4o Πανελλήνιο Εκπαιδευτικό Συνέδριο Κεντρικής Μακεδονίας (πρώην Ημαθίας) «Αξιοποίηση των Τ.Π.Ε. στη Διδακτική Πράξη» DESIGNS FOR I PRIMARY CLIL: C Approaching T Environmental Studies Young Learners & Geography in English Content & Language Λαδά Αντζελίνα , M.Ed Integrated Ρέλλια Μαρία, Μ .Ed Learning Ράλλεια Π.Δ.Σ. Πειραιά Θεσσαλονίκη, 9 Απριλίου 2016
Young Learners & CLIL YLs actively acquire a Children learn things language by constructing YLs have fewer negative and facts about the meaning and their YLs brain is more attitudes to foreign real world through foreign language learning adaptable languages and cultures language (Snow, Met & (Brumfit, 1991) depends on experience Genesee, 1989) (Cameron, 2001)
Young Learners & CLIL Content is interesting and of some CLIL represents the currently value to the learner and therefore prominent educational framework of worth learning (Snow, Met & socio-cultural constructivism (Cook Genesee 1989, 202) 1997, 224)
Young Learners & CLIL THE GENERAL GOALS OF THE GREEK PRIMARY SCHOOL ENGLISH LANGUAGE CURRICULUM 1. To meet the needs imposed upon Greek EFL learners by the current national and international state of affairs 2. To assist the development of learners’ personalities through enhancing their knowledge and developing communication and learning strategies 3. To assist learners’ emotional development as well as the development of their cognitive skills, their initiative, creativity and critical thinking 4. To promote life-long learning by emphasizing learning how to learn Adapted from The Greek Primary School Foreign Languages Curriculum-English (FEK 303 & 304/13-03-2003, pp 353-366)
Definition of CLIL -What is it? Complete the correct term for each method/approach described below: Content and Language Integrated Learning (CLIL) The Cross-Curricular Approach ______________________ requires that teaching and learning is theme-based. Learners draw on knowledge they have acquired from different subjects taught at school to carry out project work in the second language _______________________ describes both learning another subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content-based subject. Learning is improved through increased motivation and the study of authentic language seen in context. (Also known as Bilingual Content Instruction.)
Which CLIL model? • Additive: cognitively challenging, meaningful education and some type of bilingualism • Higher functional proficiency in a second prestige language, academic achievement and familiarisation with the additional culture • Language used as medium and target of instruction; topic dictates the language items to be taught (content-obligatory) • Integration of language and content, topic knowledge, functional fluency , skills and strategies
Contrasting CLIL with a standard mainstream EFL programme Complete the following table with the terms below: fluency, communicative, medium, relevant, academic, overt, cognitively, subject, accuracy Standard EFL CLIL Overarching additive: ______________ additive: _____________ goal competence in an challenging, meaningful additional language education and some type of bilingualism ___________ goal learning an additional higher functional language and proficiency in a second becoming familiar with prestige language, an additional culture academic achievement and familiarisation with the additional culture Language use additional language language(s) used as taught as ____________ _________and target of instruction Instructional use uses target language uses two or more of language mostly languages Support for support not ___________ _____________ support, mother tongue instruction also in mother tongue Pedagogical explicit language integration of language emphasis instruction, ___________ and content, functional _____________
The four Cs The CLIL concept is based around 4 principles of learning known as the 4Cs : content ■ cognition ■ culture ■ communication Please read the ideas associated with the teaching and learning context of CLIL and match each of them with one of the four principles:
A.________________ B._______________ Temporal and quantitative increase in FL usage Socio-cultural factors Functional and process language FL opens a wider view to other kinds of societies Informal and natural language development and cultures which Ls interpret in a personal way Language is not only a tool of instruction but an Functional language important tool in the learners' thinking process Chunks Pragmatic context of use C._______________ D._______________ Strategy building The thinking and learning process of the content Scaffolding of learning activities taught The thinking and learning processes of content Diversity of resources (topic, content and (Understanding, using and applying ) meaning schemes) special learning discovery settings Synchronizing language and content objectives Learner support to perform to the best of their Subject-specific vocabulary abilities
Classroom methodology Applying Experiencing Analysing
Classroom methodology Experiencing Content & Culture Tasks which activate Schematic, Contextual & Systemic Knowledge
Classroom methodology Content & Culture (perspectives, practices & Experiencing products) Tasks which activate Schematic, Contextual & Systemic Knowledge Start with content . Define it. What will I teach? What will they learn? What are my teaching aims/objectives? What are the learning outcomes? What are the cultural implications of the topic? How does the CLIL context allow for “value added”? What about otherness and self? How does this connect with all the Cs e.g. the products a culture creates, shares & transmits , patterns of social interaction etc ?
Classroom methodology Cognition Explore the kind of thinking skills you can develop according to content: • What kind of questions should I ask in order to go beyond “display” Analysing questions? • Which tasks will I develop to encourage higher order thinking? What are the language (communication) as well as the content implications? • Which thinking skills will we concentrate on which are appropriate for the content? Tasks Jigsaw reading /video input tasks Visual organisers (tree-diagram, cause-effect diagram) for comprehension of content Glossary (word categories) Language Focus (The topic dictates this. e.g. passive voice to describe a process)
Classroom methodology Communication Functional language - Varied form of interaction Presentation & negotiation skills Writing skills Analysing Link content with communication: • What language do they need to work with the content? • Any specialised vocabulary and phrases? • What kind of talk will they engage in? • Will I need to check out key grammatical coverage of a particular tense or feature? (e.g. comparatives and superlatives) • What about the language of tasks and classroom activities? What about discussion and debate?
Advance Organisers W H K L
Experiencing Tasks
Task Prompts
CLILing the Environment! Teaching Environmental Studies through CLIL
Aims Students become sensitive about current environmental problems; express their opinion regarding major causes of environmental pollution; offer suggestions / possible solutions to these problems. Students can use cause and effect linkers to describe the effects of pollution. Students can work cooperatively in groups. Students practise and enhance their ICT skills. Students use the English language in a non- linguistic context
Class Profile 24 students in D’ Class (8 boys and 16 girls) Elementary (A2) level English learners Have enough of the key vocabulary to discuss environment but their writing is imprecise therefore needs work/cause and effect linkers: new to most students Duration eight (8) 45minute teaching sessions Anticipated problems for students Slow to start the brainstorm so some information on the classroom whiteboard to help Unsure of key vocabulary in the video extracts so a matching definition and word task done prior to watching
Materials used The Environmental Studies Student’s Book (D Class, Primary School) Sheets of blank paper (A3) Worksheets Video extracts A computer A whiteboard An overhead projector
ΑΡΧΙΚΟ ΕΡΩΤΗΜΑΤΟΛΟΓΙΟ (ΕΡΩΤΗΣΕΙΣ – ΑΠΟΤΕΛΕΣΜΑΤΑ) TEACHING THROUGH CLIL
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