CLIL
UNIVERSITY IEXPRO
Fundamentos de la Enseñanza del inglés
Teacher’s name: Nayeli Gpe. Jerónimo García.
Student’s name: José Del Ángel Escutia.
Activity: : Mind Map for a teaching class.
Grade: 7°
Group: LI
Date: July 2nd, 2023.
Content and Language Integrated Learning (CLIL) is a dual-focused educational approach
The term ‘Content and Language Integrated Learning’ (CLIL) was adopted in 1994 within the European contex
CLIL is a fusion of new form of language education and subject education.
In order to describe and design good practice as achieved in different types of school environment where teaching and learning take place in an additional language.
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Some personal questions
How can we communicate and share our ideas?
What is our ideal CLIL classroom and what goes on
there?
Vision
Constructing and owning a CLIL vision as well as our global goals
Do we have a shared vision for CLIL? If so, what is it? If not, how shall we construct one?
Who are the key players needed to form a CLIL
teaching team?
Context
How can we as teachers share our ideas and skills?
Our school
our learners
our community
the vision in our own context
Who is involved in the teaching and the learning?
IN
Planning
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The content has to be considered.
• How does the content develop our global goal(s)?
• Do we have to prioritize the content to be included?
Is progression in learning taken into account?
What will the students learn?
How will we select new knowledge, skills and
understanding of the theme to teach?
As a teacher, we need to ask ourselves:
Stages for reflection
Monitoring and evaluating
We need to encourage the use of higher-order thinking
Such as hypothesizing and problem solving as well as lower-order thinking (LOTS) such as remembering, understanding and applying new knowledge?
We need to ask ourselves:
Which activities or task types are likely to encourage the development of these skills?
• How do we deal with the linguistic demands of these
tasks to ensure linguistic progression?
Preparation
As a teacher
In order to design proper materials and tasks, there are some questions that we need to take into consideration.
•Which materials/units are already available?
• Which resources need adapting and how?
• Which resources can be accessed via the Internet?
• Are there CLIL materials banks in our region?
Questions which assist in monitoring learner progress and evaluating the effectiveness of classroom practice.
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How appropriate are they?
• How can we monitor student progression in their learning?
• What kind of formative and summative feedback tasks are built in?
Reflection and inquiry
By creating opportunities for classroom inquiry and reflection which promote ownership of a theory of CLL practice.
We need to take into consideration the following questions:
• How can we network with other teachers and
students outside our school?
What methods can we use to evaluate what we have done and identify lessons learned?
• How can we feed into the next cycle successful and change what was not??