Many of our primary and secondary coursebooks support Content and Language Integrated Learning (CLIL). Onestopenglish is a teacher resource site, part of Macmillan Education, one of the world’s leading publishers of English language teaching materials. These materials are by default more task-based, and therefore more learner-centred. Do you really need to go back to university and get a degree in history, science or math in order to employ CLIL? Click here to get a copy. By studying subject matter, by Googling translations for words, by wrestling with the reading assignments, projects and coursework, by familiarizing themselves with the language’s associated cultures, your students will inevitably gain competency with the language. Practice these CLIL teaching techniques in your language classes! If your language class is Spanish, then you might talk about For example, in an Italian class with art as the subject of interest, you can provide your students with a one-page handout that profiles a famous painter, his life and works. It's an easy enough division to understand, but both approaches are perfectly valid and often work in a close and mutual cooperation. Instead, he suggests that CLIL is actually a specific methodological practice and gives his own six-point definition. You’ll be giving the lessons in a language unfamiliar to them, so they may be sitting quietly with a lot of question marks hovering over their heads. At CLIL Media you can find a wide variety of resources for your CLIL lessons. 4 . Welcome to ESL Printables, the website where English Language teachers exchange resources: worksheets, lesson plans, activities, etc. We need to be able to say what it is, but also what it isn't. CLIL has been re-invented in the mid-1990s, particularly in UK-based schools. The next set of three techniques will show that, in spite of wielding the target language, you can still be understood by your students. Then you can track their progress individually and as a group. For example, in a Spanish class where you’re all set to deliver an awesome storytelling session, you might actually go on a very short detour by discussing the definite articles la and el. You can also let the students work in pairs or groups and present a little bit of role playing. These adjustments gradually find their way into the materials. There is no civil war implied by the division. Here, you’ll have to use your whole body to convey nuanced meaning to your students. Here are 4 ingredients for successful CLIL lessons A supportive school. Company number: 1755588 VAT number: 199440621, Those who promulgate CLIL and those who write about it seem to have agreed on a basic division of the approach into two camps: one in which the teaching and learning is focused, A language-driven approach would envisage foreign language classes (for example) using more content than is typical of such programmes, or using didactic units which made greater use of subject-based content. One of the most important skills for learning a language is listening. These plans are the voluntary contributions of teachers. Easy. Scaffolding is you taking your students by the hand and slowly but surely pointing them to the light, all with their individual skill levels in mind. You now have eight tools in the bag. The teachers would have to adjust their methodology to ensure that the students were understanding the content. You can select which topic you want to learn about, watch some videos in your own time and test your knowledge with a quiz. The content-driven approach means that the subject content is given primary focus. You can learn all the vocabulary in any video with FluentU’s unique Learn Mode, which asks questions based on what each student already knows. Also, bear in mind that a lesson is not a collection of activities. Even your eyes can speak. Join the free CLIL Community on Facebook, be inspired by articles and learn more about CLIL in the free video course! a fill-in-the-blanks questionnaire). They can each sign in using nothing but a secret password that we bestow to you, the teacher. It needs a lead-in, a task, etc. That’ll still make for a pretty interesting and immersive lesson. Previous; 1 of 5; 1; 2; 3; Next; Show all; Look inside Oxford Read and Discover: Exploring Our World Audio CD Pack. What’s important is that you let the students experience what it’s like conversing, interacting and conveying a message in the target language. Do they need a little hand holding? It lets everyone know that they can handle the target language, that even if they commit mistakes it’s not the end of the world. Swipe left or right to see more examples for the word you’re learning. The honing of this skill cannot be overemphasized enough. It’s much more engaging than a class where the teacher just stands on a lectern and monotones away for the next 60 minutes. With more than 700,000 registered users in over 100 countries around the world, Onestopenglish is the number one resource site for English language teachers, providing access to thousands of resources, including lesson plans, worksheets, audio, video and flashcards. They must decide which planets are being referred to. This would extend to the didactic materials, which are likely to have been designed for L1 (native) speakers. For teachers from an ELT background, CLIL lessons exhibit the following characteristics: Integrate language and 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 What are the issues? So – 'What would you do if you were writing the agenda of the next Global Warming Summit?'. Quite simply, it is the teaching of subjects to students through the use of a target language—that is, a language different from their mother tongue. I know I said you’d be avoiding traditional linguistic lessons, but sometimes it just needs to be done. View mode: List view Grid view. It would still be much better for students to discover for themselves the meanings of words and concepts, because the brain retains the information it has worked for much better, but if you feel giving the direct translation would outweigh this benefit, then do so. There may be a thematic connection between the three, but when we reach Chapter Four and 'Saving the Rain Forests' we struggle to see the connection. Third Class:  The early years of the Roman conquest. It all depends on your class and individual students. Just be sure to continue speaking in the target language throughout the mini-lesson. Yes, you will prepare and teach a CLIL lesson on a subject of your choice to our international students. This is also a good way of encouraging students to come out of their shells. By immersing them in the language, your wards will not only learn about things like math, science and literature, they’ll also pick up English. A two-minute presentation is really more than enough. Repetition, in different pronunciation speeds, allows the students to fully learn the sounds of the language. What is the content of a language syllabus?Who decides on it, and what is the logic behind it? Instead of letting students figure out for themselves some rules of grammar, you can go ahead and do a quick and painless language lesson as a sidebar. The 4Cs framework, introduced in 1999 by Do Coyle, can be used to think about learning outcomes in lesson planning. For example, if you have an ESL class full of students from China, you’ll teach them subjects but won’t use any Chinese to do so. Sounds good? Exaggerate things, your facial expressions and movements. You provide multimodal input and know how to select and adapt appropriate materials. Keith Kelly looks at examples of language used in making generalizations from the area of science; these can be split into three broad groups: quantity, frequency and certainty. For young learners, CLIL is the teaching of content at par with the curriculum they are following at school in their native language. It is this kind of iteration, going back and forth between the original, target language material and the translated bit, that’s most effective for students. For example, the teachers in the school may simply decide, as a matter of policy, to treat the children as if they were native speakers, and to 'immerse' them in an academic and social context that attempts to simulate, as far as possible, the type of educational conditions and experiences that a native-speaker pupil would expect to undergo. However, not only group activities per se motivate students, but it is a ‘social interaction’ that is so highly important for them, and generally, for children begin to learn at an early age (Gillies & Boyle 2011: 933). 4. A good metaphor or a lesson plan is a ROAD MAP. When you start preparing a lesson you can do a mind-map. In addition, repeating words or phrases gives students the chance for auditory practice. FYI: This is one of those pages where you should be using the “Bookmark” option in your browser. If you get training to help you do it, it becomes easier still. In this post, we’re going to cover the techniques you can use in your language class, with the major condition that, with CLIL, the lesson is to be conducted only in the target language. ‘Let’s look at the things we did again.’ Cognitive Academic Language Proficiency (CALP) CLIL teachers need to … subject-specific language of school subjects model academic language and help learners understand academic content so they can develop subject literacy and linguistic skills. This applies to both the content and the administrative implications. And they would be right. It also means that, as a teacher, you need to teach both at once. Immersion situations do not force the teachers to change their whole methodological approach, or force them to design their own materials, or force the subject teachers to think more carefully about the crucial role of language in their specialist fields. So if you study The Romans in Britain in History what might you expect on the course menu? They have not. Before getting into those rare, treasured techniques, let’s talk about what CLIL is in the first place. But does it follow that, in addition to being a language teacher, you need to become a subject matter expert? So for example the teachers that we had in, each of them in their school has a different kind of Content and Language Integrated Learning because they do CLIL differently; some are doing trans-lingual CLIL, which is when they might teach one lesson in English and one lesson in their native language. (How can you gesture “lettuce,” or the difference between “slice” and “dice”?). No matter what else, it certainly beats simply giving a dry list of vocabulary words and their English equivalents. For example, the teachers in the school may simply decide, as a matter of policy, to treat the children as if they were native speakers, and to 'immerse' them in an academic and social context that attempts to simulate, as far as possible, the type of educational conditions and experiences that a native-speaker pupil would expect to undergo. But how does one apply that in CLIL, when its immersive nature requires that one use the target language as medium of instruction? In such a case, the teacher may simply refer the students to their subject teacher or ask them to research the issue on their own. In the past teachers have delivered lessons in art, history, social studies and health. Math, science, social studies, art, and so on, form part of the young learner curriculum. CLIL stands for Content and Language Integrated Learning. In other words: you do not have to skip lessons but can … Because you’ve just found a CLIL techniques page, and we all know that’s hard to come by online. One way of doing this is by giving them hands-on, language-related tasks or games that can only be completed by using the target language. Just as in construction, scaffolding in the educational context is essentially about support. Give plenty of room for them to engage in activities that offer the chance to practice the target language. FluentU brings language learning to life with real-world videos. There’ll be stretches during discussions when it will feel like it’s just you in class. Let's take the first one about changing their methodological approach. CLIL is content-driven, and this is where it both extends … Once you accept that you have to do it, it becomes easier. Sort by. You’ll need to be thinking about how to bring the content to each student’s skill level. How do you know if you're CLIL-ing? You can organize chosen videos into “courses,” name your courses and assign them to your students for homework or in-class activities. Obviously a lot more can be said about a CLIL lesson, but this is the start. If the above things happen, content teachers begin to think about language, and language teachers begin to think about content. To what extent do teachers and students use English in the classroom? Make a positive impact? Consider, for example, the principal problem of language teaching. between CLIL lessons in different countries and even in different schools from the same country, as my research will try to prove. First Class:  Romans land in Britain in 56 BC. You cannot differentiate between the planets unless you can say that Jupiter is bigger than Mars – to quote an obvious example. So if you study, The language of learning across the curriculum. This way, they’ll have a feel for what it’s like to be using it. Yes. Just because a school decides to practise 'immersion', it doesn't mean that it is CLIL-ing. It means that the class is pursuing both knowledge of the subject matter and the target language at once. If the solo nature of show and tell is too much for some of your students, the group or pair nature of role playing could encourage them to try more active participation in class. The objective could be written out thus: This is  'Content & Language Integrated Learning', where all the three crucial elements of education are working in harmony. Just start with one activity at a time and start implementing more when you are ready for it. People seem to learn rather well in this way, with one thing following another in a logical sequence. So what are you waiting for? Second Class:  Early conflicts with local tribes. CLIL Lessons. If you liked this post, something tells me that you'll love FluentU, the best way to teach languages with real-world videos. You realise that, as well as being a subject teacher, language learning and teaching is an integral part of your role as a CLIL teacher. But it probably works because of the enormously extended contact time that the pupils experience in the target language. Type in the word you want to translate, and select the language you want to translate into. After some time reading and wrestling with the Italian text, you process the material by giving students a written activity (e.g. So, if you’re teaching about sports, you could open with a sports-related vocabulary session using the comprehensible input techniques we talked about earlier. A presentation of about five sentences will do. With the goal of preparing and implementing an engaging CLIL lesson! Thanks for subscribing! The subject can be about anything really: history, physics, drama, even basketball or dance. Finally, CLIL methodology develops higher-order skills by involving students in activities in which they have to apply these skills (such as creative thinking, critical evaluation, or hypothesizing). Lack of inspiration for new activities for your CLIL lesson; At loss where to start with all the things you have to keep in mind when teaching CLIL. You’ll be able to see all this information and more. This is what distinguishes CLIL from language teaching. Teaching CLIL lessons requires more preparation than teaching General English lessons. How easy is this to do? This way, instead of being an unnerving exercise, this can actually be a confidence-building one. The students work in groups of four and do a 'running dictation', where one student from each group runs to the classroom wall and reads a description of a planet – or of as many as he can remember. Content and Language Integrated Learning (CLIL) is an approach where students learn a subject and a second language at the same time. You did! This time, we go to the visual side of teaching a new language. Well you'll need to be doing something like this. Nevertheless, the language-driven approach has as its basic objective language learning, whereas the former has subject concepts and skills as its learning objective. What processes did you have to go through to identify these? It's obvious. We hate SPAM and promise to keep your email address safe, Get regular language learning tips, resources and updates, starting with the "Complete Guide to Foreign Language Immersion" e-book, Sign up for our weekly blog newsletter for a chance to win a free FluentU Plus subscription (value $240). However, planning and carrying out good CLIL lessons is not as easy as you may think. CLIL teachers, on the other hand, do have to make these changes because most of them are not afforded the luxuries that immersion education confers, in terms of contact time. Content and Language Integrated Learning, or CLIL, is a fast, fun, and effective way of teaching English through specific subjects such as science, history, mathematics and more, with dual-focused aims of learning the subject-specific content while also studying the English language. So, for example, a school that favoured total immersion – where the academic (and possibly social) medium is a foreign language – would be operating under a strong version of CLIL. Please make sure you … It's a meeting of minds across what has traditionally been the 'Great Divide'. Plus, FluentU always keeps track of vocabulary that your students are learning. If not, then what is learnt in their language lessons may be wasted to some extent. If you’re teaching Italian, maybe you can talk about the subject of religion and teach a prayer or two in the target language. In this case, you’ll want to pre-teach vocabulary ahead of the main lesson. If you’re teaching Italian, maybe you can talk about the subject of religion and teach a prayer or two in the target language. For CLIL (49) Refine by Sort by. No idea how to motivate your students to produce output; Let me help you with a step-by-step roadmap to discover all there is to CLIL. As long as I get the 2nd Conditional right, I'll pass the exam. can take anywhere. Keith Kelly looks at examples of language used in making conclusions and findings from the area of geography, categorized by nouns, verbs, word groups and prepositions. CLIL worksheets Then you’re all set to detour. In these programmes, a language other than the mother tongue is used to teach the content of a non-language-related subject, in addition to the second language being studied for its own sake. It's a powerful equation, because it also brings school departments together, and it often results in a potent exchange of skills. Furthermore, you won’t be explaining vocabulary, grammar and other linguistic notes, but rather you’ll be helping them assimilate all this into their knowledge of the English language by natural, repeated exposure as you straight up teach a subject class. I know that CLIL, as a totally immersive experience, is encouraging teachers to use the target language in the conduct of classes, but in instances when you feel giving a direct translation would get students unstuck, then do it. We mentioned this briefly in the previous article when we said that teachers who deliver their material in the L2 cannot assume that they are being understood. If you can demonstrate how to use the prop, then you most probably have just conducted a class that won’t be forgotten any time soon. Communication- Language is a conduit for communication and for T built. Content- At the heart of the learning process lie successful content . “ dice ”? ) to pre-teach vocabulary ahead of ourselves end who. 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