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Curricular Models in CLIL

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Jorge Andrés Mejia Laguna

on 18 January 2015

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Transcript of Curricular Models in CLIL

1. CLIL educational
objectives

Operating Factors
IMPLEMENTATION
SCALE

Different ways to implement
"bilingual" programs

2. Contextual
variables

One model won't fit all contexts
Teacher Availability
CLIL-Language Proficiency
Language and Content Integration
Extra curricular dimension
(Coyle, Hood & Marsh, 2010)

SOFT CLIL HARD CLIL
Curricular Models in CLIL
Jorge A. Mejía L.
M.Ed. in Educational Leadership.
Virginia Commonwealth University
Pontificia Universidad Javeriana
Instruction through
CLIL-language

English
Spanish
Let's look at the models!
Model B1 (Middle/High S.)
Model A3 (Elementary)
Model A2 (Elementary)
Model A1 (Elementary)
(Coyle, Hood & Marsh, 2010)
Confidence-Building and Introduction to key concepts
A few hours a week with CLIL
Instructions in L1
key concepts and communication in L2
Not strong L2 from sts and Teachers
Partnerships with other schools
Usually no L2 teacher available
Pre-School 3-6 years
Immersion
Main focus on stimulating, fun activities
Play based activities (Ludic approach)
Phonetics is essential
Introduction of sounds words and structures
Introduction to very basic concepts (shapes, colors, numbers, etc)
Development of key concepts and learner autonomy
A lot of hours a week with CLIL
Translanguaging
Bilingual Material
Content and L2 teacher work together
Assessment of key concepts in L1
Complementary assessment of L2 through a portfolio
Various content subjects mainly in L2
In-Depth education in L2
HOTS
Assessment of key principles in L2 with parallel assessment of major concepts in L1
A lot of support is needed
Schools in different countries share a course through the internet
L2 in both countries
Collaborative projects
International certification
A lot of hours a week with L2
HOTS are developed
Many content subjects in L2
Often linked to international certification
A lot of support is needed
Specific modules are taught with L2 involving teachers from different areas
Environmental science, ICT, etc...
Content has an international dimension
Portfolio (assessment)
L2 teacher is responsible for the teaching
It "looks" like CBT but the focus is on language and content (equally)
Content assessment is usually formative and complementary to language assessment
L2 only in specific areas
Develops task-based functions
L2 and L1 coexist
Assessment is often bilingual and competence based
Preparation for a long-term CLIL program
Dual-School education
Bilingual Education
Interdisciplinary approach
Language-based projects
Specific-domain vocational CLIL
Model B2 (Middle/High S.)
Model B3 (Middle/High S.)
Model B4 (Middle/High S.)
Model B5 (Middle/High S.)
Stage 2:
Analysing and personalizing
the CLIL context
How to start a CLIL program?
Constructing a model for CLIL which not only grows from the vision created in Stage 1, but which also reflects the local context.

Aim for gradual implementation

Make a sensible selection of the CLIL subjects
Stage 1:
A shared vision for CLIL
What is our ideal CLIL classroom and
what goes on there?

In an ideal world, what do we want
our CLIL learners and teachers to be able to
achieve?
Stage 4:
Preparing the unit
Stage 6:
Next steps – Towards inquiry-based professional
learning communities
Stage 5:
Monitoring and evaluating CLIL in action
Stage 3:
Planning a unit
Content
Cognition (connected to content)
Communication (language OF, FOR & through)
Culture (Interculturality)
Planning becomes
materials, resources and
activities.
Understanding classroom processes as they evolve to gain insights which inform future planning.

Next steps – Towards inquiry-based professional learning communities
Building a professional learning community where everyone considers themselves as learners as well as teachers.
"what is certain is that there is no single model for CLIL and that for approaches to be effective they have to be contextualised, evaluated and understood in situ and "owned" by all those involved" (Coyle, 2009)
(Coyle, Hood & Marsh, 2010)
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