The document discusses Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language. It discusses the 4Cs of CLIL - cognition, communication, content, and community. It provides examples of CLIL implementation in different European countries. It also discusses differences between "hard CLIL" and "soft CLIL" as well as differences between CLIL and other language teaching approaches. Overall, the document provides an overview of CLIL, its definition, principles and implementation in practice.
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language simultaneously. It discusses key CLIL concepts like integration of content and language, using language to learn new content and develop thinking skills. It also covers frameworks like the 4Cs, Bloom's Taxonomy, Cummins' Matrix. It outlines new roles for teachers and students in CLIL with a focus on facilitating thinking rather than imparting knowledge. Elements of planning, interaction, scaffolding, assessment and cooperation among teachers are also summarized.
This document discusses Content and Language Integrated Learning (CLIL), providing context on its implementation in different educational systems. It notes that CLIL advocates using a foreign language as the means of instruction for non-language subjects, with the goal of promoting both content knowledge and target language acquisition. The document then gives examples of CLIL programs in Canada, the US, Europe, and Catalonia, highlighting research that shows benefits such as increased language exposure and a more naturalistic approach to language learning when CLIL methods are used.
An introduction to content and language integrated learningthoogvli
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as an educational approach that teaches content and language simultaneously. The document discusses the benefits of CLIL, including that it helps students develop skills for using language in academic contexts. It also notes challenges for teachers in using CLIL, such as needing competence in both the content area and language. Examples of how to structure CLIL lessons and support student learning are provided.
CLIL as a dual-focused educational approach could help achieve both the teaching of content and the mastery of the English language. It will also help teachers challenge the students’ cognitive skills, resulting in more engaged and motivated students in the class.
• presenting CLIL features and parameters to EFL teachers who have never used CLIL .
• distinguishing and comparing EFL and CLIL features.
• enumerating the thinking skills and highlighting the importance of developing them as a valuable tool to achieve lifelong learning.
• identifying the features of CLIL materials, and exemplify them with Eleanitz English CLIL project as a model in order to analyze the way in which the sequences and activities are organized and designed.
• CLIL-ing an EFL course book unit in order to adapt the current class material to suit CLIL’s parameters and features.
Aine Furlong - The role of CLIL and plurilingualism in teaching languageseaquals
This document discusses the role of Content and Language Integrated Learning (CLIL) and plurilingualism in teaching languages. It addresses several topics:
- The challenges of identity, interdisciplinarity, and diversity in the 21st century that CLIL and plurilingualism can help address.
- The rationale for CLIL and plurilingualism in Europe, including that communication is now international and Europe needs to invest in its diversity.
- Key principles of CLIL including that the methodology is at the core and that CLIL models can vary depending on the learning context.
- The importance of developing learners' plurilingual competence and allowing them to use language in a variety of contexts, including
This presentation was given on Methodology Day on 18 April 2014 by Olga Goncharova.
"Learning a subject in a foreign language is becoming a popular trend, but not all schools need this as a core programme. However, CLIL elements integrated properly in regular English classes can motivate students and therefore help them learn more effectively. My talk is going to briefly introduce the main principles of CLIL methodology for those who are new to it, and then show ways of implementing CLIL for increasing YLs' motivation in the context of general English courses."
This symposium aims to improve collaboration between French and English scholarly communities in applied linguistics by addressing differences in terminology and concepts. It will examine methodological challenges and applications in language education, focusing on key areas like corpus linguistics, language for specific purposes, language learning contexts, and language pedagogy. Interactive talks will highlight areas of cross-linguistic agreement and divergence within these topics. The goal is to foster discussion and identify open questions to further collaboration in this important field.
CLIL 1: What is it? Advantages and DrawbacksMontse Irun
This document defines CLIL (Content and Language Integrated Learning) and discusses its advantages. CLIL integrates language learning with the learning of non-language subjects. It can be effective if students are exposed to the foreign language for a long time, can interact with others, and adjustments are made to help with comprehension. Potential advantages include a natural approach to language learning, development of thinking skills, and enhancement of the curriculum. Drawbacks include the need for well-trained teachers and adequate support materials.
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
CLIL is an approach to teaching and learning where subjects are taught in a foreign language with dual aims of promoting content learning and language acquisition simultaneously. It involves integrating topics and subjects with a foreign language in a mutually beneficial way to add value to educational outcomes. CLIL uses motivation, effective tasks, flexibility, innovation and cooperation to help students truly acquire new culture and language in a task-based, learning-by-doing approach that stimulates the whole brain and promotes long-term comprehension and active learning.
CLIL (Content and Language Integrated Learning) is an educational approach that teaches subjects through the medium of a foreign language. It aims to develop both subject knowledge and language skills simultaneously rather than separately. CLIL lessons combine content, communication, cognition, and culture. Language is used to learn the subject matter rather than being the objective itself. A successful CLIL lesson balances these four components to teach curriculum content through meaningful use of the target language.
This document discusses culture and materials used in CLIL (Content and Language Integrated Learning) units. It addresses how culture can be integrated into content, cognition, and communication. Authentic materials dealing with real-life habits and traditions of other cultures allow students to make comparisons. Culture also influences how different languages are used, in terms of formality and expression. CLIL tasks aim to help students identify similarities and uniqueness between their own and other social groups. Examples of digital materials discussed for CLIL include virtual worksheets, treasure hunts, webquests, brainstorming tools, newspaper generators, voicethreading, and presentation and poster design software to facilitate project-based learning.
This document defines CLIL (Content and Language Integrated Learning) as an educational approach where subjects like math, science, and history are taught in the target language rather than the student's native language. It provides key terms like AICLE and EMILE and notes that CLIL can take soft, subject-led, or partial immersion forms. The document outlines benefits like improved language skills and confidence as well as critical thinking. It also discusses the history of CLIL and motivations for its use.
The document summarizes the results of a survey of 74 Lithuanian secondary school teachers regarding their needs for training in Content and Language Integrated Learning (CLIL). It found that most teachers have a basic understanding of CLIL but feel they need more training, especially in CLIL methodology and lesson planning. English teachers reported having more knowledge of CLIL than other subject teachers. There was strong interest among respondents in participating in a proposed course on using CLIL for teaching about environmental topics related to the Baltic Sea.
- CLIL (Content and Language Integrated Learning) is a dual-focused approach that integrates both subject/thematic content and language development, with varying emphasis depending on context.
- There are no uniform CLIL models as implementations are adapted to local conditions, but underlying pedagogical principles from constructivism and language acquisition theories guide CLIL.
- The 4Cs conceptual framework outlines key dimensions of CLIL - Content, Cognition, Communication, and Culture.
This document discusses various aspects of Content and Language Integrated Learning (CLIL), including pre-CLIL approaches, the rise of CLIL, related goals of learning skills and content language, foundation pieces for CLIL, language showers with goals and activities, CLIL camps, immersion programs, awards, challenges of practicing CLIL including teacher shortages and increased workload, grasping concepts and addressing misconceptions, and interviews.
CLIL: Content and Language Integrated Learning.
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994).
Aprendizaje Integrado de Contenidos y Lenguas Extranjeras. cf. Educación Bilingüe.
"AICLE hace referencia a las situaciones en las que las materias o parte de las materias se enseñan a través de una lengua extranjera con un objetivo doble, el aprendizaje de contenidos y el aprendizaje simultaneo de una lengua extranjera. " (Marsh, 1994).
Placing equal emphasis on content
learning and language learning
2 Encouraging the use of authentic
materials (e.g. webpages, newspaper)
3 Giving multimodal input (i.e. written/
spoken texts, graphics, statistics, videos)
4 Using various levels of thinking skills
(i.e. LOTS and HOTS)
5 Giving many tasks
6 Making the most of cooperative learning
(e.g. pair work, group work)
7 Providing scaffolding in content and
language
8 Incorporating elements of cross-
cultural understanding and global issues
9 Integrating the four skills
10 Instructing learning skills
The document discusses content-based language teaching (CLIL) in the classroom. It defines CLIL as teaching content through the target language to promote meaningful communication. The advantages include creating contexts for use of the target language, easier recall of content-based information, and development of cognitive and communication skills. Challenges include teachers lacking subject knowledge and difficulty assessing student performance. Effective planning involves setting objectives, adapting content and language, using tasks, and criteria for evaluation. CLIL is a useful strategy that emphasizes content learning through communication in the target language.
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
In this presentation, I provided a brief review of Project-Based Learning in second language teaching and calls for a more thorough examination of project based language learning (PBLL) as a holistic approach to English language education. First, PBLL is discussed in terms of PBL underlying principles and elements and how these components are compatible with key findings of SLA and different approaches and methods in English language teaching. Second, PBLL will be examined in practice through curriculum development and syllabus design. Finally, a number of activities will be demonstrated to illustrate how PBLL can be implemented in the language classrooms, particularly how cultural aspects can be integrated.
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
This document discusses different approaches to Content and Language Integrated Learning (CLIL) in schools and the role of the CLIL department head. It describes 7 ways that subject and language teachers can collaborate in CLIL lessons. The head of the CLIL department is responsible for coordinating teachers, designing timetables, promoting projects, and collaborating with other schools. CLIL aims to develop 7 competencies through collaboration, communication, and integrating subjects like science and art with English literacy.
CLIL Potential for Primary ELT by Yuki YamanoRichard Pinner
Symposium Presentation slides from Professor Yuki Yamano based on her article for the International CLIL Research Journal. http://www.icrj.eu/21/contents.html
The document discusses using a blog to support CLIL (Content and Language Integrated Learning) in a primary school in Lleida, Spain. It outlines the school's CLIL projects, challenges of implementing CLIL, and how the blog is used to scaffold learning as students learn science through English. Updates to the blog provide resources for students and teachers. Future plans include reflecting on subjects and units to structure the blog to better meet student needs and improve CLIL implementation.
This document provides an overview of Content and Language Integrated Learning (CLIL) for secondary students. It discusses the history and principles of CLIL, including the four Cs (content, communication, culture, and cognition). It also covers content learning, cognitive engagement, graphic organizers, language use in CLIL, and lesson planning. The document is divided into 8 parts that progressively introduce more advanced concepts in CLIL methodology.
This document contains Paula Martinez's answers to practice questions about Content and Language Integrated Learning (CLIL). It includes:
1) Definitions and explanations of the five dimensions of CLIL - Culture, Environment, Language, Content, and Learning.
2) Details on the advantages of CLIL for young learners, including developing two languages simultaneously and focusing on interesting topics.
3) An analysis of how target language, exposure, technology, intercultural knowledge, language awareness, learning styles, and strategies interact in a CLIL lesson.
4) The correct answers to a CLIL sample test from the University of Cambridge.
5) An outline for designing a CLIL class for
Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require. This plan incorporates CBI as the materials for instruction, though that's not required.
This document discusses the dimensions of CLIL (Content, Language, Learning, Environment, Culture) and how they interact in practice. It explains each dimension in detail and outlines some advantages of CLIL for young learners, such as increased comprehensible input and motivation through learning topics that interest them. The document also discusses how key CLIL terms like target language, ICT, intercultural knowledge, and learning styles interact in a CLIL lesson. Finally, it explains how visual organizers and Bloom's taxonomy can be used to scaffold students' learning at the primary level.
This document provides an overview of Content and Language Integrated Learning (CLIL), an educational approach where an additional language is used as the medium for teaching content and language. It discusses the need for greater multilingualism in Europe as the motivation for CLIL. Key aspects of CLIL covered include defining CLIL, implementing CLIL through methodologies like scaffolding and task-based learning, assessing CLIL outcomes, research on its effectiveness, and characteristics of high-quality CLIL. Examples of CLIL materials from Italian schools are also presented.
This document discusses second language acquisition among English language learners. It notes that ELL students progress through predictable stages of language development at different rates as they learn English. The stages include pre-production, early production, speech emergence, and fluency. Teachers must understand language acquisition in order to modify instruction appropriately for each student's level of English proficiency.
This presentation summarizes key concepts and issues related to materials for teaching English to young learners. It discusses the definition of teaching English to very young learners (TEVYL) referring to ages 3-6 and teaching English to young learners (TEYL) referring to ages 7-12. It also covers the types of materials commonly used, the importance of story-based and motivating materials, and factors to consider for developing age-appropriate materials. The presentation concludes by discussing theories of young learner development and current thinking in young learner teaching approaches.
The document summarizes key points from two sessions of an English language teaching foundations course. It outlines the agenda, course objectives, materials and assignments. Regarding first language acquisition, it discusses the typical developmental stages children progress through, from babbling to one-word sentences and eventually two to three word sentences by ages 3 to 5. It also briefly covers different theories of first language acquisition from behaviorist, innatist and interactionist perspectives.
The document discusses Content and Language Integrated Learning (CLIL) methodology in bilingual education. It defines CLIL as an approach where an additional language is used to teach both content and language. It outlines several principles of CLIL, including its socio-European, linguistic, and educational dimensions. Examples of how CLIL is implemented in one school are provided, along with references for further reading on teaching languages and content integration.
This document summarizes chapters 7 and 8 from the book "Second Language Acquisition Applied to English Language Teaching". Chapter 7 discusses principles for matching SLA theory with ELT materials, including exposing learners to meaningful input, engaging them cognitively and emotionally, helping them notice form and meaning, and giving opportunities for output. Chapter 8 discusses how SLA can benefit teachers by providing a reality check on the complexity of language learning, emphasizing the importance of balanced input, output and interaction, and encouraging teachers by showing that formal instruction can facilitate SLA.
The document discusses different approaches to language teaching, highlighting their common bases. It notes that task-based, project-based, theme-based, and content-based approaches prioritize meaning, closely relate to learners' lives, are supported by rich resources, and highly motivate students. The approaches view language learning as being "just-in-need" rather than "just-in-case".
Similar to Supporting Thinking Skills in CLIL Courses (20)
Plenary Speech given at ELT Research in Action (ELTRIA) Barcelona, May 10th 2024
In this talk, I will discuss the enduring relevance of the theme of authenticity in ELT. In particular, I want to discuss the place of “authentic” language in the post-truth era; the importance of knowing what is “real” when it comes to using a foreign language; and, of course, the role of Artificial Intelligence in a world where teachers still need to make meaningful connections with our students, and yet computers are altering the way these interaction might take place. I will discuss the importance of group dynamics and motivation when trying to forge a culture of authentic learning and language use in our classrooms. Near the end of the talk, I will share practical ideas for navigating this uncertain present and precarious future, and I hope to begin a meaningful discussion about the role and relevance of researching authenticity in action.
Me and My Memes: EFL students’ memes and their role in participatory cultureRichard Pinner
Memes are the “lingua franca” of the internet (Milner, 2016), and there is a small but growing body of research using memes with EFL learners (Harshavardhan et al, 2019). In this talk, I share some of my own practical experiences using memes in Japanese university classes. Students find and share memes, as well as creating and sharing their own. The values and potential pitfalls of this are discussed practically, and some preliminary data about students’ reflections and experiences of using memes are presented to begin a discussion on the potential place that memes might have in the EFL classroom. Initial response show that students found making their own memes to be a rewarding experience that gave them a connection to participatory culture (Jenkins et al, 2009).
Harshavardhan, V., Wilson, D., & Kumar, M. V. (2019). Humour discourse in internet memes: An aid in ESL classrooms. Asia Pacific Media Educator, 29(1), 41-53.
Milner, R. M. (2016). The World Made Meme: Public Conversations and Participatory Media. Cambridge, MA: MIT Press.
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: The MIT Press.
Presentation given at JALT CALL 2023 at Kumamoto, June 4th.
Using & Adapting Authentic Materials To Help Motivate Students 2021 HandoutRichard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
Using & Adapting Authentic Materials To Help Motivate Students 2021Richard Pinner
This document provides an outline for a course on using authentic materials to motivate students. The course aims to demonstrate practical ways to incorporate authentic materials in the classroom. It will discuss definitions of authenticity and how authentic materials can improve student motivation. Participants will analyze examples of tasks using authentic materials and have an opportunity to design their own activities in a workshop session. Due to COVID-19, some changes have been made, such as less focus on materials and more on motivation, as well as turning the hands-on workshop into a reflection session.
This document discusses the concepts of authenticity and metacognition in second language learning. It begins with an overview that authenticity is a problematic concept to define and discusses various definitions of authenticity in language learning. It then looks at how metacognition relates to authenticity and examines the metacognition of both students and teachers. The document concludes with a summary of the key points discussed.
How to Integrate Content and Language in CLIL Pedagogy Theories and ExamplesRichard Pinner
This seminar focuses on the integration of subject-matter and
English acquisition, which is the crucial aspect of CLIL (Content
and Language Integrated Learning). Theories based on the most
recent research and classroom examples informed by those
studies will be presented. The speakers are Professor Angel Lin
(Simon Fraser University, Canada), a world-famous researcher in CLIL, and Professor Makoto Ikeda (Sophia University), vice
president of Japan CLIL Pedagogy Association.
‘Concept+Language Mapping’ (CLM) as an Innovative Approach to CLILRichard Pinner
How to integrate content learning with language learning has been a central issue in current
research on CLIL (Dalton-Puffer et al.,2010). In this talk I present our experience in developing
an innovative approach, ‘Concept+Language Mapping’ (CLM) (Lin & He, 2017; He & Lin,
forthcoming), by drawing on Lemke (1990)’s ‘thematic patterns’ theory to tackle the challenge
of integrating language scaffolding into the teaching of complex content topics in secondary
science classrooms in Hong Kong. Implications for content-based language education or ‘Soft
CLIL’ will also be discussed.
This document discusses the relationships between English as a medium of instruction (EMI), content and language integrated learning (CLIL), and English as a lingua franca (ELF). It notes that while there has been significant research on EMI and CLIL in Japan, less attention has been paid to ELF. The document then critiques some assumptions in linguistics, second language acquisition research, and language education policy about concepts like native speakers and competence. It argues that a new conceptualization of global English that sees it as a lingua franca, not the property of any one country or people, is needed.
This document discusses the historical development of Content and Language Integrated Learning (CLIL) and how it compares to other language teaching approaches. It examines two definitions of CLIL, including the 4Cs model of content, cognition, communication, and culture. The document then analyzes how earlier approaches like Grammar Translation, Structuralism, Communicative Language Teaching, and Task-Based Language Teaching defined and related content, context, communication, and cognition. It considers how CLIL compares and contrasts with these approaches, particularly through its integration of language and subjects. The document raises questions about how the four components of the 4Cs model are defined and what CLIL means for learners' language and subject experiences.
The maximisation of learning in CLIL by transregister and translanguagingRichard Pinner
This document discusses strategies for maximizing learning in content and language integrated learning (CLIL) through transregister and translanguaging. It defines transregister as the intentional fusion of academic and everyday language. Translanguaging is defined as purposefully using both the target language and one's native language to improve content knowledge, thinking skills, and second language proficiency. The document proposes a maximization model for CLIL learning where transregister and translanguaging strategies are applied across different language domains, including academic vs. general discourse and spoken vs. written production, to optimize learning.
CLIL in general and CLIL in Japan Principles, types and implementationsRichard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
‘CLIL and EMI in the Japanese context –Is clear demarcation possible?: an ELF...Richard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
The Meaning of 'Standard English' in Japan's English Education and its Role i...Richard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
This document outlines a CLIL demonstration lesson on niche marketing for an elementary level class. It begins with an introduction to the teacher's elementary course, focusing on creating a safe learning environment and incorporating higher-order thinking skills. The main part of the lesson demonstrates a unit on niche marketing from the textbook. Students participate in activities to define key concepts, analyze example websites, and discuss a reading. They also engage in a role-play activity where they pitch business ideas to potential investors. In conclusion, the teacher reflects on the lesson and student participation.
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
How To Sell Hamster Kombat Coin In Pre Market
When you need to promote a cryptocurrency like Hamster Kombat Coin earlier than it officially hits the market, you want to connect to ability shoppers in locations wherein early trading occurs. Here’s how you can do it:
Make a message that explains why Hamster Kombat Coin is extremely good and why people have to spend money on it. Talk approximately its cool functions, the network in the back of it, or its destiny plans.
Search for cryptocurrency boards, social media groups (like Discord or Telegram), or special pre-market buying and selling structures wherein new crypto cash are traded. You can search for forums or companies that focus on new or lesser-acknowledged coins.
Join the Right Communities: If you are no longer already a member, be a part of those groups. Be active, share helpful statistics, and display which you recognize your stuff.
Post Your Offer: Once you experience comfortable and feature come to be a acquainted face, put up your offer to sell Hamster Kombat Coin. Be honest about how plenty you have got and the price you need.
Be short to reply to any questions capability customers may have. They may need to realize how the coin works, its destiny capability, or technical details. Make positive you have got the answers equipped.
Talk without delay with involved customers to agree on a charge and finalize the sale. Make sure both facets apprehend how the coins and money could be exchanged.
How To Sell Hamster Kombat Coin In Pre Market
Once everything is settled, move beforehand with the transaction as deliberate. You might switch the cash immediately or use a provider to assist.
Stay in Touch: After the sale, check in with the customer to ensure they were given the coins. If viable, leave feedback in the network to expose you’re truthful.
How To Sell Hamster Kombat Coin In Pre Market
When you need to promote a cryptocurrency like Hamster Kombat Coin earlier than it officially hits the market, you want to connect to ability shoppers in locations wherein early trading occurs. Here’s how you can do it:
Make a message that explains why Hamster Kombat Coin is extremely good and why people have to spend money on it. Talk approximately its cool functions, the network in the back of it, or its destiny plans.
Search for cryptocurrency boards, social media groups (like Discord or Telegram), or special pre-market buying and selling structures wherein new crypto cash are traded. You can search for forums or companies that focus on new or lesser-acknowledged coins.
Join the Right Communities: If you are no longer already a member, be a part of those groups. Be active, share helpful statistics, and display which you recognize your stuff.
Post Your Offer: Once you experience comfortable and feature come to be a acquainted face, put up your offer to sell Hamster Kombat Coin. Be honest about how plenty you have got and the price you need.
Hamster kombat free money Withdraw Easy free $500 mo
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
PRESS RELEASE - UNIVERSITY OF GHANA, JULY 16, 2024.pdfnservice241
The University of Ghana has launched a new vision and strategic plan, which will focus on transforming lives and societies through unparalleled scholarship, innovation, and result-oriented discoveries.
How to Make a Field Storable in Odoo 17 - Odoo SlidesCeline George
Let’s discuss about how to make a field in Odoo model as a storable. For that, a module for College management has been created in which there is a model to store the the Student details.
Plato and Aristotle's Views on Poetry by V.Jesinthal Maryjessintv
PPT on Plato and Aristotle's Views on Poetry prepared by Mrs.V.Jesinthal Mary, Dept of English and Foreign Languages(EFL),SRMIST Science and Humanities ,Ramapuram,Chennai-600089
2. Outline
1
• What is CLIL?
2
• Practical application of a CLIL approach
3
• Supporting thinking skills through integration of content and language
4
• Demo lesson
5
• Student research project
6
• Heavy CLIL
• Students’ reflections
7
• Conclusions and implications
3. The most popular
definition
Content and Language Integrated Learning (CLIL)
is a dual-focused educational approach in which an
additional language is used for the learning and
teaching of both content and language.
(Coyle, Hood and Marsh 2010:1)
4. The 4 Cs of CLIL
CLIL
Cognition
Communication
Content
Community
Uncovering CLIL
Mehisto. Marsh, Frigols (2008)
Macmillan Books for Teachers
5. CLIL in Europe
PROVISION IN ALMOST ALL COUNTRIES
In nearly all European countries, certain schools offer a form of education provision according to which
non-language subjects are taught either through two different languages, or through a single language
which is 'foreign' according to the curriculum. This is known as content and language integrated
learning (CLIL – see the Glossary, Statistical Databases and Bibliography section). Only Denmark,
Greece, Iceland and Turkey do not make this kind of provision.
Figure B9: Existence of CLIL provision
in primary and/or general secondary education, 2010/11
Source: Eurydice.
Explanatory note
CLIL provision in some schools: The practice is not necessarily widespread. For detailed information on CLIL
provision in each country, see Annex 2.
CLIL provision in all schools
CLIL provision in some schools
CLIL provision within pilot projects only
No CLIL provision
6. Hard CLIL and Soft CLIL?
O Hard CLIL is a form of subject teaching in
L2 which highlights academic
achievement within the subject and treats
language development as important, but
as a bonus.
O Soft CLIL may be offered for a short
period-perhaps half a year- and it will only
occupy a portion of the hours available to
the subject: perhaps one in three.
Ball, Kelly and Clegg (2015). Putting CLIL into Practice. Oxford: OUP.
7. CLIL is wrongly used to refer to
local forms of L2 subject
teaching.
O There are long-established forms of L2
medium education and new introductions
for example, English Medium science and
maths adapted to the local context.
Ball, Kelly and Clegg (2015). Putting CLIL
into Practice. Oxford: OUP
Ball, Kelly and Clegg (2015:10)
8. Different types of education in
diverse educational settings
Education in a
second language
Immersion
education
Minority education Bilingual education
English-medium
education in
developing
countries
Recent English
medium science
and maths
programmes
Ball, Kelly and Clegg (2015). Putting CLIL
into Practice. Oxford: OUP
Ball, Kelly and Clegg (2015:6-10)
9. How is CLIL different?
O CLIL tends to be taught in a particular
school in one or a limited number of
subjects; it rarely involves large
proportions of the curriculum.
O CLIL learners have a basic minimum level
of L2 ability when they enter a programme,
which is considered adequate for them to
flourish in it.
O CLIL is dependent on good levels of CALP
on the part of learners.
Ball, Kelly and Clegg (2015:10)
10. How is CLIL different?
O CLIL is normally offered in secondary
schools, though many primary schools do
offer effective CLIL courses.
O In European CLIL, learning a subject in L2
can have high social value for parents and
can achieve high levels of language and
subject knowledge.
Ball, Kelly and Clegg (2015). Putting CLIL
into Practice. Oxford: OUP
Ball, Kelly and Clegg (2015:10)
11. Literacy and cognitive skills
O It is widely accepted and well supported by
research (Cummins, 2000) that learners
with good L1 literacy skills and academic
language proficiency are better equipped to
learn in L2.
O A ‘common underlying proficiency’
consisting of CALP skills-once learnt in one
language , can transfer to a second.
Ball, Kelly and Clegg
(2015:13)
Ball,B. Kelly, K. and Clegg, J. (2015). Putting CLIL into
Practice. Oxford: OUP.
Cummins, J. (2000). Language, power and pedagogy:
Bilingual children in the crossfire. Clevedon, UK: Multilingual
Matters.
20. Discussion
Graffiti can sometimes add an interesting
touch to the scenery in cities but some
people
are against it because they think that the
loud colours and images spoil the
environment. Discuss whether you agree or
disagree with the statement below, giving
reasons for your opinion.
‘Graffiti should be banned in all public
places.’
23. Sharing your stories
O Think of a childhood memory and share your
story about how it has shaped who you are.
O Make a note of your partner’s story and report it
to another partner after you have finished
sharing your stories.
24. What I found interesting about my
partner’s story was that…
O She remembered the experience so well
O There is a vivid image of …
O She remembered how…
27. What is identity? Definitions
Identity answers the
question, ‘Who am I?’
(Sarbin and Scheibe,
1983; Weigart et al,
1986).
‘Identities are defined
with respect to the
interaction of
multiple convergent
trajectories’ (Wenger,
1998:154).
‘A community of
selves’ (Mair, 1997)
‘Identities and beliefs
are co-constructed,
negotiated and
transformed on an
ongoing basis by
means of language.’
(Duff &Uchida,
1997:452)
29. 1. How old was the writer when he was
adopted?
2. What were the first parents like?
3. What was Patrick like?
4. What did David do?
30. Let’s check the homework.
1. How old was the writer when he was
adopted? Three months old
2. What were the first parents like?
Jenny was warm and friendly and
loving.
3. What was Patrick like?
Patrick was humiliating, punishing
and
violent.
4. What did David do?
He sexually abused him; He threatened him with castration.
31. What happened in the rest of the story?
(True or false?)
1. In 1974, Fred was fostered by Betty and
Bernard Simmonds.
2. Fred made many friends in Barrow Grove.
3. Fred was not interested in his school work
at all.
4. Fred got bad grades from school.
5. Fred was happy to go to a children’s home.
32. The nature of autobiographies
In your view, what is the nature of
autobiographies?
O It is a true story.
O There are real descriptions.
O However, is it alright to trust the stories?
O Is it a good tool for research?
33. Personal reflections: What I did in the CLIL classes (Not necessarily what
should be done in a CLIL class in a prescribed way)
CLIL classes Language-focussed classes
1. Starting the
lesson
Sharing session
Teacher just listens to find a
‘tag’ from which to scaffold
new information
Warmer
An activity focussing on the topic,
often with an aim to study
linguistic difficulties/student
learning needs. (Often
diagnostic)
2. Shape of the
lesson
Less-controlled-controlled-
less controlled (TB)
Often the background
reading was set for
homework so students came
with prior knowledge to the
classroom
PPP: Controlled-Less controlled-
Less controlled
TTT: Little control-Control-Little
control-Control
TB: Controlled-Less controlled-
Controlled
3. Correction on the
language
Done in the following
session to avoid distraction
from the content and to
avoid embarrassment
Often done on the spot because
of requests from students to do
so.
Sometimes group
correction/peer correction using
codes
4. Materials Very visual
Authentic materials
Visual
Textbook and authentic
materials
5. Vocabulary Taught in context Pre-taught before the main
activity
34. Personal reflections
CLIL classes Language-focussed classes
6. Approach Task-based with an end-
product
Completely integrated
Content : language (50:50)
Communicative approach
Information gap
Sometimes task-based
Process approach
Skills-focussed and achievement
orientated
7. Role of teacher Facilitator
Manager
Suggestion maker for
informed choices
Manager
Giver of advice on accuracy and
fluency
Time-management controller
Advocator of efficacy
Counselor (0ne-on-one)
8. Thinking skills Core factor Always an important factor but
the main factor was about the
achievement of language
accuracy and fluency
9. Study skills Very important factor Very important especially in the
EAP courses I taught
10. Assessment Portfolios, exam, essay,
presentation
Continuous assessment
37. What is critical thinking?
An active, persistent and careful
consideration of a belief
Supposed form of knowledge in the light
of the grounds which support it
(Dewey, 1909)
Dewey, J. (1998) How We Think. Dover Publications.
39. Reflection
OAccording to Schön (1987) a
reflective practitioner thinks a
he/she does things (reflection
in action) and reflects on the
actions taken (reflection on
action).
Schön, D. (1987) Educating the Reflective
Practitioner. Jossey-Bass Publishers: London.
41. Critical thinking skills-
a disposition?
OEnnis (1987) focused on the
ability to reflect skeptically and
to think in a reasoned way as
one’s capability or disposition.
Ennis, R. (1987) A taxonomy of critical thinking dispositions
and abilities. In J.Baron and R. Sternberg (eds.). Teaching
Thinking Skills: Theory and practice. New York:
W.H.Freeman.
42. Critical thinking: a set of skills
OCottrell (2011:1) supports the
view that critical thinking can be
taught as a set of skills.
OShe advocates that it is a
cognitive activity that uses
processes such as focussing
attention, categorisation,
selection and judgment.
Cottrell, S.(2011) Critical Thinking Skills, New York: Palgrave Macmillan.
44. What are the benefits of focussing on
critical thinking?
OWe can help students to be able to
think and present their opinions with
reasons.
OWe can help students to listen critically
to others and agree/disagree with
reasons.
OWe can help students in the selection
of materials they read.
46. What are the benefits of
focussing on critical thinking?
OWe can guide them to take
control of their learning and
become more autonomous in
what and how they learn.
48. Research questions
O What kind of reflection is shown in the students’
reflective papers?
O How did student thinking develop through the
course?
5. The study
49. Data collection
O First six weeks of term before the students launched
on a project related to identity and diversity
O Reflective papers were sent to me by e-mail
51. Data analysis
O I used a grounded theory approach to analyse
the data (Glaser & Strauss, 1968), so that the
findings remain close to the actual data and
as far as possible retain the ‘voices’ of the
participants. I aimed to identify the
commonalities in the kinds of thinking that
took place, but at the same time, I wished to
understand the stories that individuals told
about their learning and thinking.
O I analysed the data in this way so as to
identify commonalities amongst what the
students’ had expressed in their papers.
52. What kind of reflection is shown in the
students’ reflective papers?
O Personalising concepts
O Exploring definitions
(personalising the
definitions)
O Making comparisons
O Analysing content
O Thinking about
language
O Learning through
collaboration
O Thinking about culture
O Thinking about
emotions
O Forming a hypothesis
O Theorising personally
O Thinking about
suggestions
53. Thinking about content and
language
The data from the reflective papers showed that the
students had thought about both the new content
learnt on the course, as well as the English language
itself.
Thinking about content
Three categories emerged from the data; analysing
content, personalising concepts, and making personal
theories.
54. Personalising concepts
It is illuminating that students had personalised
concepts by referring back to their own past
experiences.
O Eriko said,‘ I have read some biographies before, but
I didn’t think about what is the power of that what is
the difference between biographies and other
writings.’
She is comparing biographies and other kinds of writing
to understand what kind of impact they have on the
readers. She compares the autobiography we read,
which had real data on how Fred was abused in an
orphanage. This text was used in class to analyse how
Fred’s identity was formed. It is interesting that Eriko is
trying to personalise a new concept about the power of
autobiographies by comparing them to other books she
has read.
55. Analysing content
(Making comparisons)
When Eriko read an auto-biography of a British person who
had lived in orphanages, ’Who cares? Memories of a
Childhood in Care’ (Fever, 1995), there was a reference to his
grades from school. Eriko wrote:
O ‘I do not know whether it is a big difference or not but on
the left side one which is written on 19th February in 1976,
the teacher refers Fred as ‘Alfred’ though on the right side,
the teacher write ‘Fred’. I know those two words refer to the
same person but I wondered what has happened during
five month.’
The above text shows that Eriko is comparing the way the
teacher referred to the author differently and Eriko guesses
that something must have happened in the relationship
between the teacher and Alfred. She is questioning herself by
saying, ‘ I wondered what has happening during five month’.
She does not make explicit what her guesses are but she
formed a question to analyse the differences in which Alfred
was addressed.
56. Exploring definitions
O When I was a junior high school student I always changed
my attitude with whom I talk and I felt difficulty in defining
myself because I didn’t have my consistent character and
didn’t know who I was. It was hard for me to live school life
not knowing what my character was. However, one day I
noticed that to try to define my character is just my ‘identity’.
That is, to think about ‘identity’ is exactly identity. (Saki 1-2)
O I was very interested in the matter of identity, and I
rediscovered the importance of the events in each personal
lives, by listening the lectures of professor and also the
opinions of the classmates. They reminded me of a
traumatic episode, which changed my life. I am fascinated
by the fact that our identity stands on the layers of tiny fatal
occurance. (Naho 1-5)
57. Making personal theories
Students wrote out their own definitions in order to make personal
theories about identity. For example, Saki said:
O ‘Identity was a difficult thing to explain and I have not found the
definition of identity yet…In the last class, having listened to other’s
opinion that identity is what makes our core, I have a definition of
identity, that is, a consistent tendency that one always have.’
I was intrigued by the concept of ‘a consistent tendency that one
always [has]’, as I think that Saki is thinking about the fact that one’s
identity can change, depending on the people one is interacting with,
and that identity is socially constructed. However, she is thinking there
must be a ‘core’ person who determines who they are. She uses the
word, ‘tendency’ to explain that although there is a ‘core person’ within
a person, they may change. ‘Tendency’ is translated as ‘keikou’ in
Japanese, and what she means here is that one may tend to behave
differently depending on the circumstances of the social situation and
who one’s interlocutor is. By making such a personal theory about
identity, Saki is internalising the content she learnt in the lesson.
58. Making personal theories
O I think identity is made up with how person
spend his or her life so the biographies tell
the readers about the writer’s identity
more deeply and efficiently than the
novels they wrote. However, actually the
writer might try to be a hero or heroine of
tragedy throughout their writings so I
agree with the opinions that ‘feelings may
not be reliable’ and subjectivity would
change the truth. (Eriko1-2)
59. Thinking about language
O Content is more important than pronunciation. I think
many people in British Council thought Sadako Ogata’s
speech is professional, gentle, and easy to hear, and
right speed. The more I hear her speech I like Sadako
Ogata’s speech more. In Japanese there are many
people (including me) who think that their pronunciation
is not so good. But now, I change my mind. Even I can
become a good English speaker if I care about the
contents and have the will to share my opinion to
everyone. (Aya 2-1)
60. Learning through
collaboration
O Before I took this class, I had thought that
my words were reliable and I could talk
my experiences truthfully because they
were what I actually experienced and
believed that both what I experienced to a
thing and what others experienced were
the same. However, I found that there
was a difference of the way of
understanding to a same thing between
others and I. (Saki 1-5)
61. Thinking about culture
O What I found interesting was that just
speaking English makes me feel I am
touching foreign culture. Of course English is
not Japanese culture, so it is quite natural for
me, Japanese, to feel so. But through using
English to communicate with other students,
this might be my over-reacting but, what I
think is not the same when I speak Japanese,
I guess that is because speaking English is
not common to me. So my brain is working
more than speaking Japanese, I like this
feelings. (Keisuke)
62. Thinking about emotions
O Autobiography is interesting. It was the first
time for me to read autobiography; therefore
Fred Fever’s sad childhood day’s records
really touched me. I heave read a biography
of my favourite author J.R.R.Tolkien and it
was entirely different. The reason why Fred
Fever’s autobiography touched me is its word
had a ‘power’; alternatively, it included his
emotion.
O As I read this article, I could experience his
happiness, fear, anger and all
sorts of feelings which he experienced.
(Natsumi 1-1)
63. Forming a hypothesis
and making a suggestion
O I wondered if the voters are included other
English native speakers who is like from
USA, Australia or Canada, the results
may different from this one.
O I think if this type of research would be
done, the results might be more
influenced by the preferences of the
selectors. (Eriko 2-2)
64. How did the students’
thinking develop through the
course?O They started to apply their own thinking initially to
personalise new concepts that were presented in
class.
O They did this by comparing things they knew,
referring back to their own experiences.
O They made their own definitions and understood
that they were allowed to make mistakes.
O They learnt to make a hypothesis and made some
assumptions with reasons.
O They started to theorise and make suggestions
about problems that needed to be sorted.
O The developed their confidence in making critical
comments about what the teacher had said.
65. Development of student
thinking
Analysing
content Making
comparisons
Thinking
about content
Thinking
about
language
Learning
through
collaboration
Thinking
about cultureThinking
about
emotions
Forming a
hypothesis
Making
personal
theories
Thinking
about
suggestions
66. Conclusions and Implications
1. In the light CLIL course, students needed a lot of
support in ‘the language for learning’ (Coyle, Hood
and Marsh,2010:60’)
2. In the heavy CLIL course, students used their
reflective papers to monitor their own understanding
of content and concepts related to identity.
3. In future, I need to devise a more triangulated way in
which to analyse students’ development of thinking
skills.