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What matters in a CLIL Lesson

CLIL-EFL Formation in English 1st session
by

Angelica Cordova Armas

on 18 March 2014

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Transcript of What matters in a CLIL Lesson

What is important for
planning a CLIL lesson

Teaching strategies
Strategy No. 4: Adding the
(Inter-) cultural dimension
Strategy No. 5: Make it H.O.T.
Of approximately 80,000 questions asked on average annually by teachers, 80% are at the lowest level of thinking – factual knowledge. (Call 1984; Watson/Young 1986)
Looking at various topics from different cultural angles, realizing that other cultures tend to see things differently, have different values and beliefs.
Otherness awareness
Affective filters remain wide open
Authentic communication will occur when there are certain communication gaps
Supports L production by providing phrases, vocabulary and collocations.
Strategy No. 1: rich input
Meaningful: global problems mankind faces and connecting with the daily lives of our Ss.
Reduces the cognitive and linguistic load of content/input.
S interaction and output is triggered by tasks which is why task design is at the heart of every CLIL lesson
If we want to prepare our Ss to succeed in a globalized world, enable them to work in teams across national and cultural border, intercultural communicative competence (Camerer, 2007)
Be aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them.
The ability to express complex thought processes appropriately, do not appear automatically but need systematic instruction, both in L1 and L2.
Indeed, thinking skills (H.O.T.s) are the key to success in the Information Age.
Meaningful, challenging and authentic.
Link to prior knowledge, experiences and attitudes.
Balance of teacher-directed and learner-directed activities.
Strategy No. 2: scaffolding learning
Enables Ss to accomplish tasks through appropriate, supportive structuring.
Provide learning skills and strategies
Strategy No. 3: rich interaction and pushed output
Strategy No. 6: sustainable learning
We have to make sure that what we teach in class is taught in a way that new knowledge becomes deeply rooted in our students’ long-term memory.
Facilitate both the learning of the specific content and the learning/acquisition of a foreign language.
Create connections, transparent learning process, share results, autonomy, promote spiral learning, etc.
References:
Meyer, O. (2010):
Towards quality -CLIL:
Successful planning and teaching strategies.
Pulso, 33. 11-29.
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