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CLIL Symposium in a Plurilingual Community of Practice

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CLIL session held at Sophia Univerisity

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CLIL Symposium in a Plurilingual Community of Practice

  1. 1. CLIL Symposium in a Plurilingual Community of Practice: Introducing Light CLIL in A2 (CEFR) level Foreign Language Classes 外国語初級レベルでのCLILの実践と応用
  2. 2. The Basic Principles of CLIL CLILの基本理念 上智大学言語教育研究センター 准教授 逸見シャンタール(EdD TEFL) chantalhemmi@gmail.com
  3. 3. The most popular definition Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. (Coyle, Hood and Marsh 2010:1) CLILとは2つの焦点をもった教育のアプローチで、 母語以外の付加言語を使って内容と言語を共に学ぶ。
  4. 4. The 4 Cs of CLIL CLIL Cognition 思考力 Communication 言語力 Content 内容 Community コミュニティー Uncovering CLIL Mehisto. Marsh, Frigols (2008) Macmillan Books for Teachers
  5. 5. CLIL in Europe PROVISION IN ALMOST ALL COUNTRIES In nearly all European countries, certain schools offer a form of education provision according to which non-language subjects are taught either through two different languages, or through a single language which is 'foreign' according to the curriculum. This is known as content and language integrated learning (CLIL – see the Glossary, Statistical Databases and Bibliography section). Only Denmark, Greece, Iceland and Turkey do not make this kind of provision. Figure B9: Existence of CLIL provision in primary and/or general secondary education, 2010/11 Source: Eurydice. Explanatory note CLIL provision in some schools: The practice is not necessarily widespread. For detailed information on CLIL provision in each country, see Annex 2. CLIL provision in all schools CLIL provision in some schools CLIL provision within pilot projects only No CLIL provision
  6. 6. Hard CLIL and Soft CLIL? O Hard CLIL is a form of subject teaching in L2 which highlights academic achievement within the subject and treats language development as important, but as a bonus. O Hard CLILでは学力の達成に焦点が置かれ、言語の開発は「お まけ」のようについて来ると考えられている。 O Soft CLIL may be offered for a short period-perhaps half a year- and it will only occupy a portion of the hours available to the subject: perhaps one in three. Soft CLILは短期間(半年)で行われることが多く、3つのクラスが あったとしたらそのうちの一つがSoft CLILとされていることが多い。 Ball, Kelly and Clegg (2015). Putting CLIL into Practice. Oxford: OUP.
  7. 7. Different types of education in diverse educational settings Education in a second language Immersion education Minority education Bilingual education English-medium education in developing countries Recent English medium science and maths programmes Ball, Kelly and Clegg (2015). Putting CLIL into Practice. Oxford: OUP Ball, Kelly and Clegg (2015:6-10)
  8. 8. How is CLIL different? O CLIL tends to be taught in a particular school in one or a limited number of subjects; it rarely involves large proportions of the curriculum. CLIL はカリキュラムのほんの一部であることが多い。 O CLIL learners have a basic minimum level of L2 ability when they enter a programme, which is considered adequate for them to flourish in it. CLILの学習者はL2のが少なかれ最小限の基本的なレ ベルを備えている。 O CLIL is dependent on good levels of CALP on the part of learners. O CLILでは認知学習的言語能力が高いことが求められ ている。 Ball, Kelly and Clegg (2015:10)
  9. 9. How is CLIL different? O CLIL is normally offered in secondary schools, though many primary schools do offer effective CLIL courses. O CLILは高等学校で行われていることが多いが小学校でも効果的な CLILのコースが設置されている。 Ball, Kelly and Clegg (2015). Putting CLIL into Practice. Oxford: OUP Ball, Kelly and Clegg (2015:10)
  10. 10. Literacy and cognitive skills O It is widely accepted and well supported by research (Cummins, 2000) that learners with good L1 literacy skills and academic language proficiency are better equipped to learn in L2. O Cummins (2000)の研究により、L1の読み書きの能力、及び学習 言語能力が高い学習者はL2を学びやすいことが解り、 そのことは広く人々に受け入れられている。 O A ‘common underlying proficiency’ consisting of CALP skills- once learnt in one language , can transfer to a second. O 認知学習的言語能力から成り立つ共通したプロフィシェンシーは 一つの言語で学べば二つ目の言語でも変換して使える。 Ball, Kelly and Clegg (2015:13) Ball,B. Kelly, K. and Clegg, J. (2015). Putting CLIL into Practice. Oxford: OUP Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.
  11. 11. http://eslrw.ucalgary.ca/files/eslrw/Learner_ profiles.pdf
  12. 12. Cognition HOTS (Higher Order Thinking Skills) LOTS (Lower Order Thinking Skills)
  13. 13. Community (Culture) World Region Country Town/city School Classroom
  14. 14. http://www.slideshare.net/engnet/abcs-of-clil ハンドアウトの2ページ
  15. 15. http://www.slideshare.net/engnet/abcs-of-clil
  16. 16. Essential Question Why are festivals important for people?
  17. 17. Which countries do the festivals take place?
  18. 18. https://fr.wikipedia.org/wiki/Fête_des_Lumièr es_(Lyon)
  19. 19. Fête des Lumières Questions Answers 1. What does Fête des Lumières mean in English? 2. When is it? 2. Where does it take place? 3. When did it start? 4. How do you celebrate? 5. What kind of food do you eat? 6. Why do you think festivals are important for people?
  20. 20. Fête des Lumières Questions Answers 1. What does Fête des Lumières mean in English? 1. It means ‘the Festival of Lights’. 2. When is it? 2. It is on the 8th of December and lasts for four days. 2. Where does it take place? 2. It takes place in Lyon. 3. When did it start? 3. It started in 1646 when Lyon was struck by plague. 4. How do you celebrate? 4. We light candles along the window sills of each house. It’s very beautiful! 5. What kind of food do you eat? 5. There is no particular kind of food. 6. Why do you think festivals are important for people? 6. It’s important for keeping the tradition. It’s good for the economy because lots of people come from all over the world.
  21. 21. Chinese New Year 1. What kind of food is eaten during Chinese New Year? 1. What do they hide inside the food?
  22. 22. • Recommended Reading • Anderson, L. and D. Krathwohl (2000). Introduction, in L. Anderson and D. Krathwohl (eds.), A Taxonomy for Learning, Teaching, and Assessing. Longman: New York. • • Benson, P. (2011). Teaching and Researching Autonomy in Language Learning. Harlow: Pearson Longman • • Cottrell, S. (2011). Critical Thinking Skills. New York: Palgrave. • • Coyle, D., P. Hood, and D. Marsh. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press. • • Dewey, J. (1909). Moral Principles in Education. Boston: Houghton Mifflin. • • Leicester, M. (2010). Teaching Critical Thinking Skills. New York: Continuum International Publishing Group. • • Mehisto, P., D. Marsh and M. Frigols. (2008). Uncovering CLIL. Oxford: Macmillan Books. • • Schön, D. (1987). Educating the Reflective Practitioner. London: Jossey-Bass Publishers. • • Watanabe, Y. M. Ikeda, and S. Izumi. (2011). CLIL (Content and Language Integrated Learning): New Challenges in Foreign Language Education at Sophia University. Tokyo: Sophia University Press. • • Williams, M. and R. Burden. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press. • • clil-focus-interview-professor-makoto-ikeda

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