CLIL IN THE PRIMARY SCHOOL CONTEX

CLIL IN THE PRIMARY SCHOOL CONTEXT

The Routledge Handbook of Teaching Young Learners

Silvia Montes

Maria Ellison

From

Edited by Sue Garton and Fiona Copland

CLIL IN THE PRIMARY SCHOOL CONTEXT

RECOMMENDATIONS FOR PRACTICE

Critical issues and topics

INTRODUCCION AND DEFINITIONS

HISTORICAL PERSPECTIVES

CURRENT CONTRIBUTIONS AND RESEARCHES

CLIL IN THE PRIMARY SCHOOL CONTEXT

This book is a sort of manual that draws an overview of the current state of TEYL, methodology, possible future research and practical advice related to second language acquisition.

CLIL IN THE PRIMARY SCHOOL CONTEXT

INTRODUCCION AND DEFINITIONS

Maria Ellison

CLIL

An educational approach in which an aditional language is used for the learning and teaching of both content and language

Pupils learn content and laguage in a DUALFOCUSED WAY.

TYPES of CLIL Methodology

CLIL IN THE PRIMARY SCHOOL CONTEXT

Second Language adquisition Theories of CLIL

HARD/STRONG CLIL

It's focused on the development of the subject or area

4Cs

SOFT/WEAK CLIL

It is "language-driven": bringing content or techniques in a cross-curricular way.

The

Krassen 1982, Coonan 2005

(Coyle et al.2010, p.6)

Primary generalistic teachers funcionally competent in English

AND

English language teachers with high level of knowledge of curriculum.

Who might teach CLIL?

CLIL

CONTENT

COMMUNICATION

COGNITION

CULTURE

CLIL IN THE PRIMARY SCHOOL CONTEXT

CONTENT

COMMUNICATION

CULTURE

The 4Cs

CLIL IN THE PRIMARY SCHOOL CONTEXT

Knowledge, skills,understanding of school subject

Using languages to learn and express ideas

Involving high levels of cognitive engagement

Learning about, from and with others

PRINCIPLES CURRICULUM PLANNING

COGNITION

CLIL: THE 4Cs principles, curriculum and framework for planning

drawing on Coyle 2002,2009, and 2010

Language OF, FOR and THROUGH learning

New way of working, materials, perspectives, appreciations of others.

The What and the How of content learning

Broad range of thinking skills

Language OF anf FOR are predictable, but this is not the case of language THROUGH learning

COMMUNICATION

CLIL IN THE PRIMARY SCHOOL CONTEXT

LANGUAGE

Content obligatorylanguage

LEARNING

Content compatible language

Language of interactions

LANGUAGE

LEARNING

for

through

KEY VOCABULARY CATEGORIES

VERBS SENTENCES ASKING/ANSWERING QUESTIONS RELATED TO CONTENTS

USING LANGUAGE FOR THEIR OWN ASKING QUESTIONS UNDERSTANDING AND APPLYING NEW LANGUAGE WITH PREVIOUS KNOWN

CLIL IN THE PRIMARY SCHOOL CONTEXT

Maria Ellison

CLIL IN THE PRIMARY SCHOOL CONTEXT

HISTORICAL PERSPECTIVES

ANCIENT CIVILIZATIONS & EMPIRES

recent times & social economical changes

90's in EUROPEMOBILE POPULATIONS

to acquire and exploit territories

to entitled the mainstream

1994 EUROPEAN PHENOMENON

CLIL IN THE PRIMARY SCHOOL CONTEXT

Maria Ellison

CLIL IN THE PRIMARY SCHOOL CONTEXT

HISTORICAL PERSPECTIVES

ANCIENT CIVILIZATIONS & EMPIRES

recent times & social economical changes

90's in EUROPEMOBILE POPULATIONS

FRENCH INMERSION PROGRAMS 1960s

2011

2015

japan

LEARN NOW, USE NOW

phillipines

LEARN NOW, USE NOW

malaysia

thailand

LEARN NOW, USE NOW

2008

2009

2008

2013

china

2015

EUROPEAN POLICY STATEMENTS

LEARN NOW, USE NOW

1990's

"LEARN NOW USE NOW"

cOLOMBIA

ARGENTINA

to acquire and exploit territories

to entitled the mainstream

1994 EUROPEAN PHENOMENON

European Commision's white paper: "Teaching and Learning: Towards the Learning Society"

"LEARN NOW, USE NOW"

Critical issues and topics

CLIL IN THE PRIMARY SCHOOL CONTEXT

LANGUAGE DEVELOPMENT AND COGNITIVE MATURITY

Are YLs understanding KEY CONCEPTS in the curricular area and developing these concepts with mother tongue?

Young learners may need a temporary support in order to acquire key concepts and reach learning outcomes.

A multifaceted approach due to the CLIL method complexity.

SCAFFOLDING LEARNING

ASSESSMENT

KEY CONCEPTS

Critical issues and topics

CLIL IN THE PRIMARY SCHOOL CONTEXT

LANGUAGE DEVELOPMENT AND COGNITIVE MATURITY

CLIL IN THE PRIMARY SCHOOL CONTEXT

CALP

Cognitive Academic Language Proficiency

BICS

Basic Interpersonal Communicative Skills

DUAL MODEL ICEBERG , Cummins

Common Underlying Proficiency

L2 language

Home language

CALP

BICS

CALP

BICS

CULP

L1Language

L2Language

COMMONUNDERLYINGPROFICIENCY

Day a day language

mother tongue

codeswitchtranslanguage

Cummins

MODULAR CLIL

pro CLIL

As long as it is organically implemented there should be no problem.

CLIL is about LEARNING TO USE the LANGUAGE, while using the LANGUAGE TO LEARN.

VYGOSTKY's zone of Proximal development

scaffolding learning

CLIL IN THE PRIMARY SCHOOL CONTEXT

Critical issues and topics

CLIL IN THE PRIMARY SCHOOL CONTEXT

The distance between what a child can do alone/with help

BALANCE BETWEEN OF COGNITIVE AND LINGUISTIC DEMANDS

TAXONOMY OF SCAFFOLDING STRATEGIES FOR CLIL LESSONS

Ellison 2014, p.4149

REQUIRES

a planed action

flexibility in practice

MACRO-LEVEL

MICRO-LEVEL

strategies

recast, stimulateimagescognateswritten texts

LANGUAGE TEACHING

graded QUESTIONS from close to open using BLOOM TAXONOMY

scaffolding learning

Critical issues and topics

CLIL IN THE PRIMARY SCHOOL CONTEXT

REQUIRES

TAXONOMY OF SCAFFOLDING STRATEGIES FOR CLIL LESSONS

Ellison 2014, p.4149

MULTIFACETED

ASSESSMENT

CLIL IN THE PRIMARY SCHOOL CONTEXT

Critical issues and topics

CLIL IN THE PRIMARY SCHOOL CONTEXT

AREAS
LITERACY
BEHAVIOURS and ACTITUDES to LEARNING
DUAL Focus: well balance SOFT and Hard CLIL

GOOD PRACTICES

REFLECT 4Cs: LANGUAGE, CONTENT, THINKING SKILLS and ATTITUDES TO LEARNING, LEARNING TO LEARNING AND TEAMS.

Assessment has to measure product and process itself. Range of assessment types of the whole picture, including the CLIL program.

It may include diagram completion tasks, gap-fills, matching sentences and extended written and oral answers. Even gestures or drawing are allowed.

Observationgrids-criteriachecklistsCharts

L1 or L2 codeswitching filling the gaps in language

GROUP ACTIVITIES

SMALL GROUP ACTIVITIES

TIPS

FOCUS ON SMALL GROUPS

DIFFERENT TEACHER S different foci

Dialogue with the teacher in L1 and L2

KWL

WHAT I know? WHAT WANT to know? WHAT I learned?

IndividualACTIVITIES

WALT

WILF

"CAN DO" statements

I can label... I can identify... I can explain... I can categorise... I can create...

Xabier's framework for assessment in primary CLIL context

Is a Learning oriented approach that combines:

objectives
leaning to learn
attitudes and behaviour towards learning

FRAMEWORKS

CLILA project

CLIL learner Assessment 3D TOOL based on the Common European Framework

METHODS

We are learning to... What I'm looking for ...

Little research focused on YLs on CLIL.
Lack of strong evidence makes CLIL easy to critizise.

CURRENT CONTRIBUTIONS AND RESEARCHES

CLIL IN THE PRIMARY SCHOOL CONTEXT

National Pilot Projects and reports in Spain or Portugal. Recently in Italy, Germany, etc.

Studies about Comparative language use of EFL and CLIL learners, assessment , teacher reflection , affect and congnition
European financed projects in different contexts.
Academic interest around the globe

TIE CLIL

TRANSLANGUAGE IN EUROPE-CONTENT AND LANGUAGE INTEGRATED

EUCLID

EUROPEAN CLIL IN DEVELOPMENT

PROCLIL

GUIDELINES FOR CLIL in PREPRIMARY AND PRIMARY EDUCATION

CLIL for CHILDREN

Online training programme and materials for primary CLIL

SIGs

Special Interest Groups

journals

LATIN AMERICAN JOURNAL OF CLIL INTERNATIONAL CLIL RESEARCH JOURNAL

clilrEN

A Research CLIL network

CONFERENCES

Special Interest Groups

IMPLEMENTING CLIL

PLANNING CLIL LESSONS

FUTURE DIRECTIONS

RECOMMENDATIONS FOR PRACTICE

CLIL IN THE PRIMARY SCHOOL CONTEXT

IMPLEMENTING CLIL

RECOMMENDATIONS FOR PRACTICE

CLIL IN THE PRIMARY SCHOOL CONTEXT

modular clil

CHALLENGE -involves the whole ethos of the SCHOOL Community

one to three hours o lessons / 1 or 2 weeks

"lANGUAGE REHEARSALS"

COLLABORATION

fusion key techniques and strategies

to acquire and exploit territories

planningCLIL lessons

RECOMMENDATIONS FOR PRACTICE

CLIL IN THE PRIMARY SCHOOL CONTEXT

clil materials

CHALLENGE -lesson preparation

do not fit CONTEXT & CURRICULUM

"All that glitters is not gold"

CONCEPTUAL FRAMEWORK

NOT developing KEY CONTENTS

the 4Cs

Brainstorming ALL CONTENT AREAS

Identify TARGETS CONTENT AREA

Secuence elements into LESSONS

Balance activities,task and materials due to children's stage of DEVELOPMENT

STRATEGIES TO SCAFFOLD ALL 4Cs

to acquire and exploit territories

future directions

RECOMMENDATIONS FOR PRACTICE

CLIL IN THE PRIMARY SCHOOL CONTEXT

clil

CHALLENGE

COLLABORATION

teachers

Educate the "whole" child

Look beyond language

Improve their own curriculum knowledge

Be aware of cognitive and linguistic demands

Role of language across the curriculum

Teachers as partnerships

would

sharing techniques, ideas ,tasks, scaffolding strategies in networks and communities

-investiment in research and programs focus on primary teachers and English language teachers

COME OF AGE of PRIMARY CLIL

to acquire and exploit territories

CLIL concept fan We Galicians

personal opinion

CLIL IN THE PRIMARY SCHOOL CONTEXT

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CLIL IN THE PRIMARY SCHOOL CONTEX

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