What is CLIL and what isit not?

The 40 shades of CLILand European best

practice

The “content-English”website lists over forty (!)terms that are used to referto this focal area.www.content-english.org

WHATEVER HAPPENEDTO THE Ls in CLIL?

About languages and learning

The learning/acquisition of language in CLIL

ImplicitAcquisition/natural

Incidental/unaware

Language bath

Immersive: Focus on input

I am not a language teacher

Krashen et al.

ExplicitLearning/instructed

Intentional/noticed

Language flooding

Instructed: Focus on form

Every teacher is a language teacher

Lyster et al.

Erwin M. Gierlinger: College of Education of Upper-Austria 3

Subject registers and languages

• Each subject has its own favoured text types and language to expressthis.

• Mathematics register; history register; PE register etc

CLIL teachers need to identify thegenre and register features typicalof the subjects they teach if they

are to help CLIL learners cope withthe language demands of

accessing subject knowledge.

Erwin M. Gierlinger: College of Education of Upper-Austria 4

The SCHOLARLY Language Challenge

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• General/everyday language• move

• car

• Academically/Scholarly relevant language• analysis

• evaluate

• Technical/Subject-specific• anaerobic respiration

• Unification

• hibernation

Erwin M. Gierlinger: College of Education of Upper-Austria

Language learning principles

1. Be prepared. Good equipment is everythinga. Key-words and „pre“ skills tasks.

2. So what IS important?a. Frequency and saliency

3. You‘ll never walk alonea. Collocations, cognates, and other connections

4. The naked worda. Morphology and syntax

5. Mum‘s the worda. The potential of codeswitching

6. Matthew: „The rich will get richer“.a. Simplified versus enriched/authentic

Erwin M. Gierlinger: College of Education of Upper-Austria 6

Be prepared. Good equipment is everything

Prepare students to speak in front of others by teaching them academicwords and grammatical features that would be used in a presentation,such as:

• “The topic of my presentation is…”

• “First, I will provide some background information”

• “In conclusion…”

• “Are there any questions?”

Erwin M. Gierlinger: College of Education of Upper-Austria 7

You‘ll never walk alone: key vocabulary awareness

Keywords/SSW Collocations1. eruptions2. layers3. tectonic plates4. dormant5. extinct

1. Pompeii was destroyed when thevolcano erupted in 79AD

Academic words1. destroy2. Summit3. analyse4. evaluate

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Erwin M. Gierlinger: College of Education of Upper-Austria

You‘ll never walk alone: History

9Erwin M. Gierlinger: College of Education of Upper-Austria

You‘ll never walk alone: Sublist 1 of the Academic Wordlist –examplehttp://www.victoria.ac.nz/lals/resources/academicwordlist/

Erwin M. Gierlinger: College of Education of Upper-Austria10

analyseanalysedanalyseranalysersanalysesanalysinganalysisanalystanalystsanalyticanalyticalanalyticallyanalyzeanalyzedanalyzesanalyzing

approachapproachableapproachedapproachesapproachingunapproachable

areaareas

assessassessableassessedassessesassessingassessmentassessmentsreassessreassessedreassessingreassessmentunassessed

assumeassumedassumesassumingassumptionassumptions

authorityauthoritativeauthorities

availableavailabilityunavailable

benefitbeneficialbeneficiarybeneficiariesbenefitedbenefitingbenefits

So what IS important?

• Key word extractor > http://www.lextutor.ca/key/

• http://www.newgeneralservicelist.org/

• http://www.victoria.ac.nz/lals/resources/academicwordlist/

• http://www.oup.com/elt/catalogue/teachersites/oald7/oxford_3000/

?cc=global

Erwin M. Gierlinger: College of Education of Upper-Austria 11

http://www.lextutor.ca/

Erwin M. Gierlinger: College of Education of Upper-Austria 12

Erwin M. Gierlinger: College of Education of Upper-Austria 13

http://www.ngkids.co.uk/did-you-know/amazon-facts

1. The Amazon is the world's largest tropical rainforest. Covering over 5.5 million square kilometres, it's so big that the UK andIreland would fit into it 17 times!

2. The Amazon is found in South America, spanning accross eight countries - Brazil, Bolivia, Peru, Ecuador, Colombia, Venezuela,Guyana, Suriname and French Guiana.

3. Running through the north of the rainforest is the Amazon river. Flowing a length of around 6,400km, it is the second longest riverin the world. The longest is the river Nile, stretching an even longer 6,650km!

4. In 2007, a man named Martin Strel swam the entire length of the Amazon river! To complete his splashing jungle journey, Martinpowered through the water up to ten hours a day for 66 days!

5. Around 400-500 indigenous Amerindian tribes call the Amazon rainforest home. It's believed that about fifty of these tribes havenever had contact with the outside world!

6. The Amazon has an incredibily rich ecosystem - there are around 40,000 plant species, 1,300 bird species, 3,000 types of fish, 430mammals and a whopping 2.5 million different insects. Wow!

7. The Amazon is home to a whole host of fascinating - and deadly! - creatures, including electric eels, flesh eating piranhas, poisondart frogs, jaguars and some seriously venemous snakes.

8. One fascinating fish found in the Amazon is the Pirarucu (also known as the arapaima or paiche). A menacing meat-eater, thepirarucu guzzles up other fish and can grow to nearly 3m long! And what makes it super deadly? It has teeth on the roof of itsmouth and on its tongue!

9. This area of immense natural beauty is sometimes referred to as ‘the lungs of the earth’. This is because the rich vegetation takescarbon dioxide out of the air, and releases oxygen back in. In fact, more than 20% of the the world’s oxygen is produced by theAmazon.

10. Due to the thickness of the canopy (the top branches and leaves of the tees), the Amazon floor is in permanent darkness. In fact,it’s so thick that when it rains, it takes around ten minutes for the water to reach the ground!

Erwin M. Gierlinger: College of Education of Upper-Austria 14

http://www.lextutor.ca/cgi-bin/key/word.pl

• Keywords are the words that are far more frequent in your text than they are in a referencecorpus

• The number preceeding each word in the output below is the number of times more frequentthis word is in your text than it is in the corpusbnc_coca_fams_speechwrite_US_UK_per14mill,proportionally. For example, the first item in the output 14334.50 rainforest means thatrainforest has 10 natural occurrences in 14,000,000 words, but 3 occurrences in your 293-wordtext. This would work out to (3/293) x 14,000,000 = 143,345 occurrences if your text were thesame size as the corpus. The word is thus 143,345 / 10 = 14334.50 times more frequent in yourtext than it is in the reference corpus. This probably means the word plays an important (or 'key')role in your text.

• 1) 14334.50 rainforest(2) 3496.21 amazon(3) 1365.19 kilometre(4) 181.85 river(5) 69.58 fish(6) 32.10 world(7) 28.34 around

Erwin M. Gierlinger: College of Education of Upper-Austria 15

You‘ll never walk alone

• The definition alone is not sufficient for CLIL learners

• They need to:• understand text and definitions

• use the word correctly

• produce accurate language with the word

• understand the definitions of related words

• discuss the text using target words correctly

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The naked word: Let’s unpack morphology

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The naked word

„The Prime-Minister‘s response was extremely

unprimeministerial”

BBC Radio 2, 19. October 2011

Erwin M. Gierlinger: College of Education of Upper-Austria 18

Prefix

• un

• super

• im

• re

• hyper

• anti

Root

• believe

• teach

• possibil

• build

• activ

• smok

Suffix

• able

• er

• ity

• able

• ity

• ing

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The nacked word: Prefix – Suffix introduction

„Renewable energy?“,what does this word

mean?

Erwin M. Gierlinger: College of Education of Upper-Austria

Wordbuilding - tic-tac-toe

explainForm a noun

ableForm a noun

careForm an adjective

forgetadjective

createadjective

identityverb

historyadjective

informnoun

classverb

Erwin M. Gierlinger: College of Education of Upper-Austria 20

Wordlists

• http://www.newgeneralservicelist.org/

• http://www.lextutor.ca/

• http://www.victoria.ac.nz/lals/resources/academicwordlist/

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Mum‘s the word: CLIL and L1

• Explain the most important points in L1 and carry outtasks in L2

• Bilingual mind maps• Use L2 texts with L1 introduction and/or summary• Gain information from L2 texts and analyse, discuss,

evaluate them in L1• Use language games bilingually, such as crosswords,

memory, bingo• Bilingual, visual support materials• Create bilingual materials (L1/L2 version in wikipedia).• Sandwich Technique: L2 > L1> L2 (code-switching)• The Art of Code-switching• Google translations• Suggestopedia/super learning: parallel texts

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Erwin M. Gierlinger: College of Education of Upper-Austria

Mum‘s the word …

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Britain, like many other rich countries, now importstwenty times as much tropical hardwood timber asit did 50 years ago. This has led to the rapiddestruction of the world's rainforests. Much of thistimber ends up as furniture, in fitted bedrooms andkitchens, and even as paper.As the supply of hardwood from deciduous trees inBritain was exhausted, timber companies turned toother parts of the world. At the same time, hard-pressed governments in many poorer countries werelooking for ways to increase their income. The fellingof tropical rainforest was one way to make money.

Should the forests be saved?Key point:Warum werden Regenwälder abgeholzt und welche ökologischenAuswirkungen hat dies?Why are rainforests felled and what are the ecological consequences?

Key words:

timber; to fell timber –Holz fällendeciduous tree –Laubbaumdestroy (n: destruction)– to do away with;zerstörenconservation (v:conserve) – Erhaltung,Schutz•sustainable (v:sustain) – erhaltbar;resources

Without checking on thetext make a bilingual

mindmap:Reasons - Consequences

Erwin M. Gierlinger: College of Education of Upper-Austria

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CLIL Appropriate LanguageMindfulness

• Visualisations

• Key – words

• TMLL -webquests

• Morphology

• Collocation

• Discourse markers

• Code switching

• Cultural awareness

• Use of MT/L1

• Language identity

• Subject Literacy s

• Interaction s.

• Multimodal s.

• Backward design s.

CLS CLA

MTLLSD

Erwin M. Gierlinger: College of Education of Upper-Austria

What is the role of the content teachers?

• The content teacher’s responsibilities do include:• teaching reading comprehension by using graphic

organizers and teaching note-taking skills• scaffolding discussions in content-area classes by teaching

related academic vocabulary and using the text• teaching any kind of writing associated with the content

area

• A chemistry teacher might teach students the language used in alab report or to describe a chemistry experiment

Erwin M. Gierlinger: College of Education of Upper-Austria 25

CLIL-ing me softly: The 7 commandments for CLIL

1. Thou shalt not think that language will take care of itself

2. Honour thy forbears‘ and contemporaries‘ wisdom

3. Thou shalt not change thy words

4. Thou shalt use all your skills

5. Honour the virtues of the web

6. Thou shalt unite with your CLIL brothers and sisters

7. Thou shalt not kill – CLIL

Erwin M. Gierlinger: College of Education of Upper-Austria 26

http://conclil.jyu.fi/

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Conclusions

• CLIL is neither a self-drive nor asure-fire success

• CLIL will benefit from explicitlanguage learning tasks

• Learning the subject specificacademic register is vital and takestime

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Erwin M. Gierlinger: College of Education of Upper-Austria

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http://clilingmesoftly.wordpress.com