Content and Language Integrated Learning Course (CLIL) at Edinburgh

School of English

two-week course (15/8 – 26/8/2011) aimed at teachers who teach their curriculum subjects wholly or partly in English within secondary education

Dagmar Šanderová

CLIL Edinburgh, D.Šanderová

A brief description of the CLIL course:•2-week course (15/08 – 26/08/2011)•20 hours per week of Teachers Methodology •10 participants per class •Participants were non-native teachers who teach their curriculum subject(s) in English, subject teachers and English language teachers (from Spain, Germany, Hungary, the Netherlands and the CR)•Course was funded by Lifelong Learning Program Comenius (UK-2011-1157-002)•Participants got insight of different forms of CLIL within secondary education, CLIL theory and methodology and experienced practical activities suitable for CLIL lessons•Participants created their own subject relevant CLIL materials •Participants took part in practical collaborative micro teaching exercise

CLIL Edinburgh, D.Sanderova

Course provider: Edinburgh School of English•this language school is accredited by the British Council and has a reputation as one of the UK’s leading English language schools•school is located in the very heart of Edinburgh on the historic Royal Mile•school is equipped with all the modern facilities•school offers a variety of social and cultural activities helping to get to know places of interest in Edinburgh and in Scotland

CLIL Edinburgh, D.Šanderová

• Our class:

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CLIL Edinburgh, D.ŠanderováWeek OneWeek One (Mo, Tu) (Mo, Tu) – What did we do in – What did we do in the morning?the morning?

Week one (Mo, Tu): What did we do in the afternoon?

• Mo – sightseeing trip • Tu – Dynamic Earth

CLIL Edinburgh, D.Šanderová

• Aims of CLIL:

CLIL Edinburgh, D.Šanderová

• We: we got familiar with the concept of language obligatory (=subject specific language, esp. terminology, neccesary grammar and functional language) and content compatible language (=general L2 language which goes with language obligatory)

• Th: we discussed learning styles, multiple intelligences, process of lesson planning, in different pairs we tried to prepare a specific lesson plan using the same song as a warm-up for different subjects, creativity task

• Fr: we watched a video with Handicraft CLIL lesson and discussed it, we created evaluation criteria for CLIL lessons

Week One (We, Th, Fr): What did we do in the morning?

Week One (We, Th, Fr): What did we do in the afternoon?

• We: Scottish Parliament • Fr: Roslyn Chapel

Week One: What did we do at the weekend?Somebody relaxed, somebody explored Scotland…

• Sa: Highlands and Loch Ness • Su: Loch Lomond and Styrling castle

Week two: What did we do in the morning?

• During the second week we discussed problems such as learners‘ motivation and difficulties with CLIL, materials sourcing and development, adapting course materials, using ICT

• Every day 2-3 pairs (out of 10 in cooperation with another CLIL class) delivered their CLIL lesson on a discrete subject area which they prepared together in cooperation of a subject teacher and a language teacher, later on we discussed the methods used, materials prepared and generally evaluated the lessons and give each other a feedback. We experienced a CLIL lesson in literature, history (2), chemistry (2), physics (2), music(2) and psychology.

Week two: What did we do in the afternoon?

• Some of us visited Holyrood Palace, Edinburgh Castle or botanic garden in Edinburgh together, some of us went to an excursion to St.Andrews. We also prepared our CL IL lessons with our partner in the afternoons. We visited the National Museum and tried to find some suitable materials for our own lessons.

What did we do in the evenings?

• Some of us went to a pub to try excellent local spirits, some of us went to see fantastic performances of Edinburgh Fringe Festival or a Millitary Tatoo performance, some of us just stayed „at home“ and chatted with their host family. Almost everybody tried to experience the Scottish way of life.