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1. why CLIL?

  • In order to fully understand CLIL principles, it is necessary to know how and why CLIL is becoming increasingly popular among teachers and schools.

reconceptualization

of the main educational

  • Therefore, a wide

methodologies is needed (Cano, 2013):

Psychological and

pedagogical theories

second language

acquisition approaches

...TO

FROM...

...TO

FROM...

constructivism

BEhaviorism

communication approaches

grammar-based approaches

80s

early 20th century

First Reason: CLIL STRATEGIES

(Meyer, 2010)

Piaget and Vygotsky

Pavlov and Skinner

Multiple Intelligence Theory

Rich Input

cognitive psychology

  • Audio-lingual Method (1950s)
  • Suggestopedia (1970s)
  • Total Physical Response (1970s)
  • Task-based Language Teaching
  • Content Learning CLIL

1983

  • The Grammar- Translation Method (1840s- 1940s)
  • De Saussure, Modern Linguistics (early 20th century)
  • Chomsky: Standard Theory (1960s)

60s and 70s

scaffolding learning

Ausubel and Bruner

Howard Gardner

Rich interaction and pushed output

adding the cultural dimension

Make it h.o.t.

Sustainable learning

1. what is CLIL?

  • CLIL (Content and Language Integrated Learning) is an approach to Bilingual Education which refers to situations where a non-linguistic subject is taught through a foreign language, with dual-focused aims: the learning of content and the learning of a language (Marsh, 1994).

simultaneous

CLIL FEATURES AND PRINCIPLES

My own CLIL lesson plan

Vertebrate animals: mammals vs birds: objectives

TYPES OF language in CLIL

CLIL framework

(Coyle, 1999)

(Coyle, Marsh and Hood, 2010)

Fourth reason: Scaffolding

Scaffolding language

these are some examples of language scaffolds

• Giving examples: such as…

• Describing a process: first, then, later, finally…

• Expressing conditions: if…

• Describing trends in the present: population IS increasing, people ARE happy…

• Talking about purpose: to, in order to, so that…

• Defining: herbivores are animals WHICH…

Using different types of questions: referential, display, open, closed...

Scaffolding is applied so as to help students move forward to new zones within the Zone of Proximal Development (ZPD) proposed by Vygotsky. It becomes a meaningful tool for teachers, who

allow students to take control over the

situation step by step until they

become competent to make the

activity on their own

scaffolding strategies

(Alber, 2011)

show and tell

Tap into prior knowledge

give time to talk

pre-teach vocabulary

use visual aids

pause, ask questios, pause, review

Types of scaffolding

(Dodge, 2001)

Reception scaffolding:

To ensure that students extract relevant and needed information from the input: hearing guidelines, charts...

transformation scaffolding:

To provide strategies which allow the transformation of the received input into something new: data tables, support to create ideas...

Production scaffolding:

To support students when creating something new: presentations templates, guidelines, schemes...

And after a lot of searching and reading, I can say that the answer is...

Theory sounds good, but my big question was:

YES,

it can!

CLIL: CAN it

really be applied in our schools?

second Reason: CLIL MATRIX

(Cummins, 1984)

Jim Cummins´ CLIL matrix

• tasks: enforce the student to use the language through familiar topics which become reference tasks for the next type of task.

• tasks: students use the previously acquired language. The concepts study through visual support gets started.

• tasks: keep developing new knowledge and raising the linguistic structures level which must be used by the student.

• tasks: final goal. New knowledge related to the language and to the subject contents are incorporated through teamwork, use of technologies and supporting help.

thanks for your awesome attention

CONCLUSION

third Reason: the CLIL pyramid

Carlos Navarro Sánchez-Mayoral

(Meyer, 2010)

It requires time, effort, and collaboration among teachers, but if it is well implemented, CLIL makes the difference on bilingual education by providing students and teachers with many possibilities to develop linguistic skills and gain knowledge at the same time.

degree in primary education - mención inglés

2011-2015

Scaffolding Language and Learning

Carlos Navarro Sánchez-Mayoral

End of Degree Project - June 2015 tutor: Michael Fosmire

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