1. What is CLIL?

CLIL is a dual-focused educational approach in which an additional language is used for

the learning and teaching in both content and language.

The CLIL strategy involves using a language that is not a student's native language as a
medium of instruction and learning for primary, secondary and/or vocational-level subjects
such as maths, science, art or business.

CLIL is a tool for the teaching and learning of content of the language. The essence of
CLIL is integration. This integration has a dual focus:

 Language learning is included in content classes.

 Content from subjects is used in language- learning.

The students desire is to understand and use the content that motivates him or her to
learn the language.

 CLIL moves away from the "banking model of learning" and encourage active student
learning rather than passive reception of knowledge.
 Students develop their individual thinking through interaction.
 Moreover, they must be intellectually challenged to transform information and ideas
and gain understanding: learners have to know how to use the knowledge they
acquire.

Language teachers in CLIL programmes play a unique role. They work to support
content teachers by helping students to gain the language needed to manipulate content from
other subjects.

1. Advantages of CLIL
The advantages of CLIL are that:

 it allows language to be used for real purpose and in context;

 it can be a very effective way of linking with other subjects.
 It often involves using real resources from the country whose language is being learnt
and discussing other points of view and so can contribute to intercultural
understanding.
 It is often very motivating; a wide range of children say they learn the language
without thinking about it and so it can contribute to ECM agenda.

However, teachers using the CLIL approach need to have the skills and language to
teach the subjects in combination. Often there is a need for some specific training in
methodology and assessment procedures and progression in both subjects needs careful
tracking.
 3. How is it suppose to change
In recent years, there has been an explosion of interest in exploring alternative ways of
improving the quality of language learning in mainstream education throughout Europe.
Bilingual education. MEC & BRITISH COUNCIL (competent in all areas)

Basis: development of an underlying metalingustic awareness, a greater understanding

of other cultures, and the increased levels of cognitive flexibility, self-esteem and self-
awareness.

 Implementing the integrated curriculum has involved a change in culture of the

schools in the project.
 Teaching subject areas through English brought about a need for coordination
between class teachers and English teachers in order to avoid repetitions, conceptual
gaps or contradictions.
 This incorporation also requires the use of different materials: teacher have to learn to
use and adapt different materials: interactive displays.

4. Scaffolding
Advantages

 The main advantage of this strategy is that it helps the learners associate acquired
knowledge with new concepts.
 It also helps in building a sort of self-confidence in students.
 It helps reduce fear and anxiety about a certain concept which if not taken away leads
to frustration.

BOOK DEFINITION

Scaffolding is breaking up the learning into chunks and then providing a tool, or
structure, with each chunk.

EXAMPLE: you might preview the text and discuss key vocabulary, or chunk the text and read
and discuss as you go. With differentiation, you may give a child an entirely different piece of
text to read, you might shorten the text or alter it, and you may modify the writing assignment
that follows.

 Give Time to Talk, Pre-teach vocabulary.

 Temporary supporting structure that students learn to use and to rely on, in order to
achieve learning outcomes.

BENEFITS

 It helps students to access previously acquired learning.

 to analyse it.
  to process new information.
 to create new relational links.
 to take their understanding several steps further.
 it helps students to better understand the learning process.
 to build momentum.
 to save time and to enjoy short-term wins.
 It lowers frustration and builds success.

TYPES. Different scaffolding structures or strategies.

 Initially providing reinforcement for attempting to speak.

 Explaining a point using the register of language used by students.
 Brainstorming.
 Providing language immediately.
 Placing notes in the margins of handouts.
 *Breaking material into chunks.
 Using graphic organizers (tables, charts...).
 Assessing obstacles to learning.
 Highlighting the most important text in a passage.
 *Having students develop their own definitions for terms.
 Having students explain to the class.
 Using pictures and realia.
 Having students sum up a text and a reading passage.
 Giving clues and asking for follow-up questions.
 Providing key phrases or words, bridging paragraphs and conclusions.
 Helping students to better understand and manage the learning process.

5. Brainstorming
Brainstorming is an exercise in free association. A topic is raised and participants say whatever
comes to mind in relation with the given topic. Once the initial brainstorming session is
completed, the results are analysed.

In CLIL, brainstorming words or expressions needed to do an assignment is a common practice.

The results of a brainstorming session can be a word bank. The words or expressions can be
categorized as noun, verbs, phrases ...

As a first step, the rules for brainstorming are discussed with the students:

 No verbal and non-verbal criticism of ideas.

 Body language is neutral.
 All ideas are recorded.
 Wild ideas are welcome.
  Quantity is more important than quality.

6. Multiple intelligences
In his theory of multiple intelligences, Gardner identified seven different types of 'intelligence':

 linguistic
 logical-mathematical
 musical
 spatial
 kinaesthetic
 interpersonal
 intrapersonal

 Verbal-Linguistic Intelligence

This intelligence involves the knowing which comes through language:

 through reading, writing, and speaking.

 It involves understanding the order and meaning of words in both speech and
writing and how to properly use the language.

 Mathematical-Logical Intelligence

This intelligence uses numbers, math, and logic to find and understand the various patterns that
occur in our lives:

 thought patterns, number patterns, visual patterns, color patters, and so on.
 It begins with concrete patterns in the real world but gets increasingly abstract
as we try to understand relationships of the patterns we have seen.

 Visual-Spatial Intelligence

This intelligence represents the knowing that occurs:

 through the shapes, images, patterns, designs, and textures we see with our
external eyes, but also includes all of the images we are able to conjure inside
our heads.
 visualizing, pretending, imagining, and forming mental images.

 Intrapersonal Intelligence

At the heart of this intelligence are our human self-reflective abilities by which we can step
outside of ourselves and think about our own lives. This is the introspective intelligence.
  It involves our uniquely human propensity to want to know the meaning,
purpose, and significance of things.
 It involves our awareness of the inner world of the self, emotions, values,
beliefs, and our various quests for genuine spirituality.

 Bodily-Kinesthetic Intelligence

This way of knowing happens:

 through physical movement and through the knowing of our physical body.
 physical movement, dancing, making and inventing things with your hands, and
role-playing.

 Interpersonal

This is the person-to-person way of knowing. It is the knowing that happens when we work with
and relate to other people, often as part of a team.

 This way of knowing also asks use to develop a whole range of social skills that
are needed for effective person-to-person communication and relating.

 Naturalist Intelligence

The naturalist intelligence involves the full range of knowing that occurs:

 through our encounters with the natural world including our recognition,
appreciation, and understanding of the natural environment.
 It involves such capacities as species discernment, communion with the natural
world and its phenomena, and the ability to recognize and classify various flora
and fauna.

 Musical-Rhythmic Intelligence

This is the knowing that happens through sound and vibration. In the original research on the
theory of multiple intelligences this intelligence was called musical-rhythmic intelligence.

 However, it is not limited to music and rhythm so I’m calling it auditory-

vibrational, for it deals with the whole realm of sound, tones, beats, and
vibrational patterns as well as music.

7. Higher and lower thinking

 Creative thinking involves the creation or further development of ideas, processes,

objects, relational links, synergies and quality relationships. It also involves the
evaluating of all of the above.
  Critical thinking is mental processes that learners use to plan, describe and evaluate
their thinking and learning. It is self-directed thinking and fundamental to learning.

It is difficult to separate both thinking because they are intertwined.

Moreover, our values, attitudes and feelings have an impact on our thinking. (negative = affect
our capacity):

 BLOOM'S TAXONOMY

All learners need to develop both lower and higher thinking skills. There are six levels: firstly,
lower order thinking and move upwards to more and abstract complex higher order skills: 6
different thinking processes.

Different verbs to help educators: organize, sequence, differentiate...

Create PAG 31
Evaluate

Analyse

Apply

Understand

Remember