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Tips for CLIL class

Apuntes para las clases AICLE

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davinia.torrediez
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26 views

Tips for CLIL class

Apuntes para las clases AICLE

Uploaded by

davinia.torrediez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Why is language support important?

There are a number of things teachers can do to provide adequate


language support for learners in CLIL classes. By providing language
support, students become increasingly confident and autonomous
while, at the same time, they internalise vocabulary and language
structures.

Language support is key to students’ academic and social development


in addition to the provision of scaffolding and vocabulary building
techniques, as we have described in previous Tips for the CLIL
Classroom sections.

What are some classroom strategies and resources CLIL teachers can use to
provide language support in class?

• Scaffolding
• Actively work on Vocabulary building in class.
• Plan language carefully keeping in mind the language students will need. When planning,
distinguish between active and passive language, and keep in mind whether the language
is technical/content driven (CALPs1) or for social purposes (BICs2).
• Provide students with a language-rich environment.
• Make sure that the language students are presented with in class is used for communication.
• Frames can provide structural support for thinking, speaking and writing. They also
encourage students to pick up on language patterns. Frames for giving opinions might
include sentence structures like these:

I believe …
I agree that … because (it/they) …
I disagree that …

• Sentence starters or sentence stems can provide guidance and support for writing or
speaking. The more students become familiar with the structures, the more they will use them
on their own. Sample sentences starters might include:
I expect to see …
I observed …
My data shows that …
Cod: 8435157431667
• Use K-W-L charts to encourage students to make links to previous knowledge before
beginning a topic/activity, to think of questions they might have and, at the end of the
lesson, to reflect on what they have learnt.

K W L
What I know What I want to know What I learnt

Find-your-partner activities (matching definitions; question/answer; find your family


•
(categories).
• Web tools can improve students’ digital competence and can provide motivation in
class. In this article: http://oupeltglobalblog.com/category/clil/
Magali Turrent shares ideas for using Web 2.0 tools to develop language skills.
• Use multi-media support (such as videos) to explain key concepts when possible. For
example, to understand the concept of osmosis, students can watch this video on How
Osmosis Works: https://www.youtube.com/watch?v=w3_8FSrqc-I or they can
watch The Alien Egg Experiment by SciShow (to explain osmosis):
https://www.youtube.com/watch?v=nBrziJ21By0
• Encourage students to use compensation strategies to make up for their linguistic
limitations. Some common compensation strategies include guessing meanings, using
gestures, paying attention to contextual clues or comparing with other languages.
• Digital resources: Oxford Investigation* => This new, online materials include
interactive reading texts, auto-evaluation tasks and investigation activities.

1
CALP => Cognitive Academic Language Proficiency
2
BIC => Basic Interpersonal Communication Skills

With languages, you can move from one social situation to another.
With languages, you are at home anywhere.
– Edmund de Waal, British artist

* Oxford Investigation is available for Biology and Geology. Accessible via the Digital Book.

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