CLIL Basics

Report
Content and Language
Integrated Learning
CLIL
Content and Language Integrated Learning
is an approach or method which
integrates the teaching of content
from the curriculum with the teaching
of a non-native language.
CLIL
Aims
to develop learning strategies
to stimulate critical thinking
to develop creativity
to raise motivation
CLIL
Advantages
communicative skills
cognitive skills
real content / information
intercultural skills
CLIL
 Bilingual education – Luxembourg, Canada
 Immersion – total immersion x partial immersion;
early immersion x late immersion
 Types of CLIL
Soft CLIL
↕
Hard CLIL
CLIL
aims: content and language
also develops learning strategies
and skills
4 Cs
4 Cs
 Content
 curricular subjects taught in CLIL
 some
programmes develop crosscurricular links
 we need to analyse content for its
language demands and to present
content in an understandable way
4 Cs
 Communication
 the language used for learning the
content
 learners participate in meaningful
interaction
 teachers encourage peer and group
feedback as well as self-evaluation
4 Cs
 Cognition
 CLIL promotes cognitive – thinking -
skills
 we develop learners‘ cognitive skills
(e. g. reasoning, creative thinking,
evaluating)
4 Cs
 Culture
 role of culture, understanding ourselves and
other cultures
 different languages, different social and
cultural backgrounds
 CLIL provides opportunities to introduce a
wide range of cultural contexts – learners
become aware of global as well as local
citizenship
CLIL
LANGUAGE
 content-obligatory language
 content-compatible language
 CALP – cognitive academic language
proficiency
 BICS – basic interpersonal communication
skills
CLIL
COGNITIVE SKILLS
 processes that our brains use when we think and
learn
 develop from a very young age
 from information processing / concrete thinking
skills – identifying and organising information
 to abstract thinking – reasoning, hypothesising
CLIL
LOTS or Lower order thinking skills
 remembering
 identifying
 ordering
 defining
 checking understanding
 reviewing learning
CLIL
HOTS or Higher order thinking skills
 reasoning
 inquiry and discussion
 creative thinking
 evaluating
 hypothesising
Bloom‘s Taxonomy
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
Thank you!
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[email protected]
References
Bentley, Kay – The TKT Course CLIL Module, CUP
Bentley, Kay – Primary Curriculum Box, CUP
Deller, Sheelagh and Price, Christine - Teaching Other
Subjects through English, OUP
Calabrese, Immacolata and Rampone, Silvana – CrossCurricular Resources for Young Learners, OUP
Project 3 Fourth Edition Pracovní sešit s poslechovým CD a
přípravou na testování, OUP
Project 5 Fourth Edition Pracovní sešit s poslechovým CD a
přípravou na testování, OUP
http://en.wikipedia.org/wiki/United_Nations

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