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Multiple IntelligencesStudent Centered Approach > Input HypothesisCognitive Linguistics > cognitive processesCultural Elements > RealiaCreativityExperimental MethodLanguage revisitedICT
De algunos de estos principios llevamos a cabo alguna actividad. Intento que sean actividades originales y motivadoras, cosas que te hayan resultado prácticas de tu experiencia, etc...Tras esto hablo un poco de aprendizaje globalizado, ya que en mi colegio estamos apostando por ello y hay varios autores que defienden este enfoque en primaria.Luego trato el tema de
Language Assistants y comentamos un poco algunos "trucos" que pueden ir bien, aquí participa bastante el grupo ya que tienen experiencia.Por último me gusta hacer algún juego de Physical Education adaptado al aula y hablamos de Citizenship que la tenemos dentro del proyecto.
C L I LC L I L METHODOLOGY IN BILINGUAL METHODOLOGY IN BILINGUAL
EDUCATIONEDUCATION
Content and Language Integrated Content and Language Integrated LearningLearning
ANNIE P. M.ANNIE P. M.Teacher in a Bilingual ProjectTeacher in a Bilingual Project
SESSION OUTLINESESSION OUTLINE
1.1. TEACHING LANGUAGESTEACHING LANGUAGES
2.2. BASIS OF THE BILINGUAL PROJECTBASIS OF THE BILINGUAL PROJECT
3.3. CLIL CONTENT AND LANGUAGE CLIL CONTENT AND LANGUAGE INTEGRATED LEARNINGINTEGRATED LEARNING
4.4. IN THE SCHOOLIN THE SCHOOL
5.5. EXAMPLESEXAMPLES
6.6. REFERENCE BOOKSREFERENCE BOOKS
TEACHING LANGUAGESTEACHING LANGUAGES
0
10
20
30
40
50
60
70
80
GROWTH
SPANISH
ENGLISH
THE ACQUISITION THE ACQUISITION OF L2OF L2 THE FIRST THE FIRST
LANGUAGE THAT LANGUAGE THAT MUST BE MUST BE DEVELOPED IS L1 DEVELOPED IS L1 (Mother tongue)(Mother tongue)
Spanish has to beSpanish has to be developed in developed in favour of L2favour of L2
TEACHING LANGUAGESTEACHING LANGUAGES THE ACQUISITION OF THE ACQUISITION OF
SEVERAL LANGUAGES SEVERAL LANGUAGES AT THE SAME TIME AT THE SAME TIME (MULTICULTURAL (MULTICULTURAL CLASSES)CLASSES)
L1L1: : Mother tongue, the Mother tongue, the language he/she language he/she speaks the mostspeaks the most
L2L2: : The language of The language of immersionimmersion
L3: A language taught at L3: A language taught at schoolschool
L4L4: : Other language to take Other language to take into accountinto account
L3 L4
L2
L1
BASIS OF THE BILINGUAL BASIS OF THE BILINGUAL PROJECTPROJECT
C L I LC L I L
CONTENT AND LANGUAGE CONTENT AND LANGUAGE
INTEGRATED LEARNINGINTEGRATED LEARNING
BASIS OF THE BILINGUAL BASIS OF THE BILINGUAL PROJECTPROJECT
Bilingual Bilingual programmesprogrammes Immersion programmesImmersion programmesContent-based learningContent-based learningEMI (English as the medium of EMI (English as the medium of
instruction)instruction)EAL (English as an additional language)EAL (English as an additional language)LAC (Language(s) across the curriculum)LAC (Language(s) across the curriculum)ICL (Integrating Language and Content) ICL (Integrating Language and Content)
CLIL CLIL CONTENT AND LANGUAGE INTEGRATED CONTENT AND LANGUAGE INTEGRATED LEARNINGLEARNING
European term (1994) better
reflects the integration of
language and content in a
classroom setting.
CLIL CLIL DEFINITIONSDEFINITIONS
“CLIL is an umbrella term adopted by the European Network of Administrators, Researchers and Practitioners (EUROCLIC)It encompasses any activity in which ‘a FL isused as a tool in the learning of a non-language subject in whichboth language and the subject have a joint role” Marsh 2002:58
CLIL CLIL DEFINITIONS DEFINITIONS
“In short, CLIL is a dual-focused educational approach inwhich an additional language is used for the learning and teaching of both content and language”
Mehisto, Marsh and Frigols 2008:9
CLIL CLIL PRINCIPLESPRINCIPLES
The three dimensions
Socio-European
Linguistic
Educational
Pérez Vidal 2005
CLIL CLIL PRINCIPLES SOCIO-PRINCIPLES SOCIO-EUROPEANEUROPEAN
Promotes linguistic diversity
Enforces a plurilingual and pluricultural approach
Takes into account different cultural perspectives
Promotes European citizenship
CLIL CLIL PRINCIPLES LINGUISTIC PRINCIPLES LINGUISTIC
Emphasizes natural language acquisition
Resembles more L1 acquisition than L2 learning
Unconscious and unplanned.
Krashen 1985
CLILCLILPRINCIPLES LINGUISTIC PRINCIPLES LINGUISTIC
“When I learn History in English, I don’t realise I learn English, but I do learn History. Then I go to my English class and I get better marks than before.”
Student 1º ESO, Boadilla del Monte, Madrid
CLIL CLIL PRINCIPLES EDUCATIONAL PRINCIPLES EDUCATIONAL
Cross-curricular approach to language learning
Learning context demands higher concentration and favors creative thinking Learning is achieved by “deduction not instruction” Wolff 2006
CLIL CLIL PRINCIPLES EDUCATIONAL PRINCIPLES EDUCATIONAL
Deeper thinking and more retention of
content.
“Cover less but uncover more”
Walqui and Koelsch 2006
LEARN AS YOU USE; USE AS LEARN AS YOU USE; USE AS YOU LEARNYOU LEARN
LISTENING
SPEAKING
READING
WRITING
CONVERSATION
IN THE SCHOOLIN THE SCHOOLOUR ROLE WITH CHILDRENOUR ROLE WITH CHILDREN
ENGLISH SPEAKERSENGLISH SPEAKERSSOURCES OF CULTURAL BACKGROUNDSOURCES OF CULTURAL BACKGROUNDINSTRUCTORS IN POLITENESSINSTRUCTORS IN POLITENESS
THE SCHOOL MUST BE CONSIDERED AS A PLACE THE SCHOOL MUST BE CONSIDERED AS A PLACE WHERE ENGLISH SPEAKING IS COMPULSORY.WHERE ENGLISH SPEAKING IS COMPULSORY.
OUR ROLE WITH OTHER ENGLISH OUR ROLE WITH OTHER ENGLISH TEACHERS TEACHERS
WHEN STUDENTS ARE AROUND US, WHEN STUDENTS ARE AROUND US, ANYWHERE IN THE SCHOOL, WE ANYWHERE IN THE SCHOOL, WE MUST SPEAK ENGLISH TO EACH MUST SPEAK ENGLISH TO EACH OTHER.OTHER.
IN THE SCHOOLIN THE SCHOOL
IN THE SCHOOLIN THE SCHOOL
OUR ROLE WITH SPANISH TEACHERSOUR ROLE WITH SPANISH TEACHERS
WE SHOULD TRY TO SPEAK TO THEM WE SHOULD TRY TO SPEAK TO THEM
BEFORE THE BEGINNING OF EACH BEFORE THE BEGINNING OF EACH
SESSION, OUTSIDE OF THE SESSION, OUTSIDE OF THE
CLASSROOM…CLASSROOM…
IN THE SCHOOLIN THE SCHOOL
WE SHOULDTRY TO WE SHOULDTRY TO
AVOID SPEAKING IN AVOID SPEAKING IN
SPANISH IN FRONT OF SPANISH IN FRONT OF
THE STUDENTS.THE STUDENTS.
ASSISTANTS: ASSISTANTS: LANGUAGE LANGUAGE TOOLSTOOLS
HELP TEACHERS TO:HELP TEACHERS TO:SHARE THEIR BACKGROUND AS A PART OF SHARE THEIR BACKGROUND AS A PART OF
A CULTUREA CULTURECORRECT STUDENTS´ USE OF LANGUAGECORRECT STUDENTS´ USE OF LANGUAGEIMPROVE STUDENTS’ ENGLISH SKILLSIMPROVE STUDENTS’ ENGLISH SKILLSINTRODUCE SOME ACTIVITIES, INTRODUCE SOME ACTIVITIES,
EXPERIMENTS…EXPERIMENTS…COLLABORATE MAKING DISPLAYS, COLLABORATE MAKING DISPLAYS,
SUMMARIES, CONCEPTUAL MAPS, FIELD SUMMARIES, CONCEPTUAL MAPS, FIELD TRIPS, ETC.TRIPS, ETC.
LOOK FOR ON-LINE AND ADDITIONAL LOOK FOR ON-LINE AND ADDITIONAL MATERIALMATERIAL
REFERENCE BOOKSREFERENCE BOOKS
TEACHING ENGLISH IN THE PRIMARY TEACHING ENGLISH IN THE PRIMARY CLASSROOMCLASSROOM ((LONGMANLONGMAN))It has lots of games and activities to be adapted It has lots of games and activities to be adapted
to any unit or subjectto any unit or subject
SCIENCE STUDY DICTIONARYSCIENCE STUDY DICTIONARY ((OXFORDOXFORD))Nice for taking further informationNice for taking further information
CURRICULAR CONTENTCURRICULAR CONTENT: RESOURCES : RESOURCES FOR PRIMARY FOR PRIMARY ((OXFORDOXFORD))Photocopiable worksheets and activitiesPhotocopiable worksheets and activities
REMEMBER…REMEMBER…
“CLIL is no magic potion, it’s not a panacea, which will unleash waves of bi-, tri, quad-, multilinguals, within or across borders! It is an approach with potential, which is extensive, in time, space and kind.It is an approach, which can provide alternativeaccess to language learning”
Maljers and Marsh 1998