cultivating the core competencies of english language learners
TRANSCRIPT
Cultivating the CORE Competencies of English
Language Learners
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Overview• What is CLIL
• CLIL Approaches
• The 4Cs of CLIL
• Benefits of CLIL
• The Four Strand Theory
Activity 1: Ideas Continuum
• What Do Good Readers Do?
• Walkthrough Unit of CORE Nonfiction Reading
(Integration of CLIL and the Four Strand Theory)
Activity 2: Picture Association
Activity 3: Close Your Book
• Follow Up Activities
Activity 4: Speaking Strings
Activity 5: Say It!
Today’s ELT buzzword is…
When did it begin?
What is CLIL?
CLIL stands for Content and Language Integrated Learning.
It is an approach concerning languages or intercultural
knowledge and understanding (Marsh, 2002); it is a meaning-
focused learning method (Van de Craen, 2006) and an
“umbrella” term used to talk about bilingual education
situations (Gajo, 2007).
According to TKT CLIL handbook (The TKT Course, CLIL
module, Kay Bentley, CUP 2010) CLIL is an evolving
educational approach to teaching and learning where subjects
are taught through the medium of a non-native language.
What is CLIL?
It is an approach to teaching the content of curricular subjects
through a medium of non-native language. In a CLIL course,
learners gain knowledge and understanding of the curricular
subject while simultaneously learning and using the target
language (English).
CLIL has previously been known as ‘Content-Based
Instruction', 'English Across the Curriculum' and 'Bilingual
Education'.
CLIL Approaches
① A learner’s L2 is used as the medium of instruction for other
subjects.
• Math, Science, Social Studies, Art, Music, etc.
② Content from other subject areas is introduced into the
learner’s L2 classroom.
• Vocabulary about Exploring Caves (geology)
• Text about Bold Viking Explorers in the New World
(history)
• Names of Phobias (psychology)
• Infographics about Extreme Sports (physical education)
The 4Cs of CLIL (Coyle, 1999)
The 4Cs of CLIL (Conceptual Framework)
• Integrating content from across the curriculum through
high-quality language interaction
The 4Cs of CLIL (Conceptual Framework)
• Engaging learners through higher order thinking and
knowledge processing
The 4Cs of CLIL (Conceptual Framework)
• Using language to learn and mediate ideas, thoughts
and values
The 4Cs of CLIL (Conceptual Framework)
• Interpreting and understanding the significance of
content and language and their contribution to identity
and citizenship
Benefits of CLIL
• Introduces learners to new concepts through another
language
• Improves learner’s L2 production
• Improves learner’s L2 performance
• Increases learner’s L2 confidence
• Develops critical thinking skills
4 Strand Theory (Paul Nation)
Meaning-focused input• Learning through listening/ reading – using language receptively
• Attention is on the ideas and messages conveyed by the language
Conditions
a. Most of what learners are listening to or reading is already familiar
b. The learners are interested in the input and want to understand it
c. Learners learn from context clues and background knowledge
d. Large quantities of input are present
Activities
• Extensive reading, shared reading, listening to stories, watching TV or
films, being a listener to a conversation
4 Strand Theory Overview (Paul Nation)
Meaning-focused output• Learning through speaking and writing – productive skills
• Attention on conveying ideas/ messages to another person
Conditions
a. Learners write and talk about things that are largely familiar to them
b. Main goal is to convey their message to someone else
c. Learn from communication strategies, dictionaries/ previous input
d. Plenty of opportunities to speak and write are available
Activities
• Talking in conversations, giving a speech or lecture, writing a letter,
writing a note to someone, keeping a diary, telling a story and telling
someone how to do something
4 Strand Theory Overview (Paul Nation)
Language-focused learning • Learning through the deliberate attention to language items and
language features (pronunciation, vocabulary, grammar)
• Use of language-learning strategies
Conditions
a. Learners give deliberate attention to language features
b. Opportunities to give spaced, repeated attention
c. Features should be simple and not dependent on developmental
knowledge that learners do not have
d. Features that are studied in this strand should occur often in the
other three strands of the course
Activities
• Intensive reading/listening, pronunciation practice, using substitution
tables and drills, learning vocabulary form word cards, translation,
memorizing dialogs, feedback about writing
4 Strand Theory Overview (Paul Nation)
Fluency development• Developing fluent use of known language items and features over the
four skills (listening, speaking, reading & writing)
• Developing speed and reinforcing learning
Conditions
a. All of what the learners are listening to, reading, speaking, or writing
is largely familiar to them
b. There is some pressure or encouragement to perform at a faster
than usual speed
c. There is a large amount of input and output
d. Learners’ focus is on receiving or conveying meaning
Activities
• Speed reading, repeated retelling, ten-minute writing and listening to
easy stories
4 Strand Theory Overview (Paul Nation)
Provide a roughly equal balance of the
four strands of meaning-focused input,
meaning-focused output, language-
focused learning, and fluency
development. Keep a record of the
activities done in the course, the strand
they fit into, and the amount of time
spent on them.
4 Strand Theory Overview (Paul Nation)
Let’s take a look
at a sample unit from
CORE Nonfiction Reading
Ideas ContinuumThis activity helps students to think about how much
they know about a topic and share ideas with each other.
① Draw a horizontal line on the board. At one end write “I know a lot
about this.” and at the other end write “I know very little about this.”
② Now list some topics that relate to the text you want to read in class.
Students decide how much knowledge they already have about the
topics and write them on the line in their notebooks.
③ Students compare with each other their existing knowledge. Those
who know a little about one of the topics should find someone who
knows more than them and they tell each other what they know.
I know
very little.
I know
a lot.
What Do Good Readers Do?
① Use background knowledge to make predictions
② Identify key areas in the text that they are reading
③ Be aware of, and familiar with, text structures
④ Monitor their own comprehension and adjust their
reading strategies if needed
⑤ Use a variety of reading strategies effectively
⑥ Start to form opinions and critical thinking
⑦ Summarize the reading to the best of their
language skills
What Are the Steps
to Reading Effectively?
Activate Prior Knowledge and
Vocabulary
Use Reading Skills
Check Reading Comprehension
Check Vocabulary
Comprehension
Extensive Reading
&
Extension Activities
Activating Prior Knowledge
Activating prior knowledge is ESSENTIAL for second language learners.
① Describe the picture (using specific language structures or vocabulary)
② Give students 1 minute to brainstorm all the words they can think of related to a unit title
③ Discuss pre-reading questions (from the book or have students generate their own ideas)
④ Have students work in groups to predict what they think they will be reading about (general or specific)
⑤ For advanced learners, assign a pre-reading research assignment
Before You Read① Find a picture that is associated with your text.
You can use any image related to the text.
② Show the students the picture and tell them it is related to the text
that they are about to read. Then place the picture on the board.
③ Tell students to work in pairs, A and B. Write two key words from the
text on the board next to the picture. Ask the As to tell the Bs what
they think the text will be about, based on the picture and the two
words. Give a couple of minutes, then stop them.
④ Write two more key words, and ask the Bs to do the same, explaining
to A what they think the text is about and including the key words.
After two minutes, stop them as well.
⑤ Repeat steps 3 and 4, adding more words each time.
⑥ When you’ve completed 10 or more words, distribute the text for the
students to read to themselves. Whose predictions were closer?
Before You Read
Honey
Nutrition
Symptoms
Collapse
Media
Crops
Before You ReadCLIL- Culture,
Communication
Meaning-focused output
Pre-reading questions focus students
on the topic and integrate skills by
allowing them to discuss the topic they
will read about.
*Sample answers are provided
Activating Vocabulary
Students need to know 90%-95% of the words in a text to be
able to understand what they are reading.
① Think about the unit topic
② Look at the layout (design and text) for clues about the
reading
③ Put words in categories
(everyday words, academic words, new words, etc.)
④ Make logical guesses about the meaning of any unknown
words
Why Is Vocabulary Important?
① Reading comprehension depends on the
meaning students give to words
② The more words students know, the more they
can read and understand
③ In order to be able to remember new words,
students must practice and apply.
Why Is Vocabulary Important?
How many times do we need to see and practice new
vocabulary and language structures to be able to
remember them?
Word BoosterCLIL- Content
Language-focused learning
This vocabulary activity introduces
students to words that they are likely
unfamiliar with in order to boost their
comprehension of the passage.
Sentences that use the vocabulary
words in the passage are
paraphrased here, giving the
students a preview of the content of
the passage.
This ensures that students feel
challenged but not overwhelmed by
the reading.
Main ReadingCLIL- Content, Culture
Language-focused learning
Each unit includes an infographic,
a visual aid that reinforces and
expands on the reading topic.
*Learning about agriculture, insects,
process of how honey is made
Main ReadingCLIL- Content, Culture
Language-focused learning
Quantitatively analyzed reading
passages ensure that target
language is appropriate.
The passage includes a picture that
further reinforces the reading. The
passage is followed by a text mark-
up activity to make sure that
students have interacted with the
reading and infographic rather than
just scan through passively.
Main ReadingCLIL- Content, Culture,
Cognition
Language-focused learning
Multiple choice questions, labeled
by type, assess student’s
comprehension and requires that
they revisit the text to locate
information.
Fill-in-the-blank summary reviews
the content and vocabulary that has
been introduced.
Main Reading
Main Reading① Tell students to hide the text.
(close their books, or turn the page)
② Choose a paragraph or two from the text (if it’s a short text you read
the entire passage). Explain that you are going to read the
paragraph(s) aloud and that, when you pause, the students should
provide the missing word.
③ Read the text and pause at different points. Pause before words that
should be easily guessed. This could be to highlight grammatical
features (pausing before a certain preposition, or verb form) or lexical
features (pausing before a collocation, or new word that the students
learnt during the lesson).
④ When you pause, raise your eyes and wait for students to call out the
missing word. When they call out the correct word, continue reading.
Linked SkillsCLIL- Content, Cognitive,
Communication, Culture
Meaning-focused input
Meaning-focused output
Fluency development
A multi-step approach to get
students practice their
communication skills.
Students reinforce learning by
interacting with vocabulary
and content in a variety of
contexts.
Reading Skill
AppendixCLIL- Content, Cognitive
Meaning-focused input
Language-focused learning
Each activity focuses on a
specific organization pattern
so that students can become
familiar with these standards
and improve their
comprehension and note-
taking skills.
Speed Reading(Extensive Reading)CLIL- Content
Meaning-focused input
Fluency development
These passages are topically
related to those in the student
book, but less challenging. By
completing a timed reading
practice with the passages,
students are able to improve
their reading speed and
efficiency.
Speed ReadingCLIL- Content
Meaning-focused input
Fluency development
Multiple choice questions
assess whether learners have
simply skimmed through the
passage or have read it
efficiently.
Speed Reading Progress Chart
Allows students to
record their progress of
reading fluency. A
second chart allows
them to practice again.
Digital Portfolio
Digital Portfolio
Teachers can…
• Create and manage classes
• Monitor student progress
• Email feedback directly to students
• Download audio MP3 files and other resources
Students can…
• Practice online and on mobile devices
• Listen to full audio tracks of reading passages
• Join classes and submit assignments
Why Are Follow-Up Activities
Important?① They integrate the skills learned throughout the unit through a
variety of activities.
② They reinforce vocabulary and grammar in context.
③ They allow students to reflect on what they have learned.
④ They allow students to apply other strategies to reflect on what they
have learned.
Say It
① The learners work in groups (3-5 people).
② Text on class topics are provided to the learners.
③ A grid is placed on the board for learners
④ First discuss the text within the grid and make sure all learners
understand the content.
⑤ One learner chooses a square for the next learner to perform.
⑥ They will then perform the task written within the squares in the
“Say it!” grid.
⑦ This continues for the group to allow all learners to have a chance
to answer the questions.
⑧ The teacher can keep a tally of the correct answers.
Imagine you are a
superhero created
by Stan Lee. What
would you say to
your creator?
Imagine you are the
Hulk. Describe your
favorite dance and
show it.
Imagine you are
Captain Compass.
Explain your ELT
superpower.
Imagine you are
Stan Lee. Explain
why you created
Spiderman.
Imagine you are
Stan Lee. Create a
new superhero and
explain his/her
problems.
Imagine you are Stan
Lee. Create a new
superhero, explain the
powers while
speaking in a special
superhero voice.
Imagine you are
Spiderman. What
was your biggest
problem from
childhood.
Imagine you are
Stan Lee. What is
your favorite thing
to do today. (age 91)
Imagine you are
Iron Man. What
does the Hulk think
of you?
1
2
3
A B C
Speaking Strings① Divide students into groups
② Each group will need a string (~4 meters).
③ Each person in the group takes turns being the “string winder”,
“string police”, and “team support”. The string police go to another
group to make sure there’s no cheating!
④ The teacher announces a topic, e.g. BEES, and the string winder has
to talk about this topic while winding the string (not too tight!) around
one finger. If s/he is not speaking, they can’t wind. The string police
must say “stop!”.
⑤ If the winder can’t think of anything to say team support can provide
some ideas and suggestions.
⑥ The first winder to finish winding their string gets points for their team,
the second gets points and so on. When all the winders have finished,
the string goes to the next winder, string police change and we have
another round and another topic.
Get more from your reading classes!
It is important to:
① Preview the topic and vocabulary
② Read in different ways to achieve different goals
③ Use a variety of reading comprehension activities and
incorporate Extensive Reading
④ Review the vocabulary within context
⑤ Give extension opportunities
WHAT IS ONE NEW THING YOU WILL TRY IN
YOUR READING CLASSES?
Thank You!
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