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The Language dimensions in CLIL - UC4 - Coggle Diagram
The Language dimensions in CLIL - UC4
CLIL is a
communicative APPROACH
: a functional system view of language and to language as means of communication in academic settings.
Communicative competence
is the ability to understand and use language effectively to communicate in authentic social and school environment
knowing how to use language for a range of different purpose.
knowing how to vary our use of language according to the setting and the participants.
knowing how to produce and understand different types of text
knowing how to maintain communication despite having limitations in one's language knowledge
-
CEFR & CLIL
: is a new European Language ideology - one that highlights the instrumental values of languages as a means to succeed in intercultural communication even with partial language competences, and to develop multiple identities.
The language
TRIPTYCH
: is a conceptual representation of the language required in CLIL. Triptych provides a framework for the analysis of the vehicular language forms three interrelated perspectives:
Content obligatory language
: technical vocabulary, multiple meaning words, language functions
Content-complatible language
: interest the students, foundation FOR.
LANGUAGE
OF
LEARNING: language needed for learners to access basic concepts and skills relating to the subject them or topic. (grammar, vocabulary of the content).
LANGUAGE
FOR
LEARNING: language needed to operate in a foreign language environment (language for group work, language for agree/disagree, ...)
LANGUAGE
THROUGH
: emergency language that needs to be capture (dictionary, recycling, using feedback). This language cannot always predicted in advance.
CLIL CLASSROOM DISCOURSES:
GENRES
: text types which learners meet in the school curriculum. Type: discussion, explanation, instruction, proposal, letter, narrative...
The functional languages
: used to express the purpose of the communication such as: obligation, permission, preference, ability...
The REGISTER
: can be defined as the way a speaker used language differently in different circumstances (formal, informal, casual...)
VARIETY
: a particular set of linguistic features, representing a category of texts, is known as a variety (dialect, jargon, slang...)
SCAFFOLDING
FOR:
LISTENING
: video with image and sound, explain to classmates, read out load, predict what they will listening, pre-teach vocabulary.
READING
: predict what they will read, when read underline the words that we don't understand, at the end solve the words that are not understand, pause- ask questions - pause - review, adapt the text, partner reading (reading together), chunking (sections reading into small pieces).
SPEAKING
: pause- ask questions - ask - review, give time to talk, tap into prior knowledge (share their own experiences about the content or concept), give models...
WRITING
: model writing, sentence frames, writing in guidelines, create a graphic organism, makes notes, give vocabulary and language FOR.
BICS & CALP: defining and developing academic English language
This terms are commonly in
BILINGUAL EDUCATION
and its create for Cummin's in which demonstrated his ideas about the two principal continua of second language development in a simple matrix.
- BICS AND CALP
BICS: (basic interpersonal communicative skills): describes the development of conversational fluency. Bics can also consist of more social cues, such as a wave or a smile when passing a friend in the hallway
CALP
: (cognitive academic language proficiency) describe the use of language in decontextualized academic situation. CALP requires more complex though processes, such as categorizing and analysing.
ACADEMIC LANGUAGE
: refers to specific and general vocabulary, syntax and sentence structures, discourse genres and identities that students must be able to manipulate in order to successfully engage in school - based literacy.
The essential features of Academic English language instruction can be grouped in 4 categories: explicit teaching, budding background knowledge, comprehensible input, opportunities for practice.
Supporting language learning in content classes:
Create a psychologically and physically safe environment
Consistently use on language
In the beginning, it is aceptable for students to use the first language
Speak slowly and articulate Clearly
Use an appropriate leve of language
Use facial expressions, gestures and pictures to reinforce meaning
Repetition is required
Make it meaningful
9 Provide a variety of language models.
create a wealth of opportunities to use the language
communication is of primary importance
Created a wide variety of opportunities to develop all four language skills (listening, reading, writing, speaking)
Work systematically to build equal status for language used in the school.
Set high, but realistic expectations
Fins ways of recognizing student effort and success