clil tool kit workshop

8/16/2019 CLIL Tool Kit Workshop

1/30

Jermaine S. McDougald / June 19, 2013

Content Language Integrated

Learning (CLIL) CLIL Tool Kit

Workshop

1J. S. McDougald CLIL WORKSHOP ColegioCAFAM


2/30

Suggested Agenda for session – (3) hours

approximately

Steps:• A quick look at CLIL?

• A shared Vision of CLIL

• Personalizing CLIL context

• CLIL in the classroom: Planning a Unit• Latin American Journal of Content & Language

Integrated Learning – LACLIL

2J. S. McDougald CLIL WORKSHOP Colegio CAFAM


3/30

3

What is CLIL?

• An approach?

• A methodology?

• Nothing new?

• A philosophy?

• A process?

• Good?

J. S. McDougald CLIL WORKSHOP ColegioCAFAM


4/30

4

Some other names…..

• Teaching Content Through English• Teaching English Through Content

• Foreign Language Medium Instruction (FLMI)

• Teaching Through Foreign Languages (TTFL)

• Teaching Content in a Foreign Language (TCFL)

• Dual-focused Language Instruction

• Content-support ELT

• Adjunct / Linked Language courses

• Integration of Languages and Disciplines (BILD)

• Four-handed foreign language instruction

• Learning with Languages

• Learning through an additional language

• Foreign Language Immersion Program (FLIP)

• Plurilingual Instruction

• Foreign Languages Across the Curriculum (FLAC)

• Extended Second Language Learning

• Language-enhanced Content Instruction

• Integrated Curriculum

• Bridge Program

• Cross-Curricular Teaching

• Interdisciplinary Teaching

• Learning skills based ELT / ESP

•

Content-based Instruction (CBI)• Content-based Language Instruction (CLII)

• Content-based Language Teaching (CBLT)

• Integration of Content and Language

• Content and Language Integrated Classrooms

• English-enriched Content Teaching

• Content-enriched English Teaching

• English-focused Content Teaching

•

Content-focused English Teaching• Content-centered English Teaching

• English-centered Content Teaching

• Content-driven English Teaching

• English-driven Content Teaching

• English-sensitive Content Teaching

• Content-sensitive English Teaching

• Content-oriented Language Learning

•

Content-infused Language Teaching• Theme-based Language Teaching

• Topic-based Language Teaching

• Discipline-based ESL Instruction

• Sheltered Subject Matter Teaching



5/30

Why CLIL?

Offers opportunities for youngsters to use

another language different than their

mother tongue, more naturally, in a way

that they soon forget about the languageand focus only on learning the topic.

5

(Marsh,2000)



6/30


7/30

A Shared vision of

CLIL

7

1. Questionnaire on attitudes, thoughts & experiences

2. What is our ideal classroom & what goes on in there?3. In an ideal world what do we want our CLIL learners &

teachers to achieve

4. Establishing Global Goals – Colegio CAFAM


8/30

A shared vision of CLIL

• Task # 1:

– In groups of 5

– Appointment a Spokesperson

– Add / take away 3 more visions – Prioritize all 9 Visions

• “A Diamond 9 Activity”

– Discuss reasons why

– Take Notes ….. Note Keeper

– Share your thoughts with Group


8


9/30

“A Diamond 9 Activity


9


10/30

“A Diamond 9 Activity


10


11/30


12/30

Global Goals for CLIL

in CAFAM

• Now, these goals do not happen overnight

• Who are the key players needed to form a CLIL teachingteam?

• How can we communicate and share our ideas?

• Do we have a shared vision for CLIL? If so, what is it? If not,how can we construct one?

• What is our ideal classroom and what goes on there?

• In an ideal setting, what do we want our CLIL learners andteachers to be able to achieve?

• Have we achieved a vision of CLIL which is owned by thegroup and which prioritizes different elements of ourvision? (i.e. What are our global goals?)


12


13/30

Analyzing &Personalizing CLIL

Context

13

1. Identify fundamental building blocks2. How do your ideas and skills contribute

3. Make your own Model of CLIL


14/30

Personalize your CLIL Context

• Make the model your own

• Create your own Global Goals

•

Shared common belief


14


15/30

Think aloud: Personalizing CLIL

• How can we as teachers share our ideas & skills?

• Is there a leadership support for CLIL? What arethe implications of the support?

• Who is involved in the teaching & the learning?Subject teachers? Language teachers? Generalteachers? Assistants? All of these?

• What are the implications of the above forconstructing your own CLIL model? (e.g. Whichsubjects, themes, topics and languages? Whichlearners, classes?)


15


16/30

Think aloud: Personalizing CLIL

• What are the implications of the above for lesscapable learners?

• Does our CLIL program have a dominantlanguage, subject or citizenship orientation or arethese integrated? What are the implications?

• How do our global goals impact on our CLILmodel?

• How do we involve the wider community, such asparents, careers and significant others?

• Have we agreed on contextual opportunities andconstraints?


16


17/30

Planning a Unit

17

1. Tools needed - 4C’s

2. Mind Map

3. Lesson Plan Template

4. Blooms Taxonomy in Action


18/30

Planning a Unit

CLIL

Communication

Content Cognition

Culture

A 4Cs Approach to Integrated Curriculum

Planning

Teaching and Learning through a foreign language (English)18


19/30

The Language Triptych

The term “triptych” is used to identify

an image consisting of three linked

parts.It is advisable to familiarize the CLIL

planning team with these elements

before planning

J. S. McDougald CLIL WORKSHOP

Colegio CAFAM19


20/30

Tools


20


21/30

Mind Map Template


21

http://localhost/var/www/apps/conversion/tmp/scratch_6/CLIL%20LESSON%20PLAN.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/CLIL%20LESSON%20PLAN.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/CLIL%20LESSON%20PLAN.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/CLIL%20LESSON%20PLAN.docx


22/30

J. S. McDougald CLIL WORKSHOP

Colegio CAFAM

22


23/30

Using Bloom's Taxonomy in

Assignment Design

J. S. McDougald CLIL WORKSHOPColegio CAFAM

23


24/30

Retrieved fromhttps://mbhstraining.pbworks.com/w/page/27062818/Digital%2520Blooms

(Churches, A. 2009)


24

https://mbhstraining.pbworks.com/w/page/27062818/Digital%20Bloomshttps://mbhstraining.pbworks.com/w/page/27062818/Digital%20Bloomshttps://mbhstraining.pbworks.com/w/page/27062818/Digital%20Bloomshttps://mbhstraining.pbworks.com/w/page/27062818/Digital%20Blooms


25/30


26/30


• LACLIL is a peer-reviewed,

• Open-access journal

focused on CLIL (Content

and Language IntegratedLearning),

• Multilingualism,

• Interculturality,

• CALL (computer-assisted

language learning),

• Throughout Latin America

and around the world

indexed by: Linguistics Abstracts

Online, MLA Bibliography - Language,

Linguistics and Literature, Google

Scholar, the Directory of Open Access

Journals (DOAJ), Open J-Gate & EBSCO

http://laclil.unisabana.edu.co/


27/30


http://laclil.unisabana.edu.co/


28/30

References

• Coyle, D., P. Hood, and D. Marsh. 2010. CLIL: Content andlanguage integrated learning. Cambridge, UK: CambridgeUniversity Press.

• Eurydice, European Union Directorate-General forEducation and Culture. (2006). Content and LanguageIntegrated Learning (CLIL) at School in Europe. Brussels:Eurydice European Unit. Retrieved 15 February 2010 fromhttp://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/071EN.pdf .

• Järvinen, H.-M. Language learning in content-basedinstruction. In A. Housen and M. Pierrard (Eds.).Investigations in instructed second language acquisition (pp. 433-456). Berlin: Walter de Gruyter, 2005.


28

http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/071EN.pdfhttp://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/071EN.pdfhttp://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/071EN.pdfhttp://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/071EN.pdfhttp://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/071EN.pdf


29/30

References

• McDougald, J. S. (2007). Instrucción Basada en elContenido (CBI) para un programa universitario:una preocupación pedagógica de la universidad elbosque. Universidad el bosque. Unpublished

Thesis.• McDougald, J. S. (2009). The State of Language

and Content Instruction in Colombia. Latin American Journal of Content and Language

Integrated Learning, 2(2), 44 –48. Retrieved fromhttp://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.15/2742


29

http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.15/2742http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.15/2742http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.15/2742http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.15/2742


30/30

Jermaine S. McDougald

ELT Consultant [email protected]

@jsmcdougald / @lacliljournal

www.laclil.unisabana.edu.co

www.elscolombia.com /

http://www.litecolombia.com/
mailto:[email protected]://www.laclil.unisabana.edu.co/http://www.litecolombia.com/http://www.litecolombia.com/http://www.litecolombia.com/http://www.litecolombia.com/http://www.elscolombia.com/http://www.elscolombia.com/http://www.laclil.unisabana.edu.co/mailto:[email protected]:[email protected]

clil tool kit workshop

Documents