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[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],CLIL is  not :
CLIL  is  dual– focussed encompassing both  subject  or thematic and  language  develop-ment although, depending on the context and variables within, there may be a predominance of one over the other but never to exclusion. However, it is the interpretation of the  integration  of content and language in CLIL which has major implications for and impact on the development of  CLIL pedagogies .  Do Coyle CLIL is:
Do Coyle
Content  vs.  language content language
CLIL models are by no means uniform. They are elaborated at a local level to respond to  local conditions  and desires. Indeed the characteristics of CLIL developments in Europe show a great variety of solutions... It is the combination of the choices in respect to the variables that produce a particular CLIL. Coonan (2003, 27) CLIL is  flexible
[object Object],[object Object],There  IS NOT
[object Object],[object Object],There  ARE
Pedagogical principles ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The 4Cs conceptual framework for CLIL  Coyle (1999, 2005)
[object Object],CONTENT
[object Object],COMMUNICATION
Coyle 2005 The 3As lesson planning tool
[object Object],COGNITION
Low order High order
The lartey frimps krolacked blinfly in the detchy shilbor ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The lartey frimps krolacked blinfly in the detchy shilbor ,[object Object],[object Object],[object Object]
Support:  SCAFFOLDING
Uftor overslagrakning och svara med heltal. a) 3,56 . 7,2 b) 10,6 . 3,3 c) 5,9 . 9,7 Try and answer the question below: ,[object Object],[object Object]
Uftor overslagrakning och svara med heltal. a) 3,56 . 7,2 b) 10,6 . 3,3 c) 5,9 . 9,7 Try and answer the question below: ,[object Object]
Writing frames
[object Object],CULTURE
CUMMINS’ MATRIX High cognitive demands Low cognitive demands High linguistic demands Low linguistic demands 1 2 4 3 x x x x x x x x x x
Vygotsky (1932) Bruner (1960) cultural  mediation thought & language  interrelation ZPD scaffolding modes of  reasoning Krashen (1983) acquisition / learning  hypothesis affective filter  hypothesis van Lier (1999) prolepsis teacher's active role  (different realities) culture's core  position in 4Cs language through  learning ( A pply) (3As) scaffolding use of Bloom's  taxonomy fostering  communicative  situations in the  classroom creating  appropriate  ethos language through  learning ( A pply) (3As) CLIL flexibility CLIL PEDAGOGY CLIL  practices CLIL  practices CLIL  practices CLIL  practices

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Clil theory

  • 1.
  • 2. CLIL is dual– focussed encompassing both subject or thematic and language develop-ment although, depending on the context and variables within, there may be a predominance of one over the other but never to exclusion. However, it is the interpretation of the integration of content and language in CLIL which has major implications for and impact on the development of CLIL pedagogies . Do Coyle CLIL is:
  • 4. Content vs. language content language
  • 5. CLIL models are by no means uniform. They are elaborated at a local level to respond to local conditions and desires. Indeed the characteristics of CLIL developments in Europe show a great variety of solutions... It is the combination of the choices in respect to the variables that produce a particular CLIL. Coonan (2003, 27) CLIL is flexible
  • 6.
  • 7.
  • 8.
  • 9. The 4Cs conceptual framework for CLIL Coyle (1999, 2005)
  • 10.
  • 11.
  • 12. Coyle 2005 The 3As lesson planning tool
  • 13.
  • 14. Low order High order
  • 15.
  • 16.
  • 18.
  • 19.
  • 21.
  • 22. CUMMINS’ MATRIX High cognitive demands Low cognitive demands High linguistic demands Low linguistic demands 1 2 4 3 x x x x x x x x x x
  • 23. Vygotsky (1932) Bruner (1960) cultural mediation thought & language interrelation ZPD scaffolding modes of reasoning Krashen (1983) acquisition / learning hypothesis affective filter hypothesis van Lier (1999) prolepsis teacher's active role (different realities) culture's core position in 4Cs language through learning ( A pply) (3As) scaffolding use of Bloom's taxonomy fostering communicative situations in the classroom creating appropriate ethos language through learning ( A pply) (3As) CLIL flexibility CLIL PEDAGOGY CLIL practices CLIL practices CLIL practices CLIL practices

Notas del editor

  1. Explain this plural (pedagogies) through the following diapositives
  2. There is neither one CLIL approach nor one theory of CLIL
  3. teachers lack a specific and completed theoretical basis for CLIL
  4. Pedagogical principles: constructivist model. Shared principles should make CLIL different from other kind of content-based instruction These tools build on those pedagogical principles
  5. The 4Cs framework starts with content and focuses on the interrelationship between content (subject matter), communication (language), cognition (thinking) and culture (awareness of self and “otherness”) to build on the synergies of integrating learning (content and cognition) and language learning (communication and cultures). Coyle.
  6. The 4Cs framework unites learning theories, language learning theories and intercultural understanding. Coyle