A comprehensive introduction to Content Language Integrated Learning - CLIL created to help pre and in-service EFL teachers understand the basics of this approach.

1. YAMITH JOSÉ FANDIÑO – UNIVERSIDAD DE LA SALLE FUNDAMENTALS OF CLILDivino MAESTRO SCHOOL , bogotá, colombiaoctober7, 2011 1 YAMITH JOSÉ FANDIÑO PARRA

2. introduction People do notlearnlanguages and then use them, butlearnlanguagesbyusingthem (Halliday, 1975) Just as an infant can have extraordinary powers of communication with only a few words, so our ability to communicate in a language can be reasonably successful, even if our grammar is faulty, knowledge of words is weak, or pronunciation poor. We should all challenge the idea of waiting until I think I am good enough in the language to use the language. Rather we should use the language as a tool for communication and learning from as early a point as possible (Marsh, 2000) 2 YAMITH JOSÉ FANDIÑO PARRA

4. with secondary consideration given to conceptual/cognitive/cultural progression

5. and only lip service to content progression.3 YAMITH JOSÉ FANDIÑO PARRA

6. RECENT EFL TEACHING More recently, communicative approaches combine grammatical progression with some attention given to cultural, thematic and task-based learningBUT in the school sector, there is still a tendency to have little authentic classroom interaction. Grammar and exams still tend to determine teaching approaches. 4 YAMITH JOSÉ FANDIÑO PARRA

7. Efl teaching PARADOX Language is a system which relates what is being talked about (content) and the means used to talk about it (expression). Linguistic content is inseparable from linguistic expression. In subject matter learning we overlook the role of language as a medium of learning and in language learning we overlook the importance of content as a basis for communication. 5 YAMITH JOSÉ FANDIÑO PARRA

9. learners to learn language through which to interact - especially talk;

10. attention to oracy & literacy

11. contextualization to promote natural language acquisition

12. negotiation of meaning

13. the development and integration of both basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP)

14. the incorporation of thinking skills and learning strategies that lead to rich language development6 YAMITH JOSÉ FANDIÑO PARRA

15. CONTENT LANGUAGE INTEGRATED LEARNING (CLIL) - DEFINITION A meaning-focused learning method… the aim is learning subject matter together with learning a language (Van de Craen, 2006). It is an approach or method which integrates the teaching of content from the curriculum with the teaching of a non-native language (TKT: CLIL handbook). CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content and the simultaneous learning of a foreign language. (Marsh, 2002) 7 YAMITH JOSÉ FANDIÑO PARRA

16. Clilmodels Some schools teach topics from the curriculum as part of a language course. This is called soft CLIL. Other schools teach partial immersion programmes where almost half the curriculum is taught in the target language. This is called hard CLIL. Mid-way between these models, some schools teach a modular CLIL programme where a subject such as science or art is taught for a certain number of hours in the target language (The TKT course CLIL module). 8 YAMITH JOSÉ FANDIÑO PARRA

17. Clil: advantages 9 YAMITH JOSÉ FANDIÑO PARRA

19. Offers opportunities for connecting elements of the curriculum in an explicit way- making connections, building on strengths.

20. Provides excellent opportunities for challenging all learners-thinking skills.

21. Puts literacy at the forefront as well as communication skills (interaction, talking rather than speaking).

22. Redefines appropriacy of skills such as reading texts, using writing frames, key messages.

23. Adds meaning to citizenship and global issues.10 YAMITH JOSÉ FANDIÑO PARRA

24. Clil: the four cs Coyle (2005) 11 YAMITH JOSÉ FANDIÑO PARRA

25. Clil: THE 4Cs and skills 12 YAMITH JOSÉ FANDIÑO PARRA

26. Clil: THE 4Cs and skills 13 YAMITH JOSÉ FANDIÑO PARRA

27. Clil: reconceptualizING COMMUNICATION AND language A 4Cs teaching framework requires a re-conceptualisation of language from language learning per se towards an integrated model which actively involves the learner in using and developing.  Language: functions, tasks, grammar, vocabulary, pronunciation, skills.  Language of Learning  Language for Learning  Language through Learning 14 YAMITH JOSÉ FANDIÑO PARRA

28. Clil: reconceptualization 15 YAMITH JOSÉ FANDIÑO PARRA

29. Clil: reconceptualization Coyle, 2007 16 YAMITH JOSÉ FANDIÑO PARRA

31. Language for Learning – (the how to – metacognition): it builds up learner repertoire linked to meta-cognitive skills & talk for learning in contexts real for the learners

32. Language through Learning (the why - cognition) – it is related to emergent knowledge building, skill development, and cognitive development.Coyle, 1999 17 YAMITH JOSÉ FANDIÑO PARRA

33. clilexample - content Successful content or subject learning and the accumulation of knowledge, skills and understanding fundamental features to that discipline is placed at the centre of the learning process. What are the learning outcomes of the topic? Do we have to adapt, prioritize or select the content? How does the content develop the global goals of the subject? 18 YAMITH JOSÉ FANDIÑO PARRA

34. Example: Habitats Types of habitat Animals in their habitats Understand how living things interact CONTENT Human influences: habitat conservation Organize research and present a mini-project in groups Coyle, Hood & Marsh (2010) 19 YAMITH JOSÉ FANDIÑO PARRA

35. clilexample - cognition Engaging learners through higher order thinking and knowledge processing. Which thinking skills seem appropriate for this topic? What kind of questions can I ask to go beyond the lower level skills and present Ss with challenging, problem-solving, hypothesizing, analyzing and evaluation tasks? What kind of questions do I want Ss to ask? 20 YAMITH JOSÉ FANDIÑO PARRA

36. example:habitats Explain different habitats to others using examples Carry out an investigation into possible solutions and discuss findings with other groups. Understand the relationship between cause and effect (starting point: animals are suited to their habitat cognition Represent relationship between cause and effect visually Hypothesize how habitats might be destroyed or developed 21 YAMITH JOSÉ FANDIÑO PARRA

37. Clilexample - language of learning (The what - content): It is linked to an analysis of content, thematic, syllabus demands - grammar, vocabulary, structures, functions. What type of language (genre) does your topic use? What is the content-obligatory language? (key words, phrases and functions etc) What kind of talk to learners need to engage in? 22 YAMITH JOSÉ FANDIÑO PARRA

38. example: Habitats Grammatical progression in using modal verbs to predict the future of ecosystems Key vocab and phrases LANGUAGE OF LEARNING Language of describing, defining, explaining, hypothesizing Effective use of future and conditional tenses for cause/effect, solutions, suggestions 23 YAMITH JOSÉ FANDIÑO PARRA

39. Clilexample - languageforlearning (The how to – metacognition): It builds up learner repertoire linked to meta-cognitive skills & talk for learning in contexts real for the learners. What are the possible language demands of typical tasks and classroom activities? Which language skills will need to be developed? How can learning be scaffolded? (language used to ask for help, ask for additional information etc.) 24 YAMITH JOSÉ FANDIÑO PARRA

40. Example: Habitats Language to build arguments and disagreements In groups: asking and answering questions using evidence LANGUAGE FOR LEARNING Writing a simple research report Language for project work 25 YAMITH JOSÉ FANDIÑO PARRA

41. Clilexample - language THROUGH learning (The why - cognition): It is linked to emergent knowledge building , skill development and cognitive development. What language functions and notions are students already familiar with? What strategies can they use to access new language for themselves? How can we define language progression for this topic? 26 YAMITH JOSÉ FANDIÑO PARRA

42. EXAMPLE: Habitats Recycling discussion skills at a higher level Using feedback Dictionary skills LANGUAGE THROUGH LEARNING Presenting evidence Extending presentation skills 27 YAMITH JOSÉ FANDIÑO PARRA

43. Clilexample - culture Interpreting and understanding the significance of content and language and their contribution to identity and citizenship. What different types of cultural implications are there for development in this topic? How can the content be adapted to make the cultural agenda more accessible? How can we actively involve the learners in developig their intercultural understanding? 28 YAMITH JOSÉ FANDIÑO PARRA

44. EXAMPLE: Habitats Focus: diversity of ecosystems Example of deforestation Use Internet to find eco-friendly companies/products CULTURE Discuss ecological practices and strategies. Presentation on “Can we really change things?” 29 YAMITH JOSÉ FANDIÑO PARRA

45. Clilexample – habitatsunit 30 YAMITH JOSÉ FANDIÑO PARRA

46. references Coyle, D. (2007). Content and Language Integrated Learning: towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543-562. Coyle, D. (2005). CLIL Activity in the UK. In H. Krechel (Ed.) MehrsprachigerFachunterricht in LändernEuropas (pp. 79-88). Tubingen: Gunter NarrVerlag. Coyle, D (1999). Theory and planning for effective classrooms: supporting students in content and language integrated learning contexts. In J. Masih (Ed), Learning Through a Foreign Language: models, methods, and outcomes. London: CILT. Coyle, D., Hood, P., Marsh, D. (2010) Content and Language Integrated Learning. Cambridge: Cambridge University Press. Marsh, D. (2002). Content and Language Integrated Learning: The European Dimension - Actions, Trends and Foresight Potential. In D. Marsh (ed.), CLIL/ EMILE – The European Dimension: Actions, Trends and Foresight Potential. Strasbourg: European Commission. Marsh. D. (2000). An introduction to CLIL for parents and young people in ten languages. In ds. D. Marsh & G. Langé, Using languages to learn and learning to use languages: an introduction to content and language integrated learning for parents and young people. Finland: University of Jyväskylä. Teaching knowledge test TKT.(2009). TKT Content and Language Integrated Learning (CLIL). Handbook for teachers. Cambridge: Cambridge University Press. Van de Craen, P. (2001). Content and langauge integrated learning, culture of education and learning theories. In. M. Bas & J. Zwart (Eds.), Reflection on Language and Language Learning (pp. 209-220). Amsterdam: John Benjamisn. 31 YAMITH JOSÉ FANDIÑO PARRA