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CLIL - Coggle Diagram

- - - - CLIL lesson planning the 3An tool
        Stage I: Analyse content for the language of learning
        o The content focus for a period of teaching.
        a) Take a lesson or a short series of lessons,
        b) analyse the content: identify key words (including specialised contextualised vocabulary)
        phrases, grammatical functions for concept formation and comprehension.
        This is NOT translation. This is the language of learning.
        
        Stage 2: Add to content language for learning (This is a crucial stage)
        puts the focus on the learner.
        Language experiences are added for specific attention which enable the learner to operate effectively in a CLIL setting
        e. g. strategies for reading and understanding a difficult text
        meta-cognitive or learner strategies, classroom talk, discussion, task demands.
        involves the teacher in considering ways in which the learning will be scaffolded e. g. through the use of language frames to help and support.
        
        Stage 3: Apply(assure) to content language through learning
        The application stage (3) is one where the language which emerges through the learning context is built on to assure that there is cognitive and cultural capital. It is at this stage that tasks and opportunities which enable learners to extend their cognitive skills and cultural awareness are made transparent to learners.
        This will involve exploring how thinking skills have been incorporated into the lesson plan in order to advance learning.
        o puts task types and learning activities at the core.
        o uses emergent knowledge and skills to apply thinking skills and high level questioning.
        o demands cultural awareness.
        Since language and thinking are explicitly related, this stage is also necessary to assure that a translated transmission model of learning will not evolve. This is language through learning. Attention to this process assures learner progression.
        
        In CLIL settings it is essential to ensure that the language does not get in the way of understanding whilst at the same time it can itself be cognitively demanding. Cummins developed a matrix for exploring the relationship between cognition and language. This has been adapted for CLIL settings. The matrix is a useful tool to audit teaching materials. Cognitively undemanding materials are difficult to justify. Cognitively demanding materials are fundamental to learning. The greatest challenge for CLIL teachers is to develop materials and tasks which are linguistically accessible whilst being cognitively demanding. Over a period of time the CLIL journey may be from quadrant 3 to 4.
- - - - ESP
        aims to prepare students for their professional careers by aiding them in understanding and decoding(розшифрувати) the language of their discipline.
        In business studies an ESP teaching approach would entail
        :check: a strong focus on discipline-specific terminology in fields like marketing, finance, or supply chain management.
        :check: teaching business students certain genres (e g. offers, enquiries, orders and business plans) students need to know 'how the members of that community negotinte meaning in professional documents'.
        ESP teaching methods
        :check: encourage inductive learning and learner autonomy,
        :check: use authentic materials
        :check: use tasks and process syllabi
        :check: do team teaching
        :check: draws on(спирається на) the learners' discipline knowledge, be it conscious or latent(приховані
        :check: the ESP teacher is more a language specialist than a content expert (teach terminollogy and help them identify patterns and structures in relevant professional genres)
        e.g students provide synonyms or antonyms of discipline-specific terms used in class, or that different meanings of terms in various contexts are discussed.
        Gave them linguistic skills they need to communicate the expertise developed in the programme.
        
        EAP (English for academic purposes)
        :check: introduce students to a wide array(спектр) of academic communication and study skills such as note-taking, giving presentations, taking part in discussions, reading and writing academic papers - skills which are of prime importance in most disciplines.
        
        ESP and EAP
        prepare the students for the courses of specialization taught in English.(e.g EMI)
        Pre-sessional language courses can be used by students for English-medium programmes EMI (English
        medium instuction). the students' prior knowledge and their language qualifications are very different.
        In order to balance differences they use Pre-sessional ESP / EAP.
        
        Pre-sessional courses equip students with
        :check: the essential discipline-specific language (ESP) and /
        :check: or academic communication and study skills (EAP)
        before the actual start of the English-medium programme
        
        disadvantage of pre-sessional ESP / EAP courses
        :check: clear separation from the rest of the programme.(it could widen the gulf(прірву) between content and language teachers in EMI)
        :check: the implementation of pre-sessional language teaching sends a clear signal to all stakeholders (i. e. Programme management, teachers and students) that ESP / EAP is not an integral(невід’ємною) part of the programme.
        In other words, if academic literacy teaching is positioned 'at the entry level of the curriculum, ' it is usually seen 'as a service subject/course'.
        :check: might convey the message that 'the language itself is purely instrumental, and that once the minimum level required had been obtained, there is no need to improve it further.
        
        Benefits of learners
        CLIL learners
        • are motivated (as students must put the language they are learning into practice from the very beginning in order to 'communicate'.
        • develop cognitively and their brains work harder
        • develop communication skills
        • develop cognitively and their brains work harder
        • develop communication skills
        • receive a lot of input and work effectively with that input
        • interact meaningfully
        • learn to speak and write
        • develop intercultural awareness
        • learn about the "culture" of a subject
        • are prepared for studying in another language
        • learn about the "culture" of a subject
        • are prepared for studying in another language
        
        CLIL
        • Develops multilingual interests and attitudes..
        • Provides opportunities to study content through different perspectives.
        • Allows learners more contact with the target language.
        • Does not require extra teaching hours.
        • Complements other subjects rather than competes with them.
        • Improves language competence and oral communication skills
        • Develops intercultural communication skills.
        • Builds intercultural knowledge and understanding
        • Develops Higher oder thinking skills as well as lower order
        • Increases learners’ motivation and confidence in both the language and the subject
        • Diversifies methods and forms of classroom practice
        **
        
        Pro
        • higher TL levels have been reported for CLIL tracks than for conventional language classes.
        • The positive effect is felt on global communicative competence, on receptive skills, speaking
        morphology (with increased automatization and appropriacy of use being found),
        vocabulary (particularly technical and semi- technical terms),
        writing (fluency and lexical and syntactic complexity),
        creativity, risk-taking, and emotive/affective outcomes (learner motivation).
        students with average FL talents and interest have also been shown to benefit from it.
        • raise learner linguistic competence and confidence;
        • raise teacher and learner expectations;
        • develop risk-taking and problem-solving skills in the learner;
        • increase vocabulary learning skills and grammatical awareness;
        • motivate and encourage student independence;
        • take students beyond 'reductive' foreign language topics;
        • improve L1 literacy; encourage linguistic spontaneity (talk) if students are enabled to learn through the language rather than in the language;
        • develop study skills, concentration (learning how to learn through the foreign language is fundamental to CLIL);
        • generate positive attitudes and address gender issues in motivation;
        • put cultural awareness back on the agenda
        • students' receptive and productive lexicon is larger overall, contains more words from lower frequency bands, has a wider stylistic range, and is used more appropriately
        • students also show a higher degree of accuracy, not only in inflectional affixation and tense use but also in spelling.
        • better fulfillment of the communicative intentions of writing tasks.
        
        Cons
        • anxiety
        • even poorer motivation
        • the inadequate competence of English teachers and the oversimplification of materials
        • pronunciation, syntax, writing (accuracy and discourse skills), informal and nontechnical language, and pragmatics remain largely unaffected,
        • dimensions of writing on which CLIL experience seemed to have little or no effect.
        
        (don’t know whether it’s pron or con)
        moving from a more teacher-centred approach, typical of traditional teaching contexts, to a more student-centred approach
- - - - :<3: A reference lexical corpus is required for every task. Advance work (with warm-up activities like video comprehension, Webquests or the like on specific vocabulary should be done prior to the explanation of cognitively challenging content.
        :<3: Use ICT, in particular software and on-line material, in English.
        :<3: Use a student-centred approach. Put yourself in the students' position Provide the opportunity for as much hands-on learning as possible. Use pair work and group work.
        :<3: In assessment, content should be a priority over language: linguistic competence in the foreign language is an added value which should be rewarded, but the lack of fluency in the foreign language should not be a major obstacle for a positive evaluation.
        :<3: Use diverse assessment instruments: self-assessment, peer assessment, rubrics, and language and content portfolios.
        :<3: Repeat and consolidate. Present information in different formats.
        :<3: Plan carefully in order to be flexible.
        :<3: Turn problems into opportunities. Take advantage of this new educational context to work on a different paradigm. Teachers are facilitators and mediators between language and content, not mere transmitters of knowledge. Assess your own teaching practice.
        :<3: Learning should be a motivating and pleasant process
        :<3: Constructe an appropriate, safe and enriching learning context to stimulate the process of language learning
        :<3: Use the authentic materials and interactions. CLIL teachers devise their own instructional methods, design their own materials, while highlighting the role of language.
- - - - The post-task phase (the provision for post-task feedback/evaluation)
        :check: assessment of the process
        :check: evaluation of the product
        feedback regarding both.
        
        a task is a blueprint and we cannot predict what will actually happen from either learner or teacher perspectives.
        
        To illustrate, tasks frequently involve group work and different groups will likely focus on (and learn from/about) different aspects.
        A clear distinction therefore needs to be made between
        o task as plan
        o task as process (Seedhouse 2005).
        
        This is particularly important in CLIL where the vehicular use of the L2 is bound to give rise to a need for impromptu reactive support alongside planned proactive scaffolding.
        
        In the post-task phase, teachers can think of the transition from task as plan to task as process and incorporate the insights obtained into future praxis. Learners should also be encouraged to think about the process.
        
        Skehan used the term 'cycles of accountability' to suggest that feedback can help learners develop greater self-awareness.
        Often the post- task phase has an element of formative assessment and it also allows for any remedial (коригувальні) work which might prove necessary.
        
        Pre-tasks
        o Revisiting previous themes/topics through activities designed to revise concepts, for example, true/false, matching;
        o Describing/comparing/establishing links between visuals;
        o Activating content-specific lexis;
        o Brainstorming, for example, mind maps;
        o Establishing real-world/community links;
        o Modelling target functions;
        o Establishing modus operandi;
        o Learning to use specialised equipment (e. g. compass);
        o Learning how to do calculations (e. g. body mass index in sport);
        o Preliminary data-gathering, for example, note-taking;
        o Introducing transversal elements, for example, maths in music; sport in biology;
        o Introducing cultural aspects;
        o Assigning and negotiating roles and responsibilities for group work;
        o Learning to learn activities, for example, dictionary work;
        o Establishing/negotiating evaluation criteria.
        Pre-task activities are often multi-functional.
        • The C-map gap fill revises previous material, to organise information.
        • the modelling of if-clauses helps to prepare before a debate during which they can brainstorm and evaluate ideas and practice target language;
        • the instructions jigsaw offers an opportunity for group discussion while establishing procedure.
        • Many of the activities include collaborative co-operation.
        
        Tasks
        o Conducting experiments and tabulating data;
        o Simulations (debates, interviews, presentations, etc. );
        o Critiquing in line with content-specific criteria;
        o Resolving problems and presenting solutions;
        o Reconstructing texts etc., for example, collaborative jigsaw readings;
        o I Information processing and reformulation/transfer - from and to diverse sources (e. g. video, written text and radio interviews);
        o Comparing and evaluating;
        o Synthesising and summarising;
        o Drawing and labelling maps, diagrams, etc.;
        o Designing visual materials posters, exhibitions, web pages;
        o Participating in hors school activities;
        o Producing content-specific materials (e. g. time-lines and technical drawings);
        o Peer-coaching
        o Composing original output, for example, text and music;
        o Designing implements in line with norms, for example, design a calculator (technology).
        
        Post-tasks
        o Auto-, or individual, or peer or whole class feedback/evaluation;
        o Concept-checking/reinforcement;
        o Remedial work as necessary;
        o Creative extension;
        o Quizzes;
        o Text analysis;
        o Reflection on learning strategies.
        Browsing the secuencias (послідовність), readers will find a range of classic classroom activities
        (e. g. matching, error correction, labelling, true/false and cloze)
        but should not devide them into stages because they may have differents aims.
        Error correction might be used in the pre-task stage and in a post-task reinforcement activity.
        
        Procedure of CLIL materials creation
        :check: the teachers (e. g. a group of primary and secondary content teachers with good L2 levels (Cl or above) who had been teaching in bilingual sections for some time and had received specialised training in CLIL for their areas;
        :check: the pedagogic consultants, who provid support and advices through feedback on early drafts;
        :check: language editors (proofreading);
        :check: an IT expert
        :check: a design team.
        the materials can be organised as theme-based sequences each e.g comprising materials for 6-8 lessons (plus homework).
        ..+ the regional guidelines suggesting TBL in CLIL. TBL is highly compatible (сумісний) with current content teaching trends regarding learner- centred inquiry and problem-solving competence-based pedagogies.
        *
        Activities should
        ● be task-based, each containing 2-3 tasks with pre- and post-tasks;
        ● be student-centred and feature pair and group work;
        ● aim to develop both BICS and CALP;
        ● develop a variety of skills and competences in tandem with the content and language;
        ● provide a balance between input and output and a variety of text types and media;
        ● employ adapted authentic input;
        ● promote opportunities for talk, discussion and debate;
        ● be linked to local and/or regional concerns whenever possible;
        ● focus on functions, notions and genres rather than forms or structure;
        ● encourage self and peer assessment.
        
        The type of problems faced by content teachers when designing CLIL tasks.
        
        Balancing cognitive and linguistic demands
        Learners need to be mentally stimulated and actively involved, which means the task must be challenging yet do-able.
        When we prepare the task we should be continuously aware of the cognitive and linguistic demands of learner.
        E.g task - human digestive system, using a given list of words to label a diagram is far less demanding from a language perspective than writing a descriptive paragraph.
        
        Discourse models
        It is sometimes difficult to distinguish between language and content goals.
        (e.g 'comparing' versus 'understanding social classes in Roman society')
        *
        Mohan's (1986, 2007) Knowledge Framework encompasses core discourse functions in integrated content/language learning
        Mohan organise six basic knowledge structures into three pairs:
        Classification Principles Evaluation
        Description Sequence Choice
        *
        Each implies a distinct action;
        Classifying - an understanding of categorical typologies in combination with the successful manipulation of the language necessary to express the concept. Yet the pairs are also linked in that to describe, one must first classify.
        After revision and discussion of initial drafts, it was agreed that Mohan's Framework would provide a guiding heuristic for expressing goals and, hence, in aiding to predict the language that would be involved. This approach ultimately helps to better appreciate one of the fundamental characteristics of CLIL, namely the primacy of content and the impossibility of a direct match between linguistic structures and content (i. e. there is no such a thing as the grammar of the Roman Empire).
        
        Grading input
        The question of grading input has to be addressed on both lexical and textual levels.
        There was a tendency to stick to tried and tested (i. e. L1) methods.
        Word-searches were extremely popular.Yet while a word-search may be useful for revising lexis, in itself it does not teach the meaning of new words.
        Matching exercises (e. g. Find a word in the text which means the same as…) were also popular, and indeed provide a useful means of both teaching new words and enhancing learner reading strategies, but it is important that learners understand the words provided in text, otherwise they will be unable to find the match.
        
        Initially, there tended to be over-reliance on dictionary definitions and these needed to be more appropriately worded to make the activities doable for the learners.
        When it came to written input, it was agreed that teachers would adapt authentic text rather than write their own. Although most would agree on a need for the adaptation of authentic texts, there are fewer consensuses regarding the approach.
        
        Scaffolding output
        :check: L2 scaffolding can operate on various levels, ranging from gestalt models for emulation to single items for incorporation.
        :check: When designing materials, teachers need to be able to predict needs through formulating an idea of the 'typical learner' at given ages in specific subjects, and on this basis to incorporate language support into the secuencias.
        :check: At the beginning, some of the support should be perhaps a little restrictive; after all too much support can stifle(придушити) learner creativity.
        :check: When choosing key language, teachers are encouraged to work within functional/notional rather than grammatical parameters.
        :check: In order to provide adequate scaffolding, one needs a multi-dimensional vision of the target output which also encompasses genre. It must be admitted that the secuencias tend to favour classic academic writing rather than other more 'real world' varieties such as newspaper articles, reports, proposals, etc.
        In early drafts, learners were frequently instructed to 'Write an essay about…' but rarely given support regarding the genre. There are distinct types of academic essays (contrast and compare, cause and effect, etc. ) and novice writers need to be exposed to genre norms with awarenessraising activities in order to assimilate and be able to reproduce them,
        Providing skeletal structures will help learners to construct output, These structures can become progressively more complex - in the early years, a basic frame will sensitise learners to macro norms, such as the need for a beginning, middle and end, and in subsequent years, they can become more complex, for example, delving into paragraph structure or functional models (how to sequence an introduction, etc, ).
        
        Sequencing activities in line with learner needs
        The question of sequencing is important at all stages of a task.
        :check: the pre-task activities precede the task but they must also precede each other in a logical manner, In the first instance, learners need to be motivated; engagement is increasingly seen as vital to 'successful' pedagogy.
        :check: An initial pre-task will often gauge learner awareness of topics
        it should be learner-centred: previous knowledge should be elicited, not presented.
        Learner 'demonstration' of what they already know can be guided to lead them to realise what they do not know and to pique their interest, It also makes sense to sequence strategy training activities in line with learner levels: in the pre-task phase at lower levels when the concepts are new, but moving to the post-task with older learners when it becomes more a question of polishing and refining.
        
        The bank of CLIL materials
        Each secuencia is prefaced with an outline that provides the following information:
        • Title;
        • L2 level (according to the Common European Framework of Reference) + language + educational level;
        • Content subject - theme - topic outline (e. g. History - The Romans - Social Classes in Roman Society);
        • Timing (number of sessions);
        • Basic competences broken down into sub-elements, for example, Cultural and artistic competences > Learning to write music;
        • Content objectives;
        • Discourse models;
        • Tasks (communicative outcomes);
        • Linguistic contents: key language - functions - lexis;
        • Evaluation criteria.
        
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