Content and Language Integrated Learning (CLIL) Learning in a Second/Foreign Language CLIL Theory

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Content and Language Integrated Learning
(CLIL)Learning in a Second/Foreign LanguageCLIL
Theory
When it is obvious that the goals cannot be
reached, dont adjust the goals, adjust the
action steps. Confucius
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Aims and Overview

• Aims
• To introduce, support and promote Content and
  Language Integrated Learning (CLIL) in all
  English medium classes in Year 1
• To raise student achievement across all English
  medium subjects
• Workshop 2 Overview
• CLIL Theory
• The Experiment
• Action Focus Identifying best practice
• Next Steps implementation and preparation for
  workshop 3
• Quiz

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The CLIL Approach

• CLIL cannot be separated from standard best
  practice in education
• CLIL approach encourages teachers to continue to
  use the best strategies and to apply best
  practice in education
• CLIL classrooms are participatory in nature,
  fun and challenging, naturally suit a broad range
  of learning styles, use and recycle, recycle,
  recycle language learned from class to class
• Students are not learning language just for the
  sake of language learning but are putting
  just-learned language to immediate use while
  learning and manipulating content that is
  relevant to their studies and/or lives

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What is Integrated Learning?

• CLIL Content and Language Integrated Learning
• CLIL involves using a language that is not a
  students native language as a medium of
  instruction and learning
• CLIL requires
• content teachers to teach some language in
  particular supporting the language knowledge that
  students are missing and that may be preventing
  them from mastering the content
• Language teachers to support content teachers by
  helping students to gain the language needed to
  manipulate content
• CLIL is a tool for the teaching and learning of
  content and language
• the essence of CLIL is integration
• Language learning is included in content classes
• Content from subjects is used in
  language-learning classes

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A Few Facts about CLIL

• students in CLIL programmes perform as well as,
  or better than, non-CLIL students in terms of
  learning content
• academic results based on testing in a wide
  variety of subjects show that students generally
  achieve the same or better results when studying
  in a second (or additional) language
• students in CLIL programmes can outperform their
  peers in mainstream programmes in reading,
  writing and listening tests
• CLIL programmes are not just for the brightest,
  most academically inclined students as many
  people seem to believe

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History of IL

• the term CLIL was first coined in 1994 in Europe
  prior to that
• in the last century, many of Europes wealthy
  already understood the value of multi-lingualism
• in the last 50 years, geographic, demographic and
  economic circumstances have given rise to
  multi-lingual programmes
• by the 1990s, globalisation and migration placing
  greater linguistic demands on mainstream
  education
• world has become more and more interconnected
  new technologies are facilitating exchange of
  information
• integration of world economy inclusive of jobs
• much of the information is in English or other
  growing languages (i.e. Chinese)

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Why is IL important?

• in an integrated world, integrated learning is
  increasingly viewed as a modern form of
  educational delivery
• there is a growing need to equip our learners
  with the knowledge and skills that are suitable
  for the global age
• our Cyber Generation of children are in
  classrooms all around the world now and IL is an
  innovative methodology that has emerged to cater
  to this new age
• in the Brunei context, it supports the MoEs
  Strategic Plan and SPN21

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The MoE Strategic Plan

• Teaching and Learning Excellence
• employ new teaching styles, encourage inquiry
  learning and cooperative learning
• develop and enhance teaching materials
• use appropriate learning programme and
  pedagogical tools to engage and motivate students
  in their learning

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Advantages of Brunei context

• teachers are already bilingual (English Malay)
• students have English medium instruction in
  primary school
• students have at least a passive knowledge of
  English and in some cases an active knowledge of
  English
• Brunei is already half-way there!

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Learning in a Second Language

• All of our students are studying in a second (or
  third!) language English.
• How difficult is it to study and to learn in a
  second language?
• What helps learners to study and to learn in a
  second language?
• What makes it more difficult to study and to
  learn in a second language?
• So that we can more clearly identify what helps
  learning and
• what hinders learning, you are going to be part
  of an experiment.
• Are you ready???

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• Hola!

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Action FocusIdentifying best practice

• 1) Reflect on the Spanish lesson you just had.
• What helped your learning?
• What hindered your learning?
• Identify what was done that helped you to learn.
  
• Write this down on the sheet provided.
• Identify what was done that hindered your
  learning or made it more difficult for you to
  learn.
• Write this down on the sheet provided.

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Preparation for Workshop 3

• Sharing Practice
• Prepare a presentation to your colleagues
  covering the following areas
• Aims/Objectives
• Topics/Themes
• Skills/Strategies
• Assessment
• Typical lesson structure
• Resources/teaching aids

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Quiz

1. What day of the week is it?
2. What is the aim of our workshops?
3. Which foreign language did you learn today?
4. What does CLIL stand for?
5. What are our Next Steps for Monday 15 April?