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Transcript of CLIL
It is sometimes referred to as "content through language" but this course treats CLIL as a relationship between teaching content AND teaching language.
Language & Language knowledge
A strong methodological grounding
Does CLIL only suit certain learners?
Are your learners selected? How?
Are your students motivated?
What's their motivation?
Do they communicate?
Do they underperform in everything, content, English and the first language?
Should you make the content easier in order to match their language ability?
CLIL teachers may lack confidence
Other teachers may be sceptical
Parents may be reluctant
The needs of the learners are unpredictable
There are too few published materials
There is insufficient time for preparation
No one-size-fits-all methodology
There's tension between students' accuracy and fluency
There's tension between students' content knowledge and linguistic ability
There is no agreed standard for assessment
You will have compared methods
You will have developed activities
You will have pushed your language limits
You will have made contacts
You can become part of a network
"CLIL is closely related to and shares some elements of a range of educational practices...such as bilingual education and immersion." - Coyle, Hood & Marsh; CLIL. Cambridge University 2010
"CLIL is an umbrella term covering a dozen or more educational approaches (eg immersion, bilingual education, multilingual education, language showers and enriched language programmes)." - Mehisto, Marsh & Frigols. Uncovering CLIL. Macmillan 2008.
"…an approach to bilingual education in which both curriculum content (such as science or geography)
and English are taught together. It differs from simple English-medium education in that the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study". Graddol D. English Next. British Council Publications, 2006.
Soft CLIL to Hard CLIL
(language-led or subject-led)
(short-term low intensity or long-term high intensity)
In groups of 3 or 4...
What does your school do? (or what will it do?)
Has the CLIL programme at your school changed at all?
What advantages or disadvantages are there with different approaches?
What does a CLIL teacher need?
Who has responsibility for CLIL at your school?
The content teacher works with the language teacher outside the classroom. The language teacher prepares learners with the necessary language before the content lessons.
The content teacher just teaches
content in English that the learner has
already studied in the first language.
The content teacher and the
language teacher are the same
The content teacher teaches all the language
that the learners need to understand the subject.
What are the pros and cons of each of those different ways of sharing the language and content teaching?
Which is closest to what happens at your school?
Every teacher is a language teacher...
We will send you 2 emails:
1. An email of all your email addresses
2. An invitation to join the CLIL group on "Wiggio"
The language teacher comes into the CLIL
classroom and works with the content teacher.
What does that mean?
Week 1 Friday: 5-10 minute activity.
You will state the age/level of your learners.
You will set up your speaking activity.
Learners will communicate about content subject.
Week 2 Friday: 20 minute mini-lesson.
You will teach activities and receive feedback.
Do your peers agree with the following statements?
1. In CLIL, the content work is more important than the language work.
2. The curriculum will move more slowly in CLIL lessons.
3. L1 should not be used in the classroom.
4. There is a greater workload for teachers.
A definition of CLIL
A look at CLIL teachers
Questions about CLIL learners
Stating course outcomes
Can all the same tasks be used in CLIL classes as in L1 classes?
Is a different approach required for CLIL teaching compared to normal teaching?
Good practice is good practice. Please share.
Are you a content teacher?
Are you a CLIL teacher?
Are you a language teacher?
The importance of differentiation