Communicative language teaching: Content Language Integrated Learning

La presentación trata sobre la metodología CLIL

1. WHAT IS CLIL? It a dual- focused educational approach in which an additional language is used for the learning and teaching of both content and language . It means learning a NEW subject matter through the medium of a non-native language Term adopted in 1994 by David Marsh.

2. Why CLIL? Impact of globalization Insufficient hours of language teaching Interest in looking at how language teaching could be done while students were learning OTHER SUBJECTS. Need for better linguistic and communicative competence , relevant methodologies and higher levels of AUTHENTICITY to increase learner’s MOTIVATION. Real communication ( communicative competence ) Accelerates learning Primacy of meaning over form

3. ROLE OF THE TEACHER

4. THE BASIC PRINCIPLE IS… LEARNS AS YOU USE, USE AS YOU LEARN AND NOT LEARN NOW FOR USE LATER

5. ITS GOALS… Develop intercultural communication skills Prepare for internationalisation Provide opportunities to study content through different prespectives Access subject-specific target language

6. CONTENT SUBJECT MATTER

7. COMMUNICATION Refers to students using the target language to communicate their thoughts , opinions , attitudes and discoveries related to the lesson content . THE AIM IS TO PRODUCE AUTHENTIC LANGUAGE, NOT TO MEMORIZE GRAMMAR RULES

8. COGNITION Refers to the critical thinking skills that students use to engage with and understand course content , to solve problems , and to reflect on their learning

9. CULTURE Refers to the learning community of a class and school and more broadly to local and global cultures. Students are encouraged to understand themselves as citizens of the world and understand both their own culture and other cultures.

10. LANGUAGE TRIPTYCH

11. THREE INTERRELATED TYPES OF LANGUAGE L of learning : content obligatory language related to the subject theme or topic L for learning : language needed to opérate in foreign language environment ( for pair / gropu work , asking questions , debating , etc ) L through learning : new language that cannto be planned . This emerging language needs to be captured , recycled and developed so that it becomes a part of a learner’s vocabulary .

12. CONSIDERATIONS WHEN PLANNING A CLIL LESSON ACTIVATING PRIOR KNOWLEDGE INPUT (TEACHER) AND OUTPUT (LEARNER) WAIT TIME – LET STS THINK! COGNITIVE CHALLENGE – MAKE THEM AWARE! COLLABORATIVE TASKS MATERIALS AND RESOURCES CROSS CURRICULAR LINKS ( The Human Body - Food and Health Living Things -Life Cycles -Materials and Properties: Changing Materials -Physical Processes -Forces and Motion- Light and Sound- Environmental and Global Issues -Weather and Water )

13. CONTENT FIRST!!! CURRICULAR CONTENT LEADS LANGUAGE LEARNING IT DEPENDS ON THE CONTEXT OF THE LEARNING INSTITUTION