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CLIL in the Classroom
Transcript of CLIL in the Classroom
CLIL is a student-centered approach, so learning outcomes are used in order to focus on the learner rather than the teacher.
Learning outcomes are statements of what most Ls should be able to know, do and be aware of as the result of a learning experience.
This can be at the end of a lesson, a series of lessons, a unit or module. LOs can be wide or narrow but they need to be achievable and measurable. LOs can also focus on learning to learn.
Planning a Lesson
Now let's get started on planning your CLIL lesson!
Cognitive skills or thinking skills are the processes our brains use when we think and learn.
Cognitive skills develop from a very young age.
Ls need progressively challenging tasks to develop these skills
Ls benefit from a language-rich classroom
Ls need wait time
Ts need to look at tasks and be aware of the cognitive demands required of the Ls: Are the concepts too easy or too difficult?
Cognitive skills are divided into two categories:
What language do CLIL Ts and Ls need to be able to communicate ideas and understand the content?
Language for Learning
Language of Learning
Language through Learning
What is CLIL?
Step out of your comfort zone and become part of an educational approach adopted by teachers all over the world!
CLIL is an umbrella term
CLIL helps us to shape education
CLIL provides teachers with a flexible way of designing learning more compatible with how the brain likes its information
CLIL boosts confidence in language use
CLIL motivates learners
Preschool & Elementary CLIL
Ludic, highly authentic approach where L2 is used to a greater or lesser extent (Immersion)
Focus on stimulation, dynamic activities
Focus on phonetics with teacher as role model
Focus on increasing motivation towards language learning and building learner self-confidence
What should we ask about CLIL materials?
Are the materials…
• appropriate for the age of the learners and the stage of learning?
• fit for purpose? Do the match the learning outcomes?
• linked to the CLIL aims? Do they consider the 4 Cs?
• progressive in subject content, language, cognitive demands and task demands?
• supportive? Do they have word banks, language frames and visuals?
• varied in skills, tasks, interaction?
• collaborative, challenging and achievable?
• motivating and complete?
Materials & Adaptation
CLIL aims to develop learner autonomy through learning skills and strategies, which can be applied across the curriculum.
CLIL teachers must keep in mind the following when planning CLIL lessons:
Young Learners' Characteristics
We need to plan and optimize opportunities for learners to develop their communication skills in the CLIL classroom.
It is important to increases STT and to reduce TTT as learners progress through CLIL.
Brainstorming (Activating Prior Knowledge)
Benefits of CLIL
Increase STT and reduce TTT
HOTS and LOTS
Culture (Citizenship or Community)
"Culture is at the core of CLIL," (Coyle).
Developing positive attitudes both inside and outside the classroom.
BICS (Basic Interpersonal Communicative Skills)
Skills needed for everyday situations; less cognitively demanding; achieved after 2 to 3 years in CLIL
CALP (Cognitive Academic Language Proficiency)
Academic, formal language; takes Ls 5 years to achieve; cognitively demanding
CLIL in the Classroom
Preschool and Elementary
Aimed at young learners
Take advantage of "down time," e.g. transitions
Use of games, songs, visuals, realia, manipulatives & TPR
Focus on repetition and routine-building so Ss do not rely on translation
Teachers speak almost entirely in CLIL language
Builds a sense of security, less anxiety, a positive attitude and more learning!