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Erwin M. Gierlinger UE-UA/PH-OÖErwin.gierlinger@ph-ooe.athttp://clilingmesoftly.wordpress.com

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CLIL HEAVEN

CONTENT rules!

But what about

LANGUAGE?

… and whose LIFE is it anyway?

The content of the subject is in the

forefront and I try to do this in

English

But why should we be doing CLIL at

all if there are no language

goals present?

All education is language education, since language is a defining quality of

what it means to be human

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CLIL MODELS

LLP: Language learning

principles

ELP: Educational

learning principles

SLP: Subject-specific learning

principles

CALM

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CLIL Appropriate Language Measures

• Visualisations• Key – words• TMLL -webquests

• Morphology• Collocation• Discourse markers

• Code switching• Cultural

awareness• Use of MT/L1• Language identity

• Subject Literacy s• Interaction s.• Multimodal s.• Backward design s.

CLS SCA

MTLLSD

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CLS – Cute LL Strategies

• metacognitive strategies, • cognitive strategies, • social strategies, • affective strategies, • mnemonic strategies, • compensatory strategies

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Cognitive Strategies

• Rehearsal: repeating the names of items or objects to be remembered• Organization: grouping and classifying words, terminology, or concepts

according to their semantic or syntactic attributes• Inferencing: using information in text to guess meanings of new linguistic

items, predict outcomes, or complete missing parts• Summarizing: synthesizing what one has heard to ensure the information

has been retained• Deducing: applying rules to the understanding of language• Imagery: using visual images to understand and remember new verbal

information• Transfer: using known linguistic information to facilitate a new learning

task• Elaboration: linking ideas contained in new information, or integrating

new ideas with known information

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Mnemonic Strategies

Ground rules for talk – the 3 Rs

• We share our ideas and listen to each other.

• We talk one at a time.• We respect each other's

opinions• We give reasons to explain our

ideas. • If we disagree we ask “why”?• We try to agree in the end.

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Result

Reason

First things first!

Time is money!

Wow, the things I know!

We have a job to do!

I spy with my little eye.

Last but not least!9

How to Be Your Very Best Language Detective: Go for the grand view

My personal reading checklistThe title What do I already know about the topic?

Pictures, charts, drawings and other visuals What do they suggest? How do they help me answer the question "What is this all about"?

First paragraph Any important clues there?

Last paragraph What more have I found out?

Quick reading After reading quickly through the text, can I add one more piece of information that helps me understand the title?

Tasks and summary Can I already answer some or all of the tasks? Can I already say what the text is about?

Rereading the text Which five words help me most to understand this text? what more do I know that I didn't know before? How does it help me in answering the tasks?

Unknown important words (keywords)When rereading the text are there still words that I do not know? Is it an important word or phrase? Try to find an ending for the following sentence. It is important because …. Can I make a guess and live with this for the moment? Do I need to check the meaning of this word in a dictionary? Have I made sure that the meaning chosen makes sense in this

context? Will I need to remember this word ? If so, how can I achieve this? What does the glossary say about this word ?

And finally Where do I still have problems in answering the tasks ?

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Who am I as a language learner?

• Talk about /reflect on the languages that you already „know“? What is your language biography?

• Which is your favourite language and why? What language do you feel most confident in? Why?

• What do you like about other languages?• What do you find difficult/easy about other languages?• Why have you learnt/studied other languages?• Are there any other languages that you would like to learn? If so which

ones, why and how?• Have you ever felt embarrassed/confused/uneasy/marginalised in a FL

situation? What was it like?• Are there any recommendations/advice that you could give to learners

of a foreign language?

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Us and them: The cultural aspect

The Austrians/English

are ....

We Austrians/English

are

Austrian/English is

CLIL and the L1• Explain the most important points in L1 and carry out tasks in L2• Bilingual mind maps• Use L2 texts with L1 introduction and/or summary• Gain information from L2 texts and analyse, discuss, evaluate

them in L1• Use language games bilingually, such as crosswords, memory,

bingo • Bilingual, visual support materials• Create bilingual materials (L1/L2 version in wikipedia).• Sandwich Technique: L2 > L1> L2 (code-switching)• Code-mixing• Google translations • Suggestopedia/super learning: parallel texts 13

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LSD – language specific dynamics

• Morphology training

• Collocations: Frequent/typical word

combinations

• General/Academic/Subject-specific language

• Subject-specific discourse/register

– Key words

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Prefix• un• super• im• re• hyper• anti

Root• believe• teach• possibil• build• activ• smok

Suffix• able• er• ity• able• ity• ing

Prefix – Suffix introduction

„Renewable energy?“ ,what does

this word mean?

Language inventory – key vocabulary awareness

Keywords/SSW Collocations1. eruptions2. layers3. tectonic plates4. dormant5. extinct

1. Pompeii was destroyed when the volcano erupted in 79AD

Academic words1. destroy2. Summit3. analyse4. evaluate

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Language inventory – key vocabulary awareness

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Take your key words hand-out and reflect on the lesson:– Do I remember any words from the teaching or teaching materials that could be

added to the mind map or the grid? Make sure that you understand these words and check their meanings in a dictionary.

– Pair work: Choose three words from the hand-out and explain them to your partner. Then it is your partner's turn. After this, each of you writes a meaningful sentence for each of the three words that you have heard and give it to your partner. Your partner checks whether the sentence is correct or not.

– Pair work: Choose two keywords and compare your word families. Do you have the same words and if not would you like to add any of your partner's words?

– Group work: Create a crossword puzzle. Using 10 words from your hand-outs create a crossword puzzle and challenge another group.

– Group work/pair work: Create a quiz activity with multiple choice statements. Using six words from your hand-outs create a quiz with 4 multiple-choice statements and challenge another pair or group. Follow this design:• an XYZ is/XYZ means/causes/leads to/etc

– an extinct animal (3 more statements where only one is correct!)

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CLIL Chemistry

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CLIL History

Graphic organisers:http://www.eduplace.com/graphicorganizer/

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Webquests

• http://bestwebquests.com/• http://webquest.org/ • http://oncampus.richmond.edu/academics/e

ducation/projects/

A WebQuest is an inquiry-oriented activity in which some

or all of the information that learners interact with comes

from resources on the Internet.

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HOME – EXPERT GROUPS: ALTERNATIVE ENERGY RESOURCES

HomegroupAlternative

energy sources: benefits and drawbacks

Solar energy

Geothermal energy

Tidal power

Wind power

Biomass energy

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The Net-generation • Permanently connected• Seek Innovation and

Entertainment– Multimedia Technology– Videos, ipods, mobiles, etc.

• Collaborating and Networking– Blogs, social networks, forms,

wikis, etc.Don Tapscott “Grown up digital”

Grandad can you go online

and skype with us?

Simon 3,6; Lara 1,10 (2011-02-24)

CLIL task: teachers• The research question. Which “grand” question should the

student be able to answer by the time he/she finishes the chapter.

• Provide a summary in easy, accessible English.• Make a language inventory.• Write a list of 5 “Test yourself questions”. These are

to consolidate and reinforce learning

• Which smart learning strategies will be involved?• What media can be utilised?• How can I turn it into an „identity activity/text“?

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CLIL task: Learners• In small interest groups decide on a topic and draw up a key

vocabulary inventory of it.– You may Google your topic. For example, „volcanoes for kids“

and then decide on your keywords.– Decide if there are any academic words that may be keywords

for your topic. Include them in your inventory. http://www.nottingham.ac.uk/~alzsh3/acvocab/ Click on “word lists”.

• Find useful collocations linked to your words in a monolingual dictionary and include them in your grid.

• Design a language game or activity to consolidate your words. Useful websites:– http://jc-schools.net/tutorials/ppt-games/– http://www.isabelperez.com/tesllinks2.htm#vocabulary– http://www.btinternet.com/~ted.power/games.htm 25

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Work in progress• Evaluation criteria or success indicators. – How do I know my impact? How do I know that my

students have achieved this?• What is the empirical support for my principles,

procedures, measures, and techniques?– And (how) does it matter?

• What‘s the role of the „L“ in CLIL?• How can CLIL become more effective?– If so in what ways?

There is no recipe, no professional development set of worksheets, no

new teaching method, and no band-aid remedy. It is a way of

thinking: "My role, as teacher, is to evaluate the effect I have on my

students. J. Hattie, 2012

Erwin M. Gierlinger UE-UA/PH-OÖErwin.gierlinger@ph-ooe.athttp://clilingmesoftly.wordpress.com 27

It‘s a visual world

• Drawings• Cartoons• Clip art• Graphic organisers• Picture strip• Graphs, bars, charts• Video clips• Webquests• Realia• Any other visualisation

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Visual images are assumed to be dual coded if they can be translated. If we see a picture of a dog, we store both the

picture and the word. Thus the expression, „a

picture is worth a thousand words“.

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„The Prime-Minister‘s response was

extremely unprimeministerial”

BBC Radio 2, 19. October 2011