SUBJECT PRACTICE ACTIVITIES

CONTENT & LANGUAGE INTEGRATED LEARNING

NAME AND SURENAME: GLORIA MARTINEZ ESCOBAR

GROUP:

DATE: 26-05-2021

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Contenido
INTRODUCTION................................................................................................................... 3
LOCATION............................................................................................................................ 3
AGE RANGE.......................................................................................................................... 3
NUMBER OF PUPILS............................................................................................................ 3
CONTEXTUAL FRAME......................................................................................................... 4
SCHOOL GRADES................................................................................................................ 4
STUDENTS LEARNING NEEDS...........................................................................................4
TIMING................................................................................................................................... 5
UNIT PROPOSAL.................................................................................................................. 6
BIBLIOGRAPHY AND WEB REFERENCES.......................................................................10
APPENDIX........................................................................................................................... 11

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INTRODUCTION
The following works has taken into account a variety of aspects involved in the teaching
process.
Actually, we have made a subject unit that maybe used in a public or private elementary
school. CLIL methodology proposed for the present task-based unit will take place in a
public institution located in Cali Colombia. The name of the school is BARTOLOME
LOBOGUERRERO which offers education from first to eleventh grade, the students have
limited resources and their neighborhoods are very poor.

The elaboration of the present unit it is a great chance to develop creativity and has been a
challing job indeed.
Our work is intended to be meaningful for the Colombia context and its cultural setting.
Furthermore the current work is actually a dynamic unit that makes real uses of the language
and can be used in a subject-social studies class.

LOCATION
The unit proposal aims to learners of strata I and II who live in the neighborhood Distrito de
Agua Blanca in the city of Santiago de Cali, Colombia. The unit contents is perfect for
elementary school where learners are learning social studies as part of their general
knowledge which deals with a variety of subjects that are included in their currículum. This
unit is intended to be used in the whole country.

AGE RANGE
Students in Colombia begin elementary school when they are 7 years old. Some of them
may have been into pre-school where they get ready to learn writing & reading skills.
Elementary education is directed to pupils between 7-11 who belong to grades 1 upto 6,
each grade is managed by a home room teacher in charge of teaching all the school
subjects.
School students who are in fourth grade are normally of 9 years old and some are
considered fast learners and some others are slow learners. On grade 4th, it is actually the
second school year where they take up social studies which is divided into geography &
history.

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NUMBER OF PUPILS
As I have mentioned above the unit is directed to a large class, but it can be used with a
small class. We are aware that with a small class we can provide a more personalized class
according to our students needs.
We as EFL teachers may shorten the content of the unit according to the number of learners
per class. Needles to say all activities can be develop with small or large classes.

CONTEXTUAL FRAME
We may say CLIL is not applied in public schools in Colombia yet. Although we have some
private English institutes and well-known bilingual schools which are using CLIL
methodology in their English programs. All public schools in Colombia offer English as a
subject in a three-hour session per week. We recognize that such an hour intensity is not
enough to learn the fundamentals of the language. No wonder why our local students finish
high school without learning a basic level of English. Private English Institutes like British
English Councils and bilingual schools are not affordable to everyone but wealthy people.
The aforementioned institutions applies a CLIL methodology with excellent results.
These educational institutions offer subject-specific lessons for elementary and high school
allowing these pupils to learn the language and become fluent by the time they finish their
two school stages. As you may notice, only a small percentage of the population in school
age had access to the CLIL methodology. Most students who attend public school don't
have any type of study materials and resources related to CLIL methode; as a result,
teachers have to manage it someways in order to use CLIL methodology through their own
study materials and resources. That is, teachers are forced to come up with new and
innovative strategies to teach all school subjects in a way that match CLIL and their cultural
setting.

On the other hand, bilingual schools like "the British school" normally use imported study
materials and resources which follow the CLIL approach to language teaching.
FUNIBER(2020) states "many subjects at both primary & secondary level require cultural
content which relates directly to the local context" (p. 41-42)

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SCHOOL GRADES
The current work is directed to fourth grade of elementary school in Colombia. We have
chosen such a school grade anchored on the lack on CLIL content that exists in our public
elementary schools. As Colombia is a country where CLIL methodology is just arriving, then
we consider that 4th grade is a perfect target for learners to acquire this top quality of
content in the L2 which is English.

STUDENTS LEARNING NEEDS

Well, there's a large variety of themes to be taught on fourth grade and that is of relevant
importance for their lives. History is a valuable subject in 4th grade and it is also a
component of social studies. The unit is focused on pre-Hispanic culture and has been
elaborated keep in mind that such a acknowledgement will open up students mind and make
us learn about our achievement and errors which took place in another times and so learn
lessons from them.

TIMING
The aforemention theme is cross curricular to social studies subject and might burst some
other themes from there which is intended to expand three lessons during a week in a short
period of that of 45' per class (3 lessons). We also bear in mind the students learning
backgrounds; for instance, they are acquainted to treat the grammar translation method,
even though they are pushed to use English as an integral part of their learning process
through activities that commit "controlled dictations, acting out practices, songs, dialogues
and group work that allow them to participate actively in the classroom; nonetheless, they
are learning to translate everything and the need to figure out a correlation with the mother
tongue still remains. This unit will be a single part of a larger syllabus on social studies
program which deals with Geography and History.
One of the objectives of the present unit is to be expanded to the principal pre-hispanic
cultures settled in Colombia.

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UNIT PROPOSAL

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BIBLIOGRAPHY AND WEB REFERENCES

Ball, P. (2012) Content and Language Integrated Learning. FUNIBER study materials. “The
relevance and potential of CLIL for achieving MT+2 in Europe”

Question and answers regarding problems with CLIL. FUNIBER.

www.guardian.co.uk/guardianweekly/story/0,126,74,1464384,00.html

Darn, S. (2006). Content and Language Integrated Learning (CLIL) A European Overview
https://www.researchgate.net./publication/234652746_Content_and_Language_Integrated_
Learning_CLIL_A_European_Overview

Thorne, R. (2013). Content and Language Integrated Learning (CLIL) as a language support
strategy in a grade 8 natural sciences classroom (Degree of magister thesis). Nelson
Mandela Metropolitan University, South Africa.
https://core.ac.uk/download/pdf/145049443.pdf

Coelho, M. (2017). Scaffolding Strategies in CLIL Classes – Supporting learners

towards autonomy. In M, Arau, A. Goncalves & M. Moreira (Eds.) Languages and
market. A recles pt selection of international perspectives and approaches (pp.106-
114). ReCless.pt
https://www.researchgate.net/publication/318215436_Scaffolding_Strategies_in_CLIL_Class
es_-_supporting_learners_towards_autonomy/link/595d1dba0f7e9b3aeladea1f/download

Jindriska S. (2013). The Content and Language Integrated Learning Approach in

Use. Acta Technologica Dubnicae, 3(2), 47-54
https://www.researchgate.net/publication/277613774_The_Content_and_Language_Integrat
ed_Learning_Approach_in_Use/link/5ac8fbcf0f7e9bcd5197453c/download

Funiber (2019) “Content and Language Integrated Learning”. Funiber: Barcelona

A&E Television Networks (2021). History Stories.

https://www.history.com/news/native-american-inventions

Technological Solutions (2021) History for kids

https://www.ducksters.com/history/

Edmonton Regional Learning Consortium (2016). Learning Through Competencies.

https://arpdcresources.ca/wp-content/uploads/2017/09/learning-guide-learning-through-
competencies.pdf

Marsh, D. (2002) Content and Language Integrated Learning: The European

Dimension-Actions, Trends and Foresight potential. uniCOM, continuing Education
Centre: Finland
https://jyx.jyu.fi/bitstream/handle/123456789/47616/1/david_marsh-report.pdf

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APPENDIX

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