CLIL: a short insight into an innovative approach

1
CLIL a short insight into an innovative approach

• Mauro Sandre
• SSIS 2 Anno
• A046 Inglese

2
What is meant by CLIL?

• Language acquisition theories behind CLIL
• Krashen (1987) acquisition vs learning
• Krashen (1987) input hypothesis
• Input must be comprehensible (i1)? acquisition
• Cummins (2002) BICS-CALP binomial
• Basic Interpersonal Communicative Skills
  Cognitive Academic Language Proficiency
• Cummins (2002) diagram
• cognitively demanding
• context embedded context reduced
• cognitively undemanding

3
How can Ss learn/acquire language through CLIL?

• focus on content rather than form (natural
  environment of language acquisition)
• motivation
• cognitive processes and linguistic support
• concepts lexis
• processes communicative function
• study skills linguistic skills
• metacognition textual organisation
• memory grammar
• ? language as a complex cognitive skill

4
How is a CLIL lesson organised?

• Developing cognitive skills
• 'diagrams of thinking to help learners
  categorise the ideas and information in a text
• tree diagrams for classification, groups,
  hierarchies
• flow diagrams and timelines for sequenced
  thinking (instructions and historical
  information)
• tabular diagrams (describing people and places)
• All four skills combined
• listening/reading as source of input
• speaking focuses on fluency
• writing through a series of lexical activities
• Providing lexical structures (frames)
• Focus on lexis rather than grammar
• Focus on language related to the subject
• Linguistic activities
• Pre, while and post reading tasks are as
  appropriate in the subject context as in the
  language context

5
How should Ss perform in L2?

• Focus on form through
• Need to perform L2
• Revising L2 production
• L2 Ts should intervene on form
• Written production
• Focus on errors
• Focus on text organisation
• Oral production
• Feedback on errors
• Negotiation

6
Are language Ts going to disappear with CLIL?

• Content Ts recruitment criteria
• Coonan 2001
• Language Ts are still important concerning Ss
  output (focus on form is needed)
• Evaluation both on content and language
• Language CLIL Content
• subject subject