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CLIL STRATEGIES - Coggle Diagram
CLIL STRATEGIES
STRATEGY NO. 1: RICH INPUT
Subject learning through a foreign language
WORKS BEST WHEN NEW TOPICS ARE PRESENTED
In an affective way
prioring knowledge, experiences and attitudes
MULTI - MODAL MATERIALS
Increase student's motivation
Illustrative materials with a language input
TEACHERS' FUNCTION
Model language functions
Analisying, interpreting and verbalizing complex concepts
ASSESMENT
Scaffolding and systematic feedback
MATERIALS
Dynamic and vidual
Facilitate the learning progress
COMPRENHENSION OF THE DIFFICULT CONTENT
Foreign language
SCAFFOLDING
Develops students' skills
NAVIGATE
INTERPRET
STRATEGY NO. 2: SCAFFOLDING LEARNING
SCAFFOLDING
Helps students understand
The content and language
Accomplish a given task
Supports language production
Phrases, specific vocabulary, collocations...
TEACHERS
Authentic material
Developing skills
Inferring meanings, identifying relevant information...
TASKS
Students can understand a part of what is being said
FOCUS ON WHAT STUDENTS CAN UNDERSTAND
LEARNING SKILLS AND STRATEGIES
Must be practised continually
INSTITUTIONAL ACTIVITIES
Set up contexts
Where skills can be displayed, monitored...
LESS GIFTER LANGUAGE LEARNERS
Benefit greatly from scaffolding
STRATEGY NO. 4: ADDING THE (INTER-) CULTURAL DIMENSION
GLOBALIZATION AND HUMAN INTERACTION
GRIMALD say
Cooperation increases when people know each other better
Educational implication
Students need to learn about other countries
INTERCULTURAL COMMUNICATION
Acquirement
Rellevant knowledge about other cultures is not enough
Foreign language skills alone are insufficient
Key aspects
Time perception
Verbal and non-verbal communication styles
Differences in self-perception
MAIN EDUCATIONAL GOAL
Intercultural Communicative Competence
Preparing students to work in international teams
Developing appropriate linguistic and non-linguistic strategies
ROLE OF CLIL
Contribution
Understanding hidden cultural codes and strategies
Maintaining communication flow without offending the partner.
Learning to discuss key issues in the lingua franca
Intercultural focus
Examining topics from different cultural perspectives
Understanding diverse values and beliefs
CURRENT LIMITATIONS
The differents textbooks have not fully exploited the culture dimension
STRATEGY NO. 3: RICH INTERACTION AND PUSHED OUTPUT
MODIFIED OUTPUT
Learners need to have their linguistic abilities stretched on and improve their language production.
Enhance comprehensibility
Increase accuracy and appropriateness
TASK-BASED LANGUAGE TEACHING (TBLT)
Offers
A wide range of methodological opportunities for EFL teaching.
Leaning occurs through meaning tasks
Authenticity and real communication
Adjustable parameters
Structure
Planning time
Interaction patterns
GAP PRINCIPLE
The authentic communication will create a need to interact and there are a certain communication gaps
Three types of gaps
Reasoning gap
Deduction or optimizing actions
Opinion gap
Comparing ideas and solutions
Information gap
Transferring information from a text to a table or from pupil to another
INTERACTION HYPOTHESIS
RELATIONSHIP
Feedback during conversation improves interlanguage development.
Interaction facilitates language acquisition
THE RELATIONSHIP BETWEEN CLIL AND TBLT
Meaning tasks in CLIL combine academic content and language learning.
Affect
Motivation and authentic communication enhauce learning
TASK-REPETITION
Very efficient to promote the communication skills and boost fluency and confidence.
Additional benefits
Accuracy and complexity increase with practise
LANGUAGING
Making meaning through language
Effect
Facilitates deeper thinking and understanding
Biel Guasch Ortiz, Mario Pinilla Clua and Mònica Plana Huguet
STRATEGY NO. 5: MAKE IT H.O.T
Scaffolding in CLIL
Support structures
Gradual learning
CLIL Core Elements
Input
:
Authentic, meaningful learning
Tasks:
Student interaction, higher-order thinking
Higher Order Thinking Skills
Cognitive demand that encourages deeper thinking
Critical thinking: Analyzing and evaluating information
Effective CLIL Teaching Methodology
Engagement: Involving students in meaningful activities
Balanced input/output: Ensuring a mix of listening, speaking, reading, and writing in lessons
Bloom’s Taxonomy
Cognitive levels
A framework to measure thinking skills
Differentiated
tasks
Tailoring activities based on skill level
BICS vs CALP
Basic communication
Everyday language used in casual settings
Academic language skills
Language needed for school subjects and formal communication
STRATEGY NO. 6: SUSTAINABLE LEARNING
Sustainable Learning
Long-term memory
Active knowledge
Importance in CLIL
Dual focus
Learning content and language
L1 & L2
Using both languages for understanding
Teaching Strategies for Sustainable Learning
Connections with prior knowledge
Clear structuring
Promoting Student Engagement
Cooperative activities
Balancing teacher-led and student-centered tasks
Autonomous learning
Encouraging independent study
Translanguaging Approach
Using both languages to support learning
Multilingualism
Paraphrasing games
Lexical Approach
Collocations & chunks
Organizing lexis