Teaching demo_PPT_CLIL_Teaching English.pptx

Teaching demo_PPT_CLIL_Teaching English

1. Content and Language Intergrated Learning Presenter : Mai Linh Nguyen

2. 01 Definition Contents of the presentation 02 Theoritical foundation & Framework A sample activity 04 03 Critique

3. What is CLIL approach? 01

4. Dual focused

5. Definition “It is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language ” (Marsh, 2008) 1. What is CLIL approach?

6. In a CLIL lesson, all four language skills should be combined Listening - A normal input activity, vital for language learning Reading – Use meaningful material, the major source of input Speaking - focus on fluency, accuracy – subordinate Writing – A series of lexical activities through which grammar is recycled 1. What is CLIL approach?

7. Theoritical foundation and Framework of CLIL 02

8. 2.1. Theoritical foundation of CLIL Theoretical foundations of CLIL approach Cognitive theories Sociocultural theories Content and language integrated learning (CLIL) was originally defined in 1994, and launched in 1996 by UNICOM and the European Platform for Dutch Education  To describe educational methods where “subjects are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language”.

9. a. Sociocultural theories Communication, reflection, and learning as related processes in the construction of knowledge and the development of languages In this collaborative social context, language is used to regulated the individual’s cognitive activities and to respond to the demands of social interaction L anguage has a dual function : it is used as a "tool for thought" to regulate internal cognitive processes and “a tool for learning” to acquire information and skills 2.1. Theoritical foundation of CLIL

10. a. Sociocultural theories Table 1 : Influence of sociocultural perspective on the CLIL approach 2.1. Theoritical foundation of CLIL

11. Table 2: Current cognitive theories that have influenced the CLIL approach b. Cognitive theories 2.1. Theoritical foundation of CLIL (Gabillon, 2020)

12. 4Cs framework Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum Communication - Using language to learn whilst learning to use language Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self  (Coyle, 1999) 2.2. Framework of CLIL

13. b . Language Triptych Language of learning - Reflect on and analyse the language specific to the subject and thematic content they are learning Language for learning - O perate in the classroom setting effectively and they need to understand and do classroom tasks using the language  Language through learning - Learn language and content through active involvement and simultaneous use and reflection (Coyle, 2010) 2.2. Framework of CLIL

14. A sample activity for CLIL 03

15. Context A sample CLIL activity Location : Vietnam Subject : Science Target student: Grade 6 Language: English Quantity : 10-12 students

16. Lesson 7: Protein Teacher: Mai Linh Nguyen Vietnam Secondary School Class: 6A1

17. GROUP DISCUSSION 01 Definition PROTEIN 02 Example 03 Uses 04 Ways

18. What is Protein? Definition : Protein is a nutrient. It is the meat, fish, and egg group 01 Examples: Protein are chicken, ham, beef, salmon, tofu, lentils, and beans 02 Uses : The uses of protein are to help us when we are hurt, protect us from diseases, grow and repair our muscles, skin, and hair, and help us breath 03 Ways: Proteins attack germs from bacteria and they carry oxygen around our body, to help us breath 04

19. Critique about CLIL 03

20. Advantages Students Teachers A deeper understanding of the target language Mastery of a subject Improve social and critical thinking skills Enhance engagement and motivation A stronger, more flexible brain Become a well-rounded educator  Develop teacher's teaching skills Foster collaboration and interdisciplinary work among teacher Translate into increased job satisfaction and motivation

21. Challenges Students Teachers Extra workload and challenges for students High intellectual involvement during CLIL classes Be inaccurate when communicating in L2 Get the balance between language and content Lack of materials and difficulty in selecting suitable content Unsatisfactory language level of teacher Unsatisfactory level of content knowledge of language teachers Time-consuming

22. "CLIL is about using languages to learn. It is about installing a "hunger to learn" in the student. It gives opportunity for students to think about and develop how they communicate in general, even in the first language." (Marsh, Marsland & Stenberg, 2001)

23. Thanks for listening! Email: [email protected] (Mai Linh Nguyen)

24. References Banegas, D.L., & Zappa-Hollman, S. (Eds.). (2023). The Routledge Handbook of Content and Language Integrated Learning (1st ed.). Routledge. https://doi.org/10.4324/9781003173151 Codó , E. (Ed.). (2022). Global CLIL: Critical, Ethnographic and Language Policy Perspectives (1st ed.). Routledge. https://doi.org/10.4324/9781003147374 Coyle, D., Meyer, O., & Staschen -Dielmann, S. (Eds.). (2023).  A Deeper Learning Companion for CLIL: Putting Pluriliteracies into Practice . Cambridge: Cambridge University Press. Goris, J., Denessen, E., & Verhoeven, L. (2019). Effects of content and language integrated learning in Europe : A systematic review of longitudinal experimental studies. European Educational Research Journal , 18(6), 675-698. https://doi.org/10.1177/1474904119872426 Hall, G. (2017).  Exploring english language teaching : Language in action . Taylor & Francis Group. Mehisto , P., Marsh, D., & Frigols , M. J. (2008).  Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education . Oxford: Macmillan Education, 2008. Marsh, D., Marsland, B., & Stenberg, K. (2001).  Integrating competencies for working life . Unicom, University of Jyväskylä. King, M. (2018). Content and Language Integrated Learning (CLIL). In Liontas , J.O. (Ed.). The TESOL Encyclopedia of English Language Teaching . John Wiley & Sons.  DOI:10.1002/9781118784235.eelt0173 Gabillon, Z. (2020). Revisiting CLIL: Background, pedagogy, and theoretical underpinnings.  Contextes et didactiques . Revue semestrielle en sciences de l’éducation , (15). Moncada-Comas, B., & Block, D. (2021). CLIL- ised EMI in practice: issues arising. The Language Learning Journal , 49:6, 686-698, DOI: 10.1080/09571736.2019.1660704