CLIL

1
CLIL the issues

• Contexts
• Integrating subjects and languages
• Training
• Materials
• Rubber stamp - recognition
• Teacher confidence, collaboration
• Testing and assessment

2
Content and Language Integrated Learning

• English-medium education
• English-medium education as part of bilingual
  education
• English as a second/additional language
• English Across the Curriculum
• Teaching content in ELT
• Integrated Learning
• English as a Medium of Instruction

3
Contexts

• Bulgaria (content teachers, translated specific
  materials, bottom-up/top-down training, low
  investment)
• Malaysia (content teachers, specific materials,
  training problems, high investment, recognition)
• Germany (combined content and ELT specialists,
  little formal CLIL training - changing, some
  specific materials)
• Mexico (language teachers, specific materials,
  one-off publisher training)
• Basque (primary network of teachers, growing
  secondary, specific materials, regular
  meetings/training, high investment, recognition)
• Italy (buddy system, adapted materials, mainly
  bottom-up training, EU)
• Lithuania (buddy system, top down and bottom up,
  adapted materials, one-off trainings, high
  investment, recognition Latvia and Estonia)

4
Integrating subjects and languages

• Good study skills (presentations)
• Vocabulary
• Language awareness (women in history)
• Guiding the processing of language
• Reading
• Listening
• Supporting production of language
• Speaking
• Writing

5
Training

• Content training and language training
• Training through book promo
• Comenius courses
• (NILE www.nile-elt.com)
• Integrated content and language
• Materials development and use
• Institutions and training

6
Materials

• CLIL Textbooks (Richmond/Santillana)
• Translations (China, Bulgaria)
• Imported textbooks
• Supplementary materials
• Adapted materials
• DIY materials
• Materials evaluation

7
Rubber stamp

• Weight
• Documentation
• Examination
• Certification
• Institutionalisation
• Setting standards
• Keeping in touch with teachers

8
Confidence Collaboration

• Networking (www.factworld.info)
• Sharing www.yahoogroups.com/factworld
• Peer support (buddies)
• Lesson observation
• Spreading the word
• Language development

9
Testing and assessment

• You cant test what you havent taught
• Imported exams
• Variety in data collection
• Meeting the demands of formal exams
• Language choice (Innsbruck)

10
The Future

• Content teachers
• Integrated training
• Trainer/writer training
• Institutions and pre-service training
• Control group research
• Film lessons
• Examinations
• International partnerships
• Publishing

11
A Learning Phrasebook
Needs

• English-medium teachers from many contexts
  complain of their students lack of ability in
  activating the language of the subject, that is
  producing the subject language in their own words
  
• This book aims to provide teachers with specific
  examples in how to provide learners with
  scaffolding for constructing the language of
  the subjects they learn through the medium of
  English.

12
Objectives

• to describe key language
• phrases for key curricular subjects and topics
• phrases commonly used to express thinking
  processes
• to present typical language support activities
• to support common language within each
  subject/topic
• language skills support (listening, speaking,
  reading and writing), grammar, vocabulary,
  function and discourse
• to offer practical pedagogical advice for
  teaching subjects in English as a second language

13
Example curriculum guidelines

• Organisation of a topic within the subject
  science
• Sub-topics
• Objectives
• Outcomes
• What is missing for CLIL learners?
• Language and task

14
Unit 1 Cells, Tissues, Organs, Systems
15
Identifying Language1.1 Naming / Identifying

• This is a/the
• That is a
• Thats the
• This is called a/the
• The are called .
• Together, the and the are called the .
• It comes from a
• Its from a
• The structure is called the
• At the top of thethere is a (adjective) part
  called the .

16
1.2 Location

• It is found in the of the
• The are found at the base of the .
• They are (adjective) and are attached to the .
  
• The are arranged in a ring around the centre
  of the .
• The is found in the centre of the ,
• The is attached to the bottom of the by a
• They are inside the .

17
1.3 Structure / appearance

• It looks like
• Its got/hasnt got
• It has/doesnt have
• All have , a , and .
• The are the often highly (adjective) parts
  which (function verb).
• They are (adjective) and are attached to the .
  
• The are arranged in a ring around the centre
  of the .
• They consist of a with a shape at the end.
  
• and is shaped rather like a .
• and is divided into two parts.
• The top of the is called the .
• The is attached to the bottom of the by a
  .
• A long grows out of the , this is the .

18
1.4 Function

• The is the part which
• The is where is carried out
• The is used for -ing
• The has the role of -ing
• The carries out the function of -ing
• The has a -ing role
• The is a
• The s job is to
• It does the -ing

19
1.5 Processes

• First, Second, Third, Fourth,
• The first thing that happens is
• The first thing to happen is
• Firstly,
• Lastly,
• Additionally,
• Subsequently,
• Additionally,
• Finally,
• Last but not least,

20
1.6 Simarity and Difference / Comparison

• is like is similar to
• and are similar
• and both share
• andboth havein common
• in thatin so far asin respects
• firstly, etc in the following ways, ,
• and is unlike
• is different from / differs from
• One can distinguishfrom
• can be distinguished from

• While is , isnt
• One of the main differences between and
  is that is/has
• The main difference
• A major difference
• Whereas isnt/hasnt although
  (subordinate clauses)though
  (ditto).whereas (main clauses) but.(ditto)
• However /But / Neverthless
• On the one hand, on the other hand
• It is true that
• NeverthelessAdmittedly

21
Speaking

• Pair speaking
• Running dictation
• Question loops
• Info Search
• Vocabulary work
• 20 questions

22
Listening

• Using semi-scripts
• Textbook visuals
• Graphs, charts
• Tables
• Flow diagrams
• Memorising
• Vocabulary

23
Reading

• Jigsaw reading
• Word-order
• Vocabulary
• Filling diagrams
• Ordering
• Hierarchies
• Info search

24
Writing

• Frames and language support sheets
• Integrating content and writing
• Supplementing textbooks
• Writing reports
• Making observations
• Making presentations
• Creative writing