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EL FONTANAL
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
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.
Cognitive
Academic
Language
Proficiency
Accuracy in CLIL
Written
Prescriptive
Basic
Interpersonal
Communicatio
n
Skills
- Fluency in
CLIL
- Spoken
need
CALP,
- Descriptive
In CLIL we
so we have to focus on CALP.
Evidence-Based Learning
and Teaching
Competences
1.
2.
3.
4.
5.
6.
Knowledge
They forget
Comprehension this.
Application
Analysis
Synthesis
This remains.
Evaluation
Necessary Changes
Teaching vs Testing
Testing: Right answers, closed tasks.
Teaching: Open tasks, different possible
answers.
Vocabulary
Pre-teaching vocabulary decontextualised 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
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.