CLIL is an acronym for Content and Language Integrated Learning.It is an approach to teaching the content of a curricular subject through the medium of a non-native language.
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What is meant by activating prior knowledge?
Starting the lessons by finding out what the learners already know.
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How to develop thinking skills- What are LOTS and HOTS?
Teachers need to ask ( what, when, where?) questions encouraging lower thinking skills, called LOTS.
Teachers need to ask more complicated questions (how, why...) which demand higher order thinking skills called HOTS.
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What is performance assessment?
This encourages learners to demonstrate their knowledge, by showing what they can do individually and collaboratively.
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How can the teacher ensure that communication takes place?
The teacher needs to plan pair work and group work activities and needs to know how to integrate them into the lesson .
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What is the first word in CLIL?
The first word in CLIL is "content", because curricular content leads language learning.
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What is wait time?
Wait time refers to the time the teacher waits between asking questions and the learners answering them.The learners need time to process the subject content.
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What is meant by scaffolding?
Scaffolding means using content and language support strategies to facilitate understanding e.g. visualisations, graphic organizers)
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Do we assess the content or the language in CLIL or both?
depending on the traditions in a specific context it can be either or both.
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What challenges do CLIL teachers face with materials and resources?
Teachers need to find and create material and adapt it to the appropriate level of learners.
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What do CLIL teachers need to teach, so that learners can communicate their knowledge of curricular concepts, processes, functions and purposes?
-the specific academic language,
-key grammatical patterns,
-content,
-vocabulary,
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How can teachers plan input and output efficiently?
• by thinking how to present the information (orally, written on paper, digitally).
• by deciding on whole class /group or pairwork.
• by deciding how students are going to produce and communicate the content and language of the lesson. (oral, writing,practical skills)
• by anticipating what success will look like for the learners.
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What is meant by code switching and what is its role in CLIL?
Code switching means moving between L1 and the target language.
It usually happens when teacher instructions are not fully understood and when learners need to be reassured.
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What role does ASSESSMENT play in CLIL?
Assessment in CLIL can be both formative as well as summative.Formative assessment in the sense of assessment for learning is essential as it provides opportunity for feedback and improvement.
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Which tasks should teachers focus on?
-tasks that motivate.
-tasks that involve interaction.
-tasks that develop thinking skills.
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What are the 4Cs of CLIL and what do they stand for?
Content:what is the topic?
Communication:what language is needed to communicate during content lessons?
Cognition:What thinking skills are demanded?
Culture (community, citizenship): is there a cultural focus?
( discovering something related to personal experience)
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What is the importance of collaborative tasks?
Learners are involved in producing key subject specific vocabulary and structures in meaningful pair activities. This supports processing new subject content and language.
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What are challenges for learners?
cognitively demanding content from the very beginning;
thus learners need
-support with input and tasks,
-clarifications with concepts and how to communicate ideas.
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How are learning outcomes/objectives in CLIL lesson planning important?
Learning outcomes/objectives have to be defined in the planning phase as they then help establish criteria for assessment.
Learning outcomes are focused on what the learners can achieve.
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How can the teacher handle the issue of thinking and learning skills efficiently?
-by planning and practising types of questions that will develop both types of thinking (lower order and higher order)
-by planning how to support learners with learning skills (e.g. how to set up an experiment, how to analyse data, how to evaluate etc.)
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What is content obligatory language?
What is content compatible language?
Content obligatory language is the language associated with specific content:
-subject specific vocabulary,
-grammatical structures,
-functional expressions,
Content compatible language is the non specific language, needed to talk about curricular content.
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What are cognitive challenges in CLIL lessons?
-developing thinking skills in a non-native language, ----
-communicating the cognitive academic language of school subjects,
-meeting cognitively challenging materials from the beginning of the course.
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What are the challenges for subject teachers / language teachers?
Subject teachers need to be able to present and explain concepts in their subject clearly and accurately and use appropriate classroom language.
Language teachers need to know how to explain subject specific concepts and widen their knowledge of subject specific vocabulary.
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How to deal efficiently with subject content?
-by revisiting, consolidating,
-by presenting learners with different tasks that demand different language skills but are aimed at communicating the same concepts.
-by thinking ahead what might cause problems in understanding specific content and language.
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What is specific for assessment in CLIL?
Assessment in CLIL is focused on the attainment of learning outcomes for the lessons.
Many CLIL programmes operate with "can-do" statements; It is advisable to keep continuous records of student achievement as evidence of learner's progress.