the gaps

•  presenting ideas and conclusions from tasks

•  problem solving through group discussions

•  comparing, analyzing and evaluating facts & ideas

•  labeling diagrams with items from word banks

•  copying + memorizing simple vocabulary

•  choral repetition, songs, chants, games

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

HighCogniSveDemands(HOTS)

LowCogniSveDemands(LOTS)

LowLinguisS

cDe

mands

HighLinguisS

cDe

mands

•  guided reading or listening •  making graphic organizers •  making comparisons in L1

between ideas/facts in L2 •  writing texts following a

model or filling in the gaps

•  presenting ideas and conclusions from tasks

•  problem solving through group discussions

•  comparing, analyzing and evaluating facts & ideas

•  labeling diagrams with items from word banks

•  copying + memorizing simple vocabulary

•  choral repetition, songs, chants, games

•  preparing texts based on ‘copy-and-paste’ from NS source texts

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

HighCogniSveDemands(HOTS)

LowCogniSveDemands(LOTS)

LowLinguisS

cDe

mands

HighLinguisS

cDe

mands

•  guided reading or listening •  making graphic organizers •  making comparisons in L1

between ideas/facts in L2 •  writing texts following a

model or filling in the gaps

•  problem solving through group discussions

•  comparing, analyzing and evaluating facts & ideas

•  presenting ideas and conclusions from tasks

•  labeling diagrams with items from word banks

•  copying + memorizing simple vocabulary

•  choral repetition, songs, chants, games

•  memorizing academically difficult texts that the students don’t understand

•  preparing texts based on ‘copy-and-paste’ from NS source texts

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

HighCogniSveDemands(HOTS)

LowCogniSveDemands(LOTS)

LowLinguisS

cDe

mands

HighLinguisS

cDe

mands

1. Task difficulty – BICS, CALP and Cummins

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

Beginner(A1-A2)

Intermediate(B1-B2)

Advanced(C1-C2)

1.  BICS,CALP,taskdifficultyandscaffolding.

2.   Scaffolding(suppor;ngcontentlearningintheCLILclassroom).

3.  SupporSnglanguageacquisiSonintheCLILclassroom.

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

2. Scaffolding

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

•  whatisit?•  what’situsedfor?•  isitpermanent?•  doesitchangewhileyouuseit?

•  whathasittodowithteaching/learning

2. Scaffolding – ZPD (Zone of proximal development)

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

2. Scaffolding learning – ZPD

AssessingEnglishlanguagesince1938

11.FreeinteracSonandlearningother’smistakes

Vytgotsky

ZPDZoneofProximal

Development

4. Supporting learning with CLIL materials (Guerrini)

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

Labels (word level) •  visual support for understanding content

•  identify key terms & concepts

•  undemanding linguistically

Captions (phrases or complete sentences)

•  More content than labels

•  Guide to organisation of longer texts

•  Linguistically more demanding

4. Supporting learning with CLIL materials (Guerrini)

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

Content / Language Correlations •  Increased T sensitivity to language of topic

•  Guide learners as they work

•  Can be shared with language teachers

Content KeylanguageProperSesofwater

DescribingWaterisapowerfulsolventWaterisa]ractedtootherwater

4. Supporting learning with CLIL materials (Guerrini)

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

Scaffolding output •  Stem sentences, questions, instructions

Stems Ques;ons Instruc;onsBearslivein… Wheredobearslive? Habitat:describe

wherebearslive.Bearseat… Whatdobearseat? NutriSon:listthe

foodsthatbearseat.

Reducedscaffolding

4. Supporting learning with CLIL materials (Guerrini)

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

Mindmaps

Venn diagrams

The L1 in the aula bilingüe (Key Bentley)

ü  Talk in L1 when introducing a new concept or to check understanding.

ü  Let learners use their L1 for communication, especially at first.

ü  Recast learners’ L1 in English.

ü  Actively praise / reward the use of English, but don’t punish the use of the L1.

ü  Focus on CALP in English. Tolerate BICS in L1.

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

1.  BICS,CALP,taskdifficultyandscaffolding.

2.  Scaffolding(supporSngcontentlearningintheCLILclassroom).

3.  SupporSnglanguageacquisiSonintheCLILclassroom.

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

1.  BICS,CALP,taskdifficultyandscaffolding.

2.  Scaffolding(supporSngcontentlearningintheCLILclassroom).

3.   Suppor;nglanguageacquisi;onintheCLILclassroom.

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

1.  Createapsychologicallyandphysicallysafeenvironment

AssessingEnglishlanguagesince1938

SupporSnglanguagelearninginCLIL

2.SpeakslowlyandarSculateclearly.

3.  Useanappropriateleveloflanguage.

humans acquire language … by understanding messages or by receiving “comprehensible input”

AssessingEnglishlanguagesince1938

SupporSnglanguagelearninginCLIL

5. Giving language support in CLIL classrooms (from Uncovering CLIL, MacMillan Education)

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

•  Createapsychologicallysafeenvironment

•  UseoffirstlanguageOKiniSally•  Speakslowly,arSculateclearly•  Useanappropriateleveloflanguage•  CreatemanyopportuniSestouseEnglish

•  CommunicaSonisofprimaryimportance

•  Developallfourlanguageskills

Self-directed task (= 8 hours)

AssessingEnglishlanguagesince1938

SupporSnglearninginCLIL

1.  Downloadandread§  Doyle–CLILplanningtoolkit

§  Guerrini–CLILmaterialsasscaffolds

§  Clegg–ProvidinglanguagesupportinCLIL

§  Bentley–Code-switching

2.  Usethe4Csapproach(Doyle)topreparealessonplanforoneofyourCLILgroups

Ge0ngGoingWithCLIL3–Suppor;ngcontentlearning

RobinWalker

TrinityTrainer,Spainwww.englishglobalcom.comrobin@englishglobalcom.com

AssessingEnglishlanguagesince1938