Multiple IntelligencesStudent Centered Approach > Input HypothesisCognitive Linguistics > cognitive processesCultural Elements > RealiaCreativityExperimental MethodLanguage revisitedICT

De algunos de estos principios llevamos a cabo alguna actividad. Intento que sean actividades originales y motivadoras, cosas que te hayan resultado prácticas de tu experiencia, etc...Tras esto hablo un poco de aprendizaje globalizado, ya que en mi colegio estamos apostando por ello y hay varios autores que defienden este enfoque en primaria.Luego trato el tema de

Language Assistants y comentamos un poco algunos "trucos" que pueden ir bien, aquí participa bastante el grupo ya que tienen experiencia.Por último me gusta hacer algún juego de Physical Education adaptado al aula y hablamos de Citizenship que la tenemos dentro del proyecto.

C L I LC L I L METHODOLOGY IN BILINGUAL METHODOLOGY IN BILINGUAL

EDUCATIONEDUCATION

Content and Language Integrated Content and Language Integrated LearningLearning

ANNIE P. M.ANNIE P. M.Teacher in a Bilingual ProjectTeacher in a Bilingual Project

SESSION OUTLINESESSION OUTLINE

1.1. TEACHING LANGUAGESTEACHING LANGUAGES

2.2. BASIS OF THE BILINGUAL PROJECTBASIS OF THE BILINGUAL PROJECT

3.3. CLIL CONTENT AND LANGUAGE CLIL CONTENT AND LANGUAGE INTEGRATED LEARNINGINTEGRATED LEARNING

4.4. IN THE SCHOOLIN THE SCHOOL

5.5. EXAMPLESEXAMPLES

6.6. REFERENCE BOOKSREFERENCE BOOKS

TEACHING LANGUAGESTEACHING LANGUAGES

0

10

20

30

40

50

60

70

80

GROWTH

SPANISH

ENGLISH

THE ACQUISITION THE ACQUISITION OF L2OF L2 THE FIRST THE FIRST

LANGUAGE THAT LANGUAGE THAT MUST BE MUST BE DEVELOPED IS L1 DEVELOPED IS L1 (Mother tongue)(Mother tongue)

Spanish has to beSpanish has to be developed in developed in favour of L2favour of L2

TEACHING LANGUAGESTEACHING LANGUAGES THE ACQUISITION OF THE ACQUISITION OF

SEVERAL LANGUAGES SEVERAL LANGUAGES AT THE SAME TIME AT THE SAME TIME (MULTICULTURAL (MULTICULTURAL CLASSES)CLASSES)

L1L1: : Mother tongue, the Mother tongue, the language he/she language he/she speaks the mostspeaks the most

L2L2: : The language of The language of immersionimmersion

L3: A language taught at L3: A language taught at schoolschool

L4L4: : Other language to take Other language to take into accountinto account

L3 L4

L2

L1

BASIS OF THE BILINGUAL BASIS OF THE BILINGUAL PROJECTPROJECT

C L I LC L I L

CONTENT AND LANGUAGE CONTENT AND LANGUAGE

INTEGRATED LEARNINGINTEGRATED LEARNING

BASIS OF THE BILINGUAL BASIS OF THE BILINGUAL PROJECTPROJECT

Bilingual Bilingual programmesprogrammes Immersion programmesImmersion programmesContent-based learningContent-based learningEMI (English as the medium of EMI (English as the medium of

instruction)instruction)EAL (English as an additional language)EAL (English as an additional language)LAC (Language(s) across the curriculum)LAC (Language(s) across the curriculum)ICL (Integrating Language and Content) ICL (Integrating Language and Content)

CLIL CLIL CONTENT AND LANGUAGE INTEGRATED CONTENT AND LANGUAGE INTEGRATED LEARNINGLEARNING

European term (1994) better

reflects the integration of

language and content in a

classroom setting.

CLIL CLIL DEFINITIONSDEFINITIONS

“CLIL is an umbrella term adopted by the European Network of Administrators, Researchers and Practitioners (EUROCLIC)It encompasses any activity in which ‘a FL isused as a tool in the learning of a non-language subject in whichboth language and the subject have a joint role” Marsh 2002:58

CLIL CLIL DEFINITIONS DEFINITIONS

“In short, CLIL is a dual-focused educational approach inwhich an additional language is used for the learning and teaching of both content and language”

Mehisto, Marsh and Frigols 2008:9

CLIL CLIL PRINCIPLESPRINCIPLES

The three dimensions

Socio-European

Linguistic

Educational

Pérez Vidal 2005

CLIL CLIL PRINCIPLES SOCIO-PRINCIPLES SOCIO-EUROPEANEUROPEAN

Promotes linguistic diversity

Enforces a plurilingual and pluricultural approach

Takes into account different cultural perspectives

Promotes European citizenship

CLIL CLIL PRINCIPLES LINGUISTIC PRINCIPLES LINGUISTIC

Emphasizes natural language acquisition

Resembles more L1 acquisition than L2 learning

Unconscious and unplanned.

Krashen 1985

CLILCLILPRINCIPLES LINGUISTIC PRINCIPLES LINGUISTIC

“When I learn History in English, I don’t realise I learn English, but I do learn History. Then I go to my English class and I get better marks than before.”

Student 1º ESO, Boadilla del Monte, Madrid

CLIL CLIL PRINCIPLES EDUCATIONAL PRINCIPLES EDUCATIONAL

Cross-curricular approach to language learning

Learning context demands higher concentration and favors creative thinking Learning is achieved by “deduction not instruction” Wolff 2006

CLIL CLIL PRINCIPLES EDUCATIONAL PRINCIPLES EDUCATIONAL

Deeper thinking and more retention of

content.

“Cover less but uncover more”

Walqui and Koelsch 2006

LEARN AS YOU USE; USE AS LEARN AS YOU USE; USE AS YOU LEARNYOU LEARN

LISTENING

SPEAKING

READING

WRITING

CONVERSATION

IN THE SCHOOLIN THE SCHOOLOUR ROLE WITH CHILDRENOUR ROLE WITH CHILDREN

ENGLISH SPEAKERSENGLISH SPEAKERSSOURCES OF CULTURAL BACKGROUNDSOURCES OF CULTURAL BACKGROUNDINSTRUCTORS IN POLITENESSINSTRUCTORS IN POLITENESS

THE SCHOOL MUST BE CONSIDERED AS A PLACE THE SCHOOL MUST BE CONSIDERED AS A PLACE WHERE ENGLISH SPEAKING IS COMPULSORY.WHERE ENGLISH SPEAKING IS COMPULSORY.

OUR ROLE WITH OTHER ENGLISH OUR ROLE WITH OTHER ENGLISH TEACHERS TEACHERS

WHEN STUDENTS ARE AROUND US, WHEN STUDENTS ARE AROUND US, ANYWHERE IN THE SCHOOL, WE ANYWHERE IN THE SCHOOL, WE MUST SPEAK ENGLISH TO EACH MUST SPEAK ENGLISH TO EACH OTHER.OTHER.

IN THE SCHOOLIN THE SCHOOL

IN THE SCHOOLIN THE SCHOOL

OUR ROLE WITH SPANISH TEACHERSOUR ROLE WITH SPANISH TEACHERS

WE SHOULD TRY TO SPEAK TO THEM WE SHOULD TRY TO SPEAK TO THEM

BEFORE THE BEGINNING OF EACH BEFORE THE BEGINNING OF EACH

SESSION, OUTSIDE OF THE SESSION, OUTSIDE OF THE

CLASSROOM…CLASSROOM…

IN THE SCHOOLIN THE SCHOOL

WE SHOULDTRY TO WE SHOULDTRY TO

AVOID SPEAKING IN AVOID SPEAKING IN

SPANISH IN FRONT OF SPANISH IN FRONT OF

THE STUDENTS.THE STUDENTS.

ASSISTANTS: ASSISTANTS: LANGUAGE LANGUAGE TOOLSTOOLS

HELP TEACHERS TO:HELP TEACHERS TO:SHARE THEIR BACKGROUND AS A PART OF SHARE THEIR BACKGROUND AS A PART OF

A CULTUREA CULTURECORRECT STUDENTS´ USE OF LANGUAGECORRECT STUDENTS´ USE OF LANGUAGEIMPROVE STUDENTS’ ENGLISH SKILLSIMPROVE STUDENTS’ ENGLISH SKILLSINTRODUCE SOME ACTIVITIES, INTRODUCE SOME ACTIVITIES,

EXPERIMENTS…EXPERIMENTS…COLLABORATE MAKING DISPLAYS, COLLABORATE MAKING DISPLAYS,

SUMMARIES, CONCEPTUAL MAPS, FIELD SUMMARIES, CONCEPTUAL MAPS, FIELD TRIPS, ETC.TRIPS, ETC.

LOOK FOR ON-LINE AND ADDITIONAL LOOK FOR ON-LINE AND ADDITIONAL MATERIALMATERIAL

EXAMPLEEXAMPLES:S:

REFERENCE BOOKSREFERENCE BOOKS

TEACHING ENGLISH IN THE PRIMARY TEACHING ENGLISH IN THE PRIMARY CLASSROOMCLASSROOM ((LONGMANLONGMAN))It has lots of games and activities to be adapted It has lots of games and activities to be adapted

to any unit or subjectto any unit or subject

SCIENCE STUDY DICTIONARYSCIENCE STUDY DICTIONARY ((OXFORDOXFORD))Nice for taking further informationNice for taking further information

CURRICULAR CONTENTCURRICULAR CONTENT: RESOURCES : RESOURCES FOR PRIMARY FOR PRIMARY ((OXFORDOXFORD))Photocopiable worksheets and activitiesPhotocopiable worksheets and activities

REMEMBER…REMEMBER…

“CLIL is no magic potion, it’s not a panacea, which will unleash waves of bi-, tri, quad-, multilinguals, within or across borders! It is an approach with potential, which is extensive, in time, space and kind.It is an approach, which can provide alternativeaccess to language learning”

Maljers and Marsh 1998