Collaborate with your teaching partner to bring the latest CLIL pedagogy into practice. Scaffolding breaks down the ideas into digestible chunks. So instead of the instruction so beloved of language-learning textbooks: …an exchange that can logically culminate in the dialogue 'No' (Or, 'No I don't' if the author's intention were more linguistically ambitious!) So in fact it’s quite light on theory because a lot of people bring a lot of the theory anyway. Keith Kelly looks at examples of language used in making conclusions and findings from the area of geography, categorized by nouns, verbs, word groups and prepositions. What about teaching names of spring flowers? The students: o Write o Speak o Listen o Interpret o Engage in contextualised grammar. The conceptualization of CLIL involved people with genuine interests in the public education sector. Functionality cookies: These are used to recognise you when you return to our website. (Participants share ideas and see Key below). BOOST FOR CLIL IN VET project! Read the text on Socialism, Marxism and Anarchism. A balanced diet Food Pyramid to raise awareness of the importance of a balanced diet Frontal and group work Try it out! Keith Kelly looks at examples of language used in making generalizations from the area of science; these can be split into three broad groups: quantity, frequency and certainty. Building direction and focus 5. (1983 OUP)  Fundamental Concepts of Language Teaching3  Graddol, D. (2006 British Council Publications) English Next. Funny acronyms | Production first | Rough output | Splashing around | Language in CLIL | Methodological frames | Language focus | Activity types | And finally. Discuss the opening line of Humpty Dumpty in relation to the development of the English Civil War and the role of Royalist propaganda in its initial stages. Q4 is much better because it provides 'scaffolding'. Q1. Some people need general information, others need examples.… Three CLIL activities for the end of a chapter Finishing the chapter in a CLIL wayDuring many lessons the structure makes sense: You do a short recap, give an instruction somewhere, students do some work etc. If you are a team teacher, this project is your key to professional development. If they are teaching some kind of lecture in English they need to be aware that they need to support their learners’ listening skills. They might teach the content first in the native language and then do some activities based … Marx wanted society to be communal and controlled, not individualised. The above is an intimidating text for a native speaker, let alone a CLIL student. Yes absolutely. The higher the level of thinking involved, the more likely the assimilation of the vehicular language. Time Required: 3-5 days. They include, for example, cookies that enable you to log into secure areas of our website (such as ELC online and ETO area), use our booking wizard or make secure online payments. A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills. Kay Bentley questions and explores the role of TKT: CLIL in the professional education sphere. Remember how we remarked in Article 3 that topic content often seemed to be 'disposable'? Compare and contrast the three ideologies. This enables us to personalise our content for you, greet you by name and remember your preferences (for example, your choice of language or region). Wikipedia Reborn. Activities to engage higher cognitive skills (make students think - offer more opportunities for employing a range of operations), Number 1. 1. Yes, I think that’s true. In Number 3, the activity type acknowledges the fact that in order to speak (or write) students need to have something to say! Point out that they are all examples of good CLIL activities.) The preparation provides a 'minimum guarantee', after which students (depending on their ability or interest) can improvise further. Each institution is doing it differently, it’s quite broad. Although not everyone realises it, I think that this is a real social learning space that we create. The first one is done for you. On the first day we do a ‘KWL’; this is what do you know? In article two, we will look at the types of CLIL practice that are possible, and how we might go about answering the question 'How do I know if I'm practising CLIL?' In this mini-series of four articles, we've tried, as far as possible, to put that record a little straighter. Examples of CLIL training: CLIL courses for vwo, havo and/or tvmbo, tailor-made to your school or institution. Instead, he suggests that CLIL is actually a specific methodological practice and gives his own six-point definition. Easy text, but a rather more difficult task. Some teachers only teach in English with very little of their mother tongue. The activities revise concepts already learned in a unit, but not necessarily assimilated. But that is not what you during the final lesson for a test right? Activities to guide student production (oral and written) (focus on the planning of production - 'minimum guarantees'), 4. Google Analytics - used to analyse the usage of our website. Number 4 acknowledges the power of meaningful engagement. Look at the possible questions that could follow (or precede) the above (partial) text on Marxists, Socialists and Anarchists. Registered Office: 33 Palmeira Mansions, Hove, BN3 2GB England. What’s interesting in that first session is that there is a lot of peer teaching going on. The tasks are rather 'light', but it might depend on our didactic objective. It might be discussing how you might use this new knowledge or you may do a little bit of peer teaching. That’s the W and then at the very end of the course the L is what did you learn from this experience. © Copyright The English Language Centre: Registered in England No: 1508550. It simply depends on what you ask the child to do. 3. How many birds would you like to kill with one stone? What Can Art Tell Us About Ourselves? APPROACH Types of clil programmes 5. These cookies do not contain any information that is personally identifiable to you. Teachers starting a CLIL programme often comment on the shortage of ready-made resources, such as textbooks, and the workload it supposes to find and adapt existing learning materials. Which of the four questions do you think is the 'easiest' to do, and why? Within a CLIL educational programme an additional language is used as the medium of instruction for another area of the school curriculum. The activity type recognises the probability that if the students engage in real content, they are more likely to confront a greater amount of text, often authentic. Initial activities (brainstorming, warming-up activities), initial evaluation tasks. In every step, we bring our students to a Zone of Proximal Development (ZPD). There is not one way, there are many many ways that people are doing CLIL. Reasons for scaffolding Examples of scaffolding 1. Check out the examples and tools to guide your team to CLIL success! It is simply untrue to say that you could not ask a 9 year-old child to work on the text above. Is this making sense? areas taught independently, as is the case, for example, for primary CLIL in some countries. There are a lot of opportunities for them to work together. In CLIL it is possible to do rather more. And this is important. Three examples of CLIL activities are presented in the following pages. Analytical cookies:We use Google Analytics to track how visitors use our website – for example, which pages are more popular and which countries visitors come from. Examples: writing an essay, listening to a lecture or taking a standardised written test, justifying an opinion or judgement, predicting results. But the reigning philosophy of CLIL would appear to be that there is no such thing as a difficult text. That’s the K, what do you want to know? A lot of teachers also come here to the UK because they want to build their professional networks and open opportunities for their students to do projects across the continent and across the world. We work with them on either developing their subject knowledge or helping them to be more aware of language within that subject. What we help with particularly is making subject teachers more language aware. Harmer, J. 4. CLIL, therefore, seems to prefer an approach that could be defined as 'Production, Practice, Presentation', especially where the language - if it is focused on at all - is looked at post-partum - after the act - but always in context. We provide teachers with structures that we’ve used because we know what you might want to try doing. 1. The ICEF Monitor (International Consultants for Education and Fairs) reports, for example, that. The instruction even tells the student not to read the text beforehand. In terms of the European scene, more and more countries are focused on having future European citizens of their country who speak the language of that country, one language of international global trade and importance and then a language that’s of interest. Showing language teachers who are going to teach science that this is the key vocabulary which they need to be aware of when they are teaching is part of what we do. 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