CLIL Flashcards
1
Q
criteria for success in CLIL
A
- learner L2 ability
- exposure to L2
- literacy + cognitive skills
- socio-econ. status
- teacher L2 ability
- teacher pedagogical skills
- resourcing
- self-selecting vs. system-wide programs
- time allocation
- language syllabus
- planning
2
Q
‘hard’ CLIL
A
- high lights academic achievement w/in the subject
- lang. development treated as important –> but as a bonus
- 1-2 subjects offered in L2, for 1-2+ years full time
- program occupies all hrs allocated to subject
- lang. teaching can sometimes have little/no involvement in the program
- content-led
- subject-based aims
3
Q
‘soft’ CLIL
A
- offered for short period (maybe 1/2 yr)
- occupies only portion of hrs available to subject
- looks for high achievement in subject
- emphasis also placed on lang. development
- may involve lang teachers in several possible roles - highlight collaboration between subject and lang. staff
- language-led
- broad linguistic aims
4
Q
basic features of CLIL (Ball, Kelly, Clegg)
A
- conceptual sequencing
- conceptual framing
- task as priority, lang. as vehicle
- making key lang. salient
- CLIL in 3 dimensions: conceptual, procedural, language
- text-task relationship
- enhancing peer communication
- guiding multimedia input
- supporting student output
- supporting thinking skills
5
Q
3 dimensions of CLIL (Ball, Kelly, Clegg)
A
conceptual + procedural + linguistic
–> ALL 3 can be described as ‘content’
- conceptual content: can be vehicles for competencies
- procedural content: cognitive skills
- language: vehicles for understanding of the concepts
- conceptual content carried out by means of procedural choices, using specific language derived from the discourse content
- concepts ultimately understood BY doing something, USING a certain type of discourse
6
Q
‘mixing-desk’ metaphor
A
- way of looking at CLIL in 3 dimensions
- teachers have 3 ‘volume’ controls
- can adjust ‘volume’ of dimensions depending on particular depends of activity/task/class
7
Q
CLIL vs PPP
A
PPP = presentation, practice, production
- in CLIL, production can begin at initial stages
- expects students to jump in, communicate the best they can
- only in final stage is volume of lang dimension ramped up
8
Q
CALP
A
= cognitive academic language proficiency
- term from Cummins
- academic reading/writing/listening/speaking
- vocab of subjects
- formal grammar
- organizational skills
- critical thinking skills
9
Q
BICS
A
= basic interpersonal communicative skills
- term from Cummins
- informal, more oral, interpersonal variety of language
10
Q
interplay CALP + BICS
A
- as children grow older - quantitatively expanding range of conceptual and linguistic abstraction
- focus in curriculum: BICS -> CALP as child progresses through school
- challenge for curriculum in L2: students have fewer opportunities to develop/use BICS
- CLIL = CALP-rich
- effective CLIL - harnesses CALP, makes it salient, practices and balances it through calming influence of BICS
11
Q
principles for lang. practice in CLIL
A
- ‘mediate’ language btw. learning and new subject knowledge
- develop subject language awareness
- plan with language in mind
- carry out curriculum lang. audit
- make general academic lang explicit
- create initial talk time
- sequence activities from ‘private’ through to ‘public’
12
Q
layers of language in classroom discourse
A
subject-specific
- CALP
- content-obligatory
- awareness of word freq.-useful for decisions re: which lang should be given attn
general academic
- CALP
- needs to be made visible so learners can organize and assimilate it for future use
- relates closely to thinking skills w/in subject areas
peripheral / interactional lang. of communication
- BICS
- role delegation, instructions
- the conversation of the classroom: T-S, S-S
- teacher-talk! - vital that lvl of lang be adjusted to students
13
Q
authenticity
A
- materials intended for NS seem authentic - may not be realistic or relevant for NNS
- suggestion: teachers aim for ‘approaching authenticity’ - can bring characteristics of real-world speech into the classroom
- Widdowson: genuineness (
14
Q
common reasons for introducing CLIL
A
CONTEXT
- preparing for globalization
- enhancing school profile (offering CLIL gives strong messages about pluriling edu)
CONTENT
- multiple perspectives for study
- preparation for future studies
- skills for working life
- accessing subject-specific knowledge in another language
LANG
- improving overall competence
- deepening awareness of L1 and L2 (CLIL lang)
- developing self-confidence as lang learner and communicator
LEARNING
- increasing learner motivation
- diversifying methods and approaches
- developing learning strategies
CULTURE
- building intercultural knowledge
- introducing wider cultural context
15
Q
principles of communicative lang learning relevant to CLIL
A
- Language is a tool for communication.
- Diversity is recognized and accepted as part of language development.
- Learner competence is relative in terms of genre, style and correctness.
- Multiple varieties of language are recognized.
- Culture is instrumental.
- There is no single methodology for language learning and teaching, or set of prescribed techniques.
- The goal is language using as well as language learning”
Excerpt From: Do Coyle;Philip Hood;David Marsh. “CLIL: Content and Language Integrated Learning.” Apple Books.
