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CLIL for Arts and Crafts, Valentina Franco Lizarazo

CLIL proposal for third grade of primary school in Visuals Arts and Crafts.
by

valentina franco

on 19 June 2013

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Transcript of CLIL for Arts and Crafts, Valentina Franco Lizarazo

CLIL for Visual Arts and Crafts
What is CLIL ?
CLIL (Content and Language Integrated Learning) is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language with the objective of promoting both content and language mastery to predefined levels (Marsh & Wolff, 2007).

How does CLIL work ?
Students and School Context
Students: Pupils in 3rd grade of primary school
School context: Escola Els Estanys, Platja d’Aro

Multicultural population sensitive to different languages, especially English.
The students have three 50’ sessions of English per week.
They also have a support native teacher sponsored by the AMPA.
The school had had long-term, stable programs and English teaching staff.
School had a PELE (Pla Experimental de Llengües Estrangeres) since last year.

Goal of the TFG
Course Design
Visual Arts and Crafts
annual plan
Linguistic Competence in English
2 Problems
Content
Language
Why 3rd level ?
The basis of the grammar knowledge in L1 is almost complete.
Children are better at thinking about language: synonyms, categorization, and figurative language are some of their new language skills.
Children’s cognitive, phonological, and language skills should be good enough to allow them to learn new information: they can listen, read, write and speak.
These skills are transferable to the new language learning context.
Curricular contents of Visuals Arts and that of English are similar.

Implementation of the Proposal
Practical Experience
Conclusions
One of the key conditions to implement a CLIL project is that it is also a school project. A close collaboration between the tutor or the content teacher and the English teachers is absolutely necessary.

This collaboration should include a strong connection between the English class program and the content class program, following an interconnected planning.

CLIL can improve motivation for both: content and language learning.

CLIL program requires a strong teacher’s commitment in order to design, prepare, create and rebuild lesson plans and materials.


Course Design for Visual Arts and Crafts
Teachers involved:

Tutor or Content teacher
+ English teacher

+ Support Teacher

Competences:

Mainly communicative
competences but also
methodological and
personal.

Timing:

Three terms with 10
sessions (1 per week).

Topic:
Each term has an author
and painting as a source
point of work to develop
aims and contents.
4C's Framework
Bloom's Taxonomy
Implementation of the Proposal
A. Valentina Franco Lizarazo
Culture

Communication
Content
Cognition
Task Design
Topic
Input
Outcome
Scaffolding
for CLIL
implementation


Results
Full transcript