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UNIT 1UNIT 1

INTRODUCTION TO LEARNING INTRODUCTION TO LEARNING CURRICULUM CONCEPTS CURRICULUM CONCEPTS

THROUGH THE MEDIUM OF THROUGH THE MEDIUM OF ANOTHER LANGUAGEANOTHER LANGUAGE

(CLIL)(CLIL)

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AIMS OF THE SESSIONAIMS OF THE SESSION

Knowing what is CLIL.Knowing what is CLIL.

Kwowing its historical background.Kwowing its historical background.

Understanding its rapid widespread around Understanding its rapid widespread around Europe and Spain.Europe and Spain.

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CONTENTS OF THE SESSIONCONTENTS OF THE SESSION

Warm up activityWarm up activity Teacher’s speech on topicTeacher’s speech on topic

– HistoryHistory– NamesNames– Definition Definition – Reasons / advantagesReasons / advantages– ObstaclesObstacles– European OrganisationsEuropean Organisations– The Valencian ProjectThe Valencian Project

Debate on topicDebate on topic ImplementationImplementation

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WARM UPWARM UP

What makes CLIL so innovative?What makes CLIL so innovative?

Is CLIL a hindrance for the mother tongue?Is CLIL a hindrance for the mother tongue?

What languages are usually taught?What languages are usually taught?

Is CLIL just for gifted students?Is CLIL just for gifted students?

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A BRIEF HISTORY (I)A BRIEF HISTORY (I)

International schoolsInternational schools– Subjects taught in one of the world’s majority Subjects taught in one of the world’s majority

languages (French, English, German, Spanish)languages (French, English, German, Spanish)

EU language policyEU language policy– Native language + two languages of the UnionNative language + two languages of the Union

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A BRIEF HISTORY (II)A BRIEF HISTORY (II) 1990: Lingua Program1990: Lingua Program

1993: Language Learning for European Citizenship.1993: Language Learning for European Citizenship.

1995: European White Paper on Education and Training.1995: European White Paper on Education and Training.

1996: EuroCLIC Network, the term CLIL introduced, “Learning and Teaching Non-1996: EuroCLIC Network, the term CLIL introduced, “Learning and Teaching Non-language Subjects through a Foreign Language”.language Subjects through a Foreign Language”.

2001: availability of a comprehensive typology of European CLIL2001: availability of a comprehensive typology of European CLIL

2002: European Year of Languages. CLIL Compendium.2002: European Year of Languages. CLIL Compendium.

2004: Action Plan for the Promotion of Language Learning & Linguistic Diversity2004: Action Plan for the Promotion of Language Learning & Linguistic Diversity

2005: The Potential of Plurilingual Education symposium2005: The Potential of Plurilingual Education symposium

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MANY NAMESMANY NAMES

CLIPCLIP CBICBI CBLICBLI CBLTCBLT EACEAC EALEAL EMIEMI FLIPFLIP

FLAMEFLAME LACLAC TCTETCTE TETCTETC TCFLTCFL DFIDFI BCTBCT CLILCLIL

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DEFINITIONDEFINITION

Teaching subjects to students through a Teaching subjects to students through a foreign language (David Marsh, 1994).foreign language (David Marsh, 1994).

All types of provision in which a second All types of provision in which a second language is used to teach certain subjects in language is used to teach certain subjects in the curriculum other than the language the curriculum other than the language lessons themselves (Eurydice Report, lessons themselves (Eurydice Report, 2006).2006).

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DAVID MARSHDAVID MARSH David Marsh, UNICOM, Continuing David Marsh, UNICOM, Continuing

Education Centre,  University of Jyväskylä, Education Centre,  University of Jyväskylä, FinlandFinland

Since the 1980s: multilingualism & bilingual Since the 1980s: multilingualism & bilingual educationeducation

1994: launching of the term CLIL. 1994: launching of the term CLIL. 2002: The European Dimension: Actions, 2002: The European Dimension: Actions,

Trends and Foresight Potential.  Trends and Foresight Potential.  2004-2006: compilation of the EC Action 2004-2006: compilation of the EC Action

Plan: Promoting Language Learning & Plan: Promoting Language Learning & Linguistic Diversity.  Linguistic Diversity.  

2004: Special Educational Needs in Europe 2004: Special Educational Needs in Europe - The Teaching and Learning of Languages: - The Teaching and Learning of Languages: Insights & Innovation.Insights & Innovation.

2008-2009: international research team 2008-2009: international research team about the evidence of links between about the evidence of links between multilingualism and creativity. multilingualism and creativity.

Up to 2010: Strategic Director for CCN Up to 2010: Strategic Director for CCN (Europe). Educational development and (Europe). Educational development and research initiatives in the European Union & research initiatives in the European Union & East Asia. East Asia.

  

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WHY CLIL?WHY CLIL?

A tool for the promotion of foreign languages.A tool for the promotion of foreign languages. A tool for the promotion of minority languages.A tool for the promotion of minority languages. Language acquistion is most effective: Language acquistion is most effective:

communicative approach.communicative approach. Susbtantive basis for language learning: Susbtantive basis for language learning:

acquisition of new language structures.acquisition of new language structures. Second language learning is an integral part of Second language learning is an integral part of

social and cognitive development in school social and cognitive development in school settings.settings.

It respects the specificity of language use.It respects the specificity of language use.

THE 4C’s FRAMEWORKTHE 4C’s FRAMEWORK

Coyle 1999, 2006Coyle 1999, 2006 Four principles for Four principles for

planning a CLIL lessonplanning a CLIL lesson– ContentContent– CognitionCognition– CommunicationCommunication– CultureCulture

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THE 4C’s FRAMEWORKTHE 4C’s FRAMEWORK

conditions Aims for the classroom

Content: learners create their own knowledge and developing skills.

Vocabulary, purpose,diagrams, tables, experiential activities, related to the child’s previous experiences

Cognition: learning and thinking in terms of learner’s linguistic demands.

Predicting outcomes, reaching conclusions, thinking skills, creating knowledge

Communication: interaction in the learning context.

Sharing, researching and comparing cultural contexts, scaffolding tasks, student talking time vs. teacher talking time

Culture: intercultural awareness is fundamental to CLIL.

Collaborative activities, cooperation, group tasks, respect for others

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CLIL PYRAMIDCLIL PYRAMID

CLIL PYRAMIDCLIL PYRAMID

Systematical, tried and tested sequence for Systematical, tried and tested sequence for planning CLIL units and materials.planning CLIL units and materials.

Planning starts with content selectionPlanning starts with content selection Multimodal input to produce differentiated Multimodal input to produce differentiated

materials.materials. Input-scaffolding needed.Input-scaffolding needed. Tasks: authentic communication.Tasks: authentic communication. Nature of the outputNature of the output

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GOOD CLIL PEDAGOGYGOOD CLIL PEDAGOGY

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THE FUTURETHE FUTURE

CLIL requires a rethink of the traditional concepts CLIL requires a rethink of the traditional concepts of the language classroom and the language of the language classroom and the language teacher.teacher.

Obstacles:Obstacles:– Subject teachers unwilling to take on the responsibility.Subject teachers unwilling to take on the responsibility.– Most current CLIL programs are experimental.Most current CLIL programs are experimental.– A good deal of conscious learning is involved A good deal of conscious learning is involved → skills → skills

from the subject teacher.from the subject teacher.– Lack of CLIL teacher-training programs.Lack of CLIL teacher-training programs.– Unnatural aspects: teaching of literature.Unnatural aspects: teaching of literature.– ParentsParents

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EUROPEAN CLIL EUROPEAN CLIL ORGANISATIONSORGANISATIONS

EuroCLIC: The European Network for EuroCLIC: The European Network for Content and Language Integrated Content and Language Integrated Classrooms. (www.euroclic.net)Classrooms. (www.euroclic.net)

TIE-CLIL: Translanguage in Europe.TIE-CLIL: Translanguage in Europe. CLIL Cascade Network: On-line community CLIL Cascade Network: On-line community

of CLIL practitioners and their professional of CLIL practitioners and their professional partners who share ideas, experiences and partners who share ideas, experiences and resources. (www.ccn-clil.eu)resources. (www.ccn-clil.eu)

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VALENCIAN PLURILINGUAL VALENCIAN PLURILINGUAL PROGRAMPROGRAM

PEBEPEBE Primary 1st Decree: DOGV July 14th, 1998 Primary 1st Decree: DOGV July 14th, 1998

((11)) Primary current Decree: DOCV July 21st, Primary current Decree: DOCV July 21st,

2007 (2)2007 (2) Preprimary 1st Decree: DOGV August 21st, Preprimary 1st Decree: DOGV August 21st,

20082008 Secondary current Decree: DOCV April Secondary current Decree: DOCV April

26th, 2010.26th, 2010.(3)(3)

VALENCIAN PLURINGUAL VALENCIAN PLURINGUAL PROGRAMSPROGRAMS

Experimental.Experimental. Based on PIP or PEV program.Based on PIP or PEV program. Subjects in foreign language: maximum 2.Subjects in foreign language: maximum 2. Valencian Government aims: 30%Valencian Government aims: 30% Now, under revision and discussion.Now, under revision and discussion.

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DEBATE ON TOPICDEBATE ON TOPIC

Would you like to start a multilingual Would you like to start a multilingual programme in your school?programme in your school?

How would you do it?How would you do it?

What results could you expect?What results could you expect?

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HOW TO DO IT?HOW TO DO IT? School project accepted by School Board and Staff.School project accepted by School Board and Staff. Foreign language = vehicular language.Foreign language = vehicular language. Communicative approach.Communicative approach. LIL / CLIL.LIL / CLIL. Two ways: Two ways:

– subject teacher using English as the language of instruction (teachers with subject teacher using English as the language of instruction (teachers with “Capacitació”)“Capacitació”)

– Subject teacher without foreign language skills + English teacher Subject teacher without foreign language skills + English teacher (simultaneously)(simultaneously)

Two hours for coordinating non-language teachers with language Two hours for coordinating non-language teachers with language teachers.teachers.

Teachers involved in the project must prepare materials and share Teachers involved in the project must prepare materials and share them with other teachers.them with other teachers.

Thank you Thank you

http://cefire.edu.gva.es/http://cefire.edu.gva.es/

www.clil-castello.wikispaces.com www.clil-castello.wikispaces.com

SEE YOU NEXT WEEKSEE YOU NEXT WEEK