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    Collegialty Across C.L.I.L.

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    This document outlines strategies and considerations for teaching content and language integrated learning (CLIL). It discusses using the mother tongue in the classroom, focusing on cognitive academic language proficiency. It recommends changes to teaching methods, including more open tasks and collaborative work. Lesson planning should follow a four stage structure of activation, input, processing, and reflection. Assessment should emphasize open tasks over testing. Vocabulary and chunks should be taught contextually. Collegiality among teachers is important for planning, observation, and reflection.

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    Collegialty Across C.L.I.L.

    Uploaded by

    Anonymous 8WqTSpmZQp
    289 views41 pages
    This document outlines strategies and considerations for teaching content and language integrated learning (CLIL). It discusses using the mother tongue in the classroom, focusing on cognitive academic language proficiency. It recommends changes to teaching methods, including more open tasks and collaborative work. Lesson planning should follow a four stage structure of activation, input, processing, and reflection. Assessment should emphasize open tasks over testing. Vocabulary and chunks should be taught contextually. Collegiality among teachers is important for planning, observation, and reflection.

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    Presentation of a course taken on Collegiality accross CLIL.

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    This document outlines strategies and considerations for teaching content and language integrated learning (CLIL). It discusses using the mother tongue in the classroom, focusing on cognitive academic language proficiency. It recommends changes to teaching methods, including more open tasks and collaborative work. Lesson planning should follow a four stage structure of activation, input, processing, and reflection. Assessment should emphasize open tasks over testing. Vocabulary and chunks should be taught contextually. Collegiality among teachers is important for planning, observation, and reflection.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    289 views41 pages

    Collegialty Across C.L.I.L.

    Uploaded by

    Anonymous 8WqTSpmZQp
    This document outlines strategies and considerations for teaching content and language integrated learning (CLIL). It discusses using the mother tongue in the classroom, focusing on cognitive academic language proficiency. It recommends changes to teaching methods, including more open tasks and collaborative work. Lesson planning should follow a four stage structure of activation, input, processing, and reflection. Assessment should emphasize open tasks over testing. Vocabulary and chunks should be taught contextually. Collegiality among teachers is important for planning, observation, and reflection.

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    I.E.S.

    EL FONTANAL

    COLLEGIALTY ACROSS CLIL:


    PRACTICAL METHODOLOGY ON
    CONTENT AND LANGUAGE
    INTEGRATED LEARNING
    FOR TEACHERS OF ENGLISH IN
    SECONDARY & VOCATIONAL SCHOOLS
    AND FOR CLIL TEACHERS
    WHO TEACH SUBJECTS BILINGUALLY
    International Study Programmes
    Cheltenham, 6-14 February 2016

    Dr. Diana Hicks


    dianahicks@campuserve.com

    CLIL: What and Why?


    Mother Tongue
    CALP and BICS
    Evidenced-Based Learning and Teaching
    Competences
    Necessary Changes
    CLIL Lesson Planning and Structure
    Teaching vs Testing
    Vocabulary
    Chunks
    Successful Readers
    Collaborative Tasks
    Reflection
    Collegiality
    Shared Observation
    A Unit of Work Collegially
    English Teachers

    CLIL: What and Why?

    Content (we start with our subject)


    Language(s)
    Integrated
    Learning

    - What the students learn and how they do it is


    equally important.
    - The focus is not on what, but on how.
    - How can I help my pupils understand?
    - The aim is the subject, learning English just
    happens.
    - If we only have content and L2, it is immersion (not
    integration), usually for selected students.
    - 70 % of the tasks should be collaborative.

    Mother Tongue
    It must be used, especially in higher order
    thinking (HOTS).
    It is not a band aid or emergency.
    When using L1 and L2 must be planned
    beforehand.
    Speaking in English all the time (even in
    English classes) is pointless.
    L2 in CLIL: 25% of the teaching (EU figures).
    Success in learning an L2 depends on your
    maturity of L1.

    CALP and BICS

    Cognitive
    Academic
    Language
    Proficiency
    Accuracy in CLIL
    Written
    Prescriptive

    Basic
    Interpersonal
    Communication
    Skills
    Fluency in CLIL
    Spoken
    Descriptive

    In CLIL we need CALP,


    so we have to focus on CALP.

    Evidence-Based Learning and Teaching


    What kind of thinking do my pupils do?
    - Make your list.
    - Contrast and compare your list as a collegiality
    team.
    - We should cover all the list.

    Competences

    1. Knowledge
    2. Comprehension
    3. Application
    4. Analysis
    5. Synthesis
    6. Evaluation

    They forget this.

    This remains.

    Necessary Changes

    Teacher language awareness (L1 and L2).


    Student language awareness.
    Tasks (much more open and cognitive).
    Assessment strategies.
    Collegiality
    Relationship with parents.
    View of language success.
    View of learning success.
    How learning happens.
    Lesson planning and structure.

    CLIL Lesson Planning and Structure

    Inclusivity
    Bottom-up
    4 stages:
    1. Cognitive or creative activity in L1 to find out
    previous knowledge.(Avoid exclusive questions (What
    do you know . . . ?). Ideas are supported with chunks.
    The result will be put on a poster, whiteboard, etc. in
    L2.
    2. Finding out. Curricular requirements. L1 and L2.
    (Avoid read the text and answer the questions).
    Think about the purpose and give them a scaffolded
    task to help them.
    3. Sorting out. Digesting stage 2 with a different
    activity. L1 and L2.
    4. Reflection on how and what in L1.

    Teaching vs Testing
    Testing: Right answers, closed tasks.
    Teaching: Open tasks, different possible answers.

    Vocabulary
    Pre-teaching vocabulary de-contextualised is
    useless.

    Chunks
    Two or more words frequently used together,
    with meaning (collocations, clichs, phrasal
    verbs, idioms, bi and trinomials, fixed
    phrases).
    Types: - General chunks
    - Topic specific chunks

    Successful Readers
    They read in chunks.
    They know the category of the word (n., v.,
    adj., adv.) (Importance of L1).
    They use world knowledge.
    They guess unknown words by context.
    They distinguish between what is necessary
    and not necessary.

    Collaborative Tasks
    Change individual tasks into pair tasks.
    Collaborative tasks should be short and simple.

    Reflection
    Give your students a task that implies a choice
    and make them reflect why they chose so and
    whether it was helpful.

    Collegiality
    Planning (before) and reflection (after) are
    equally important.
    The headmaster must allocate the time of the
    teachers (regularly).
    Meetings (total must, for subject and English
    teachers). If impossible by groups, have meetings
    across school years:
    1. Slam: 2 minutes to share with the rest,
    showing sth., querries and concerns, no turns.
    2. Activity about action-research.
    3. Action-research activity discussion.
    4. How was the planning last week?
    Working together well be better professionals.

    Shared Observation
    One of the first things necessary for
    collegiality.
    Things to observe:
    1. Classroom (without students).
    2. Classroom lesson (10-20 minutes
    maximum), looking for something specific,
    previously discussed.

    A Unit of Work Collegially


    CLIL subject teachers have to predict the
    students needs and the English teacher has to
    support these needs.
    Both have to diagnose the L1 things they dont
    know.
    Common agreement on penalization for L2,
    according to MCERL.
    Dont lose the priority of the lesson.
    Time for the English teacher to prepare: 2 weeks
    a month.

    English Teachers
    They should throw away the clutter and just
    do what helps CLIL.
    Teaching anaphoric reference is a must.
    Importance of chunks.
    Importance of using L1 in English lessons.
    Having students reflect on CALP vs BICS.
    Activities: Role plays, simulations, debates,
    graphic organizers for texts they read.
    They should introduce the topic before the
    CLIL teachers, usually with texts.

    Dr. Graham Workman


    www.grahamworkman.com
    grahamworkman@aol.com

    Talk in the CLIL Classroom


    Classroom Language
    Task-Based Learning
    Communicative Activities:
    - Information Gap Materials
    - Jigsaw Reading Tasks
    - Dictogloss Activities
    Revision Activities
    Scaffolding Language
    Collocations and Computer Language
    Websites and Tools for Teaching and Learning CLIL

    Information Gap Activities

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