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CLIL for Woodlands Academy

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by

Aine Furlong

on 30 September 2014

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Transcript of CLIL for Woodlands Academy

A CLIL overview
CLILDefinitions
Europe's and Ireland's position on CLIL
Definitions, Methodologies and Applications
is important too
CLIL models
Dr Áine Furlong
afurlong@wit.ie
27th November and 4th December 2013
Ideas and resources for a language-sensitive approach
Factors for success
Prepare for a language-sensitive approach
is important
Key principles
http://www.ict4lt.org/en/index.htm
useful ICT tips for language teachers
Communities
http://ndlr.ie/
http://www.ccn-clil.eu/index.php?name=Content&nodeIDX=3488
More resources
http://edu.glogster.com/glogpedia/
http://www.thinkbuzan.com/intl/articles/view/example-mind-maps-education
Áine Furlong IRAAL April 2012

Post-primary education
Primary education
Distance education
Teacher education
Third level education
Áine Furlong IRAAL April 2012

Post-primary education
Primary education
Distance education
Teacher education
Third level education
Personal and professional background
Identity vs Identities

The challenge of CLIL

The challenge of Plurilingualism
21st Century challenges for language learning and teaching
Áine Furlong IRAAL April 2012
Collaboration

Choices

Creativity

Connections

http://clilreflections.blogspot.ie/2011/12/8-cs-of-clil.html


Rosie Tanner’s and Jason Skeet’s + 4 Cs = 8 Cs (December 2011)
Áine Furlong IRAAL April 2012
A learning space for intercultural competence is not automatically present in CLIL classrooms (Dalton-Puffer 2009)
Culture is a potential in CLIL (Coyle 2010)
CLIL: not the purveyor of culture (Ball 2010)
Culture in CLIL
Diversity and dynamism

Because

There is no culture of one

because

Culture is communication and communication is culture
(Hall, 1959, p. 186)
Culture in 21st Century
=

Bottom-up: WORDS are the key components

L2 reading requires 90% of word recognition in a text in order to read for meaning

If the reader becomes word-bound, the information will not be related to prior knowledge
Minimal attentional capacity for maximum processing ability
Read aloud (joke, article in newspaper, etc.)
Sing (Youtube)
Put words in the target language on a tune you know or like
Record yourself reading
Describe what you are doing (cooking, entering building, going upstairs, opening door, etc.)
Tandem language learning (use language to negotiate meaning, practice question-asking)
Role-plays (you can use your tandem partner or a friend: imagine you are an angry customer, a famous pop singer, etc)
Games (guessing games)
Describe a picture (a sequence such as in a cartoon strip)
Create your own avatar: http://www.voki.com/, record tongue twisters
Re-phrase sentences
Memorise fixed expressions
Listen to a short piece or read a short item. Write down 5 words you heard or read. Make and say a sentence with these words.
More strategies to practise Speaking
Consider a language policy for the school
Integrate language objectives in subject curriculum
Involve language specialists in the design of modules/programmes/syllabi
Find incentives to involve staff: organise workshops in technology for learning, promote communities of practice
http://www.educatorstechnology.com/2013/05/8-awesome-educational-infographics-for.html


http://www.isabelperez.com


Define key words
Culture
Communication
Content
Cognition
Context
Collaboration
Choices
Creativity
Connections

http://www.educatorstechnology.com/2012/06/educators-guide-to-use-of-pinterest-in.html
Work on making languageS visible!
But what is a Language-sensitive approach?

How can our practice become language-sensitive?

Comprehensible input?
Comprehensible output?
Cultural identifications

http://www.readwritethink.org/
A fantastic resource for a language-sensitive approach.

http://education.jlab.org/vocabhangman/
Excellent hangman games with maths and science vocabulary

http://www.scholastic.com/kids/homework/maggie_science.htm
Science labelling – students are given 30 seconds to ‘study’ diagram then click and drag to right place (Earth, flowers, fish, respiratory system, atmosphere)

http://www.quia.com/jg/539163.html
On-line Music Games (matching, concentration etc.) (Note: Quia offers 30 day free trial)

http://www.eflnet.com
Click on Vocabulary section. Wide range of vocabulary activities (click on correct photo, click and drag, multiple choice, listen and click) Also includes hangman game and ‘slang’ section.

http://www.edhelper.com/
Material for Maths, Science, Music, Social Studies and more. Click on subject then go the ‘theme units’ for a variety of topic and lessons (Note: American English)

http://www.studystack.com/
Word lists, games, matching activities for secondary school Maths, Science, History and Geography. Click on subject, pick topic and click on activity (flashcards, wordsearch, matching, hangman etc.)

http://mrnussbaum.com/
Search for the periodic table game. Good grammar games.

http://storybird.com
Start the story with the artist. The words will follow.







http://www.festisite.com/


Running dictation
Opinion dictation
Defining a word or a concept
Fast photo
Caroll diagrams
Excellent resources combining videos and corresponding worksheets in science, social studies, PE and English
Useful websites for the CLIL teacher
http://letsclil.blogspot.com.es/search/label/Science
Classroom observation, views on CLIL and assessment
Circulatory system
Maths: geometry
Philip Ball: CLIL and language teachers
Assessment in CLIL from Slide 23

http://www.slideshare.net/mirun/clil-5-assessment-in-clil

Video clips from CILT website

http://www.cilt.org.uk/secondary/14-19/video_library/intensive_and_immersion.aspx

Videos explaining math concepts
http://www.mathplayground.com/mathvideos.html
History resources:
http://www.naldic.org.uk/eal-teaching-and-learning/eal-resources/history-eal
Full transcript