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Getting CLIL into the classroom.

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Andrew Boulind

on 30 May 2016

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Transcript of Getting CLIL into the classroom.

Getting CLIL into the classroom.
What is CLIL?
The 4Cs
In developing the rationale for introducing CLIL into the curriculum it may be helpful to
consider the benefits to teachers and learners in relation to four specific dimensions:

Content (subject, matter, project, theme)
Communication (Language)

• CLIL provides learning contexts which are relevant to the needs and interests of learners. (Child-Centred)
• CLIL supports the integration of language into the broader curriculum: Science, Art, Geography, Social Science
• CLIL can be explicitly linked to literacy, forming conceptual and linguistic bridges across the curriculum.
The 4Cs
integrating content from across the curriculum through high quality language interaction
engaging learners through higher order thinking and knowledge processing (HOTS & LOTS)
using language to learn and mediate ideas, thoughts and values
interpreting and understanding the significance of content and language and their contribution to identity and citizenship
The 4Cs Framework for CLIL - (Coyle, 2005)
In 1979 the Canadian educator, Jim Cummins, made a useful distinction between BICS, the skills of listening, speaking, reading and writing for so-called social or conversational purposes and CALP, linked to more academic, cognitively challenging tasks in subject lessons.
In 2001 a former student of Bloom, Lorin Anderson, published a revised classification of thinking skills which is actually rather similar to the original but focuses more on verbs than nouns and renames some of the levels.
Bloom's revised taxonomy of thinking skills
Functions for Interaction:

Expressing agreement or disagreement, clarifying what has been said, describing cause and effect, explaining an opinion, expressing ideas and opinions, generalizing, giving instructions, giving approximate numbers, interpreting data, predicting, presenting solutions, suggesting.

We can encourage communication by

setting the classroom up (seating, posters, resources) to support communication
scaffolding tasks which reduces stress and makes explorative tasks more manageable.
Using learning opportunities that don’t always have a right or wrong answer.
Offering choices about how to do things.
Reducing teacher talking time (TTT) and increasing student talking time (STT).
• CLIL is particularly relevant in classrooms where learners bring diverse language and
cultural experiences
• CLIL is an appropriate vehicle for exploring the links between language and cultural
identity, examining behaviours, attitudes and values
• CLIL involves contexts and content which enrich the learners’ understanding of their own culture and those of others
• CLIL strengthens intercultural understanding and promotes global citizenship.
We can create a sense of community by:

- getting children to collaborate on activities and share experiences.

- Encouraging cooperation, help and respect.

- Rewarding risks

- Identifying learner’s roles.
Task and Achievement senses of verbs- CLIL
The difference between the task and achievement senses of verbs. You can be engaged in the activity of
, but not really be
it, like dieting.

There he is. He's dieting. Is he losing any weight? Not really.
is a word like that. You can say, "There's Andrew, he's in room 34, he's teaching." But if nobody's learning anything, he may be engaged in the task of teaching but not actually fulfilling it!
The role of the teacher
The role of the teacher is to facilitate learning. CLIL gives us the opportunity to use PBL as well as a variety of pedagogies
"Education is about learning. If there's no learning going on, there's no education going on, people can spend an awful lot of time discussing education without ever discussing learning. The whole point of education is to get people to learn".
Great teachers do that, but what great teachers also do is mentor, stimulate, provoke, engage.

In the end, education is about learning curiosity.

Break away from routine algorithms -excite that power of imagination and curiosity.

Awaken and develop the powers of creativity

Teaching is not just a delivery system

Full transcript