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Teaching

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CLIL & Team Teaching * Steve Darn Bah e ehir University 15.05.2010 * * * * * * * * How many people in this room are not language teachers? Steve Darn Bah e ehir ... – PowerPoint PPT presentation

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Title: Teaching


1
CLIL
  • Team
  • Teaching

2
How many people in this room are not language
teachers?
3
Team game
4
Content and language
5
Teachers
  • All teachers are teachers of language
  • (Bullock Report, A Language for Life, 1975)
  • We must remember that language is learned, not
    because we want to talk or read about language,
    but because we want to talk and read and write
    about the world. (Cazden 1977)
  • All content teachers are teachers of language.
  • All language teachers are teachers of content.

6
Skills for life
7
The future student
8
Agree or disagree?
  • I dont know what team-teaching is.
  • Team teaching means two teachers in the classroom
    at the same time.
  • I dont know what the subject teachers do.
  • Subject teachers dont understand what I do.
  • I dont have time to liaise with other teachers.
  • Team teaching isnt cost-effective.

9
The CLIL triangle
  • Subject teacher
  • Language
    Vocational
  • teacher
    trainer

10
A CLIL continuum
  • Primary Secondary
    Tertiary

Primary specialist Cross-curricular Language classes with more emphasis on content Subject specialist Content Based / ESP
11
4Cs curriculum
12
Models of team-teaching (co-teaching)
  • Station teaching. One teacher teaches the lesson
    while the other records the important points on
    an overhead or chalkboard. ELLs benefit from this
    because information is being presented to them
    through different modalities. Station teaching.
    Students rotate through predetermined stations or
    activities. Each teachers works with all the
    students as they come through the station.
  • Parallel teaching. The class is divided into two
    groups and each teacher delivers the content
    information to their group simultaneously. This
    allows teachers with distinctly different styles
    to work together.
  • Alternative teaching. Teachers divide
    responsibility for planning. The majority of the
    students work in a large group setting but some
    students are pulled into to a smaller group for
    pre-teaching or other types of individualized
    instruction. The same students should not be
    pulled into the small group each time.
  • Team Teaching. Teachers co-teach each lesson.
    This requires a great deal of planning and
    cooperation. Both teachers are responsible for
    all of the students.
  • Lead and support. The lead teacher instructs the
    class while the supporting teacher provides
    assistance as she roams around the room. The
    supporting teacher may elaborate the important
    points or retell parts of the lesson. Ideally,
    classroom and ESL teachers should alternate roles
    so that one is not always the lead teacher. This
    type of instruction can be misused and the ESL
    teacher may find herself in a subordinate role.

13
Co-operative framework
  • Identifying learner needs.
  • Planning phase starts.
  • Multimodal approaches to learning in response to
    partial language skills.
  • Interaction to stimulate cognitive and linguistic
    skills.
  • Focus on specific subject language to allow
    students to acquire the types of language needed
    to understand content.
  • Constant evaluation / assessment for learning
    gives support to all learners and encourages
    self-reflection.
  • Reflection is important . In CLIL contexts it is
    significantly enhanced through cooperation
    between subject and language specialists.

14
CLIL Teachers
  • As CLIL teachers, we need to be willing and
    able to take a genuinely cross-curricular
    perspective and attitude. We need to provide
    reliable and practical language scaffolding that
    facilitates a genuine and meaningful dovetailing
    of content and language. Moreover, we need to
    guide and support the individuals search for
    those modes of learning, acquisition and
    processing that best match his or her own
    identity. At the same time we need to do our best
    to keep motivation and momentum high and alive.
    Franz Mittendorfer, CEBS Austria

15
CLIL Teacher Competencies
16
Need to know
  • Language teachers
  • How subjects and language are integrated in the
    curriculum.
  • How much and what is taught in English.
  • How subjects are taught and what books and
    materials are used.
  • The subject specific vocabulary and lexis.
  • How students are assessed by subject teachers and
    what tasks they are asked to do.
  • How subject comprehension is affected by limited
    language knowledge and skills, and what subject
    teachers need to overcome these problems.
  • Subject teachers
  • ELT techniques grading language, concept
    checking, exploiting a text.....
  • How language teachers can meet their needs and
    provide support.

17
Areas of knowledge
  • Knowledge and principles of CLIL
  • Lesson Preparation
  • Lesson Delivery
  • Assessment
  • www.cambridgeesol.org/exams/teaching-awards/clil.h
    tml

18
Collaborative teaching
  • Discussion and knowledge of the curriculum
  • Planning
  • Methodologies
  • Advice and support
  • Training

19
A word about Türkiye
  • the learner is not necessarily expected to
    have the English proficiency required to cope
    with the subject before beginning study
  • Graddol 2006

20
Thank you
stevedarn_at_gmail.com
www.stevedarn.com
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