Universidad Del Valle de Puebla

Content and Language Integrated Learning

Teacher: Estela vila

Student: Vanessa Jimnez Flores

June 2015
INTRODUCTION

Hello everybody!
CLIL Its now not for future, let me introduce this Electronic Magazine
in which you will find many interesting and relevant aspects for CLIL,
you are going to change your perspective about the CLIL and all the
advantages and benefits that your students can improve by using
CLIL classes.

Are you ready?

 BILINGUAL EDUCATION

Bilingual education involves teaching academic content in two languages, in a native and
secondary language with varying amounts of each languages used in accordance with the
program model.
The other language is one which essential as a medium of schooling, or
intercommunication, hence vital for national development, or for that reason, social and
economic necessity.
The program is meant to help the students for three or four years until the student is
ready for content English classes.

Reasons for bilingual education:

Acquiring language of wider or official communication.
Global interdependence.

Goals
Teach English as soon as possible and integrate the children into the mainstream of
education.
Maintain the native language and culture while children learn English.

Types of bilingual education programs

TRANSITIONAL BILINGUAL EDUCATION

Students usually receive some amount of native language instruction so that they do not
fall behind in their literacy or content learning as they are acquiring English. (Part of the
day in English and the other part in Spanish).

INMMERSION
The instruction is in English to help students understand the instruction; the teacher
adapts her instruction by ESL technics.

LATE EXIT BILINGUAL EDUCATION

 In addition, called maintenance, or developmental bilingual education. Learners usually
stay throughout elementary school. Learn content areas in their native language, the
transition to English is gradual.
Beginning in Fourth grade 40% native language and 60% in English.

DUAL/TEO WAY IMMERSION

Two types of students are enrolled in same classroom or program: native English. Speaking
students and English language learners. 10 20% in the other language.

Benefits of bilingual education

Move freely in an English- language dominant society while retaining an important link to
their cultural and linguistic heritage.
Economic advantages in bilingual fluency and literacy, many Jobs pay higher salaries.
To effectively compete in job market
 CONTENT LANGUAGE INTEGRATED LEARNING

Language is used to learn as well as to communicate

Subject is simple, easily comprehensible ways for
example illustrations, graphs. diagrams
Language subject based vocabulary, texts and
discussions
The ability to use a language is more than grammar or
speaking clearly
Mythsthey thinks students cannot learn English by this
way. They do not know a lot of grammar.
Aim
Acquire knowledge using target language
Acquire Necessary skills in the target language

CLIL should combine with these elements:

Content---- progression in knowledge, skills and understanding related to specific of a

defined curriculum
Communication--- using language to learn
Cognition developing thinking skills
Culture--- exposure to alternative perspectives

Methods---kids learn mother tongue using the resources surrounding them.

Obstacles:

New concepts can be difficult

Lack of qualified teachers
Heavy load and shortage of materials
Lack of support

CLIL Model
Thinking
Belonging
Subject
Communication
 Main aspects
Multiple focus : integrations of subject and language teaching
Learning environment typical task, lots of aids authentic materials
Authenticitytopics related to their needs, everyday life and interest. The use of
Active learning- help to rephrase the outcomes, assess progress, teacher is a guide and
provider
Support- learning is based on prior knowledge, skills attitudes, interests and experiences.
Co-operation --- teachers-students- parents are involved.

All languages skills should be combined:

Listening
Reading
Speaking
Writing

CLIL lessons exhibit the following characteristics:

Integrate language skills and receptive and productive skills.

Lessons are often based on reading or listening texts/passages
The language focus in a lesson does not consider structural grading
Language is functional and dictated by the context of the subject.
Language is approached lexically rather than grammatically.
Learner styles are taken into account in task types
WHAT CLIL IS AND WHY ONE
SHOULD STUDY IT

The term Content and Language Integrated- learning refers

to educational settings where a language other than the
students mother tongue is used as medium of instruction. A
whole gamut of terms are in use internationally and nationally
( CBI,Bilingual Teaching, Dual language programs,etc).

The CLIL uses a language other than the L1 as a medium of instruction is certainly an innovation in
the state financed formal education systems of European countries. Demographic developments,
which have transformed European societies into communities that receive immigrants rather than
dispatch emigrants, we are witnessing a trend towards internationalization and globalization,
putting pressure on education systems to provide skills, which will allow students to stand their
ground in international contexts.

The hub of the pro-CLIL argument is that the curricula of the so-called content subjects (geography,
history, biology etc.) constitute a reservoir of concepts, topics and meanings which can become the
object of real communication where natural use of the target language is possible.

The relationship of language and content

A major concern and one of the main ongoing challenges (Snow, 1998). CLIL is the relationship
between language and content. Content teacher concerned about the consequently articulated
voice is that of the content teacher concerned about the consequences of foreign language used
on the students eventual knowledge of the subject.

The concern reflects two fears:

Foreign language may slow down proceedings so that less subject matter can be covered.
Lower language profiency may result in reduced cognitive complexity of the subject
matter presented and or learned.

Some teachers in this study repeatedly felt guilty about having acted too much like a language
teacher during a particular stage of a content lesson.
Constructivism and participatory understanding of learning
Constructivism

Active process
Learners construct new ideas
Concepts base upon their current knowledge

Brow, Collins and wenger ( 1989)

Less focused on language

Congnitve aprprecenticeship (learning by acquiring,developing and using cognitive
tolos in authentic domains)

Vigotsky (1978)

Use language or social reasons

Used it for social interaction
Use language for communication
Develop knowledge or competence
ZDP

I consider that the content and language integrated learning is so important in the process of
learning a second language ,one benefit is that students spend more time in contact with the second
language, English will be the medium of communication that will be involved in teaching the subject.
The student learns to function in real contexts in the foreign language, which puts it in an
advantageous situation for the future also the student processes the foreign language in a deeper
and more intense and cognitive level. Moreover, the curricular content of the material worked in
another language requires more effort of understanding, understanding and production and learn
from a different and broader perspective.

CLIL CHART

Language is used to learn as well as to

communicate.
classroom the subject matter determines the
principles language needed to learn.
Language - subject are based on
vocabulary,texts and discussions.

Acquire knowledge using target

language
Acquire skills in the target languages
Main aims Acquire skills in the mother tongue
understand and value both cultures
Develop cognitive - social skills.

Content
Successful Communication
CLIL cognition
culture
 New concepts
lack of qualified teachers
Some
Heavy load and shortage of
Obstacles material
Lack of support

Thinking(outcome,analysis,assessme
nt)
Belonging (interests,
parteners,local-global)
Model Subject (integration,
implementation,skillsand culture)
Communication (involment,support
mat, discussions)

Multiple focus
Learning environment
Main Authenticity
aspects Active learning
Support Structure
Co-operation

Basic language ability -

academic language
proficiency
Planning
are learning basic-
CLIL language academic skills
lessons and new subjects
concepts.
Include language support

Listen to - understand
teachers talking about
Difficulties subjects.
for Talk about subjects
learners themselves.
read subjects textbooks and
write about them.
 LESSON PLAN

Lesson plans success are due to: you

need to know everything about the
school and the district polices, also you
have to create an organized group with
rules in order to get a better
environment. You need to be careful in
choose the correct procedures,
schedules and materials.
LESSON PLAN PHASES EXPLANATION
1) Introduction Describe the reason of the lesson create a
warm up and make a significant and relevant
learning.
2) Foundation Stablish objectives and goals, explain the
things that they will learn at the end of the
lesson, check previous knowledge and give key
vocabulary.
3) Brain activation Get the attention of the students; allow them
to expand their thinking.
Present the body of the lesson, providing
4) Body of new information original materials, promote collaborative
learning but always the teacher has to be a
guide or a supervision.
Teacher has to verify if the students
5) Clarification understand the lesson.
Students put in practice the new
6) Practice and review information,teacher and student work
together.
The students work independently just in case
7) Independent practice that some students did not get it they have to
work in a small group. As a result, they can
prepare a successful homework or it can be
useful for future learning.
8) Closure Is the unification of the lesson phases an
information. In this phases teacher can
evaluate the learning that students can
achieve from this class. It can be by using
questions or problems.
ELEMENTS OF A UNIT PLAN:
 cross- curricular conections,
Purpose, main topics,skills academic goals, past learnig- new learning-
methods to make a relevant
academic standarts... future learning, vocabulary,
learning...
assessment, clear
expectations.

Overarching Questions for Unit Planning

As you plan each unit, ask these overarching questions:

What is the big vision for the unit?
How to get a better healthy.
What is the primary educational intent for this unit?
Prevent the obesity and know how to have a good and appropriate diet.
What do students know right now?
They have an idea of what is the obesity, and some causes of being fat.
What should students know and be able to do by the end of each lesson?
They will know the causes and consequences of have a bad diet; also they can identify the food that is healthy
and unhealthy for our body.

What should students know and be able to do by the end of the unit?
Be aware of the consequences of have a bad diet and to know the benefits of doing exercise.
How can instruction be adjusted to meet the needs of all students?
Depending on the results during the process or class.
What will take place before and during the unit to make sure that all students are successful?
You have to take into account their needs, their achievement during the lessons also the previous knowledge.
What assessments will best ensure that all students have reached the desired outcomes? These should
include the following:
Pre-assessments
Questioning, self-evaluation, KWL charts.
Mini-assessments
Categorize some food, turn and talk, yes/no cards.
Post-assessments
Questioner, provide examples, how they will put in practice the new knowledge.
Monitoring and adjusting throughout the unit
Rubrics, diaries, check list
What happens when students do not know?
Focus in that student, find the reason of why the student does not know, probably you have to change your
methodology, materials or activities in order to improve the learning.
What materials are available for enrichment activities?
Videos, readings, real information, magazines, PPP.
What are the cross-curricular connections?
With sciences for 4 grade and a little of bit with 6 grade.
Is the time for the unit well justified?
Yes it is.

SOME ASPECTS OF AN OPERATIVE PROGRAM FOR DIDACTIC

PLANNING :
Institution Information The name of the school and the key.

Course information The name of the subject, practice hours, classes

per week, the type of the plan studies.

General purpose of the course Brief explanation about the foundations of

physics, the reason for teaching it and the
importance of the topics.

General planning Modules and hours organization, evaluation

system, module planning

Evaluation system The factors to be evaluated, the evaluated

periods and the units to be evaluated.

Module planning The objective of every unit, competences to

develop, programmed days and the activities :
teaching / learning
THE 4CS FRAMEWORK
(COYLE)

Content Learners need to create their own learning and

understanding and developing skills.

Cognition To enable learners to create their own interpretation of

content.

Communication Language needs to be transparent and accessible; interaction

in the learning context is fundamental to learning.

Culture Intercultural awareness is fundamental in this process.

Meyers CLIL-Pyramid suggests a
systematic sequence for planning
CLIL units and materials, starting with:

BRIEF EXPLANATION

1.- Content selection The starting point for material construction.

2.-Input Providing multimodal input produces highly

differentiated materials which accommodate
different learning styles and activate various language
skills.

3.- The nature of the selected input Determines how much and what kind of input-
scaffolding is needed.

4.-Task design It needs to trigger both higher order thinking skills

and lead to authentic communication/interaction in
different interactive formats.

5.-The nature of the desired output Determines how much and what kind of output
scaffolding is necessary.
WHAT IS THE 3AS TOOL?

Analyze Add Apply

Identify key words Add languages incorporate
phrases, experiences to the thinking skills in
grammatical lesson plan for order to make
functions. specific attention. progress in
Formation- learning
comprehension.

OLIVER MEYER (2010) CONSIDERS SIX QUALITY CRITERIA

FOR SUCCESSFUL AND SUSTAINABLE CLIL TEACHING
PROCESS:
Rich input Appropriate classroom materials

Content real issues.

Scaffolding learning The necessary tolos to complete the

assignments.

Rich interaction and pushed output Target language interaction

Feedback

Students interaction

Adding the inter cultural dimensin be aware of another cultures

Appropriate linguistic no linguistic

Make it H.O.T. (Higher Order Thinking skills) Systematic instruction

Sustainable learning Meaningful learning.

TO MAKE LEARNING MORE SUSTAINABLE IN

THE CLIL CLASSROOM, TEACHERS SHOULD:
Create connections with students attitudes, experience and
knowledge.

Make the learning process transparent and provide clear

structuring.

Make sure that results of group work are shAared with all students of
the class.

Use effective methodology balance between teacher-centered

communication and cooperative student-centered activities.

Promote autonomous learning and introduce (digital) portfolio

work.

Adopt a translanguaging approach by making strategic use of the

mother tongue to support the learning process. (autonomous
learning)

Use paraphrasing games such as Taboo and Transmediation

activities (newspaper, videos)

Embrace a lexical approach to teaching and move away from

isolated words and word lists and focus on collocations and chunks
instead.

Promote spiral learning and put great emphasis on learning and

study skills.
I hope you have enjoyed this magazine, and the most important factor is that you be in contact with
the information that can be used for your classroom. Also to know how to take into account the way
to create a successful planning, to get better results in your students by creating meaningful lessons.

In addition, you have to think in the necessities of your students, the academic policies, the materials
and the methodology. However, you should combine these elements in order to get a Successful
CLIL: content, communication, cognition, culture and methods.

CLIL lessons need to have some characteristics:

Integrate language skills and receptive productive skills.

Lessons are often based on reading or listening texts/passages.
Language is functional and dictated by the context of the subject.
Learner styles are taken into account in task types.

In the CLIL, the topic has to be focused and the foreign vocabulary has to be learned through the
content. The CLIL attitude is that students who learn sciences terms in Spanish as a secondary
objective learn them better than they would if they were directly instructed in these terms
without the science scaffolding. In addition, the same students learn Spanish Science more
effectively at the same time because it is supplemented by immediately relevant vocabulary.
Essentially, CLIL enables you to take advantage of the connections between language and
specific subject-related content to improve the efficiency of the learning.