defining CLIL
What are can-do statements?
Can-do statements indicate to learners what they are expected to do by the end of a unit,
module or course, e.g. can organise factual information, can describe a process
What are challenges that subject teachers face when teaching CLIL?
Subject teachers need to feel confident about their English language level, especially if they have not used English for some time
According to the Bentley and Phillips (2007) study, the following factors help students the most. Rank the selected factors according to their importance:
pictures, diagrams, translations, teacher explanations
1. teacher explanations (56%)
2. translations (49%)
3. pictures (38%)
4. diagrams (19%)
Which one of these is not part of the extended 4 C's of CLIL: communication, citizenship, classroom, culture
classroom
Which "C" do you need to start with when planning a CLIL lesson?
Content
What challenges do language teachers face when teaching CLIL?
Language teachers may decide to teach subjects in CLIL or may be asked to. They need to feel confident about their knowledge and skills related to the subject they are going to teach.
Why is communication a fundamental part of CLIL?
Learners are encouraged to produce the language of
the subject orally as well as in writing. Peer
feedback is valued. One of the main CLIL aims is to increase student talking time (STT) and
reduce teacher talking time (TTT)
What are LOTS? Give examples
Lower Order Thinking Skills:
Knowledge (e.g. list, summarize) & Understanding (e.g. explain)challenges for learners: According to the reading, in which categories do teachers need to differentiate?
input/outcome, task & language support
What is scaffolding? Give examples?
a technique in which the teacher provides temporary support for learners to assist them in moving towards new skills, concepts or levels of understanding. CLIL learners
need the language to be carefully scaffolded so that they can express what they know
through English and continue to develop their academic language and skills.
Which two words are sometimes used to refer to the 4th "C" (Culture)?
Community & Citizenship
What do we mean by wait time?
Wait time refers to the time teachers wait between asking questions and learners answering them.
When subjects are taught in a non-native language, a longer wait time than usual is needed so that learners can process new subject concepts in a new language. This is especially important at the start of new CLIL courses so that all learners are encouraged to take part in classroom interaction.
What do we mean by code-switching?
Moving between L1 and the target language, either
mid-sentence or between sentences, which is quite common for learners in CLIL.
What is hard CLIL? Explain and name the opposite.
In a hard CLIL approach, teaching and learning is focused mainly on the subject and is therefore content-driven. Subject content is the main objective.
The opposite, a language-driven approach, is called soft CLIL.
Explain the difference between content-obligatory and content-compatible language.
Content-obligatory language is associated with specific content. This is the subject-specific vocabulary, grammatical structures and functional expressions learners need to:
?* learn about a curricular subject
?* communicate subject knowledge
?* take part in interactive classroom tasks.
Content-compatible is the non-subject specific language which learners may have learned in their English classes and
which they can then use in CLIL classes to communicate more fully about the curricular subject.
What are HOTS? Explain and provide at least two examples.
Higher Order Thinking Skills
Learners need to use their knowledge and apply their understanding/skills. Examples: Application (e.g. report, solve, construct); Analysis (e.g. compare, debate, debate, differentiate); Synthesis (e.g. design, formulate, generate); Evaluation (e.g. justify, assess, judge)
There are more components in a CLIL lesson plan than in a subject or a language lesson plan. Name at least 5 of the 9 areas needed to plan a good CLIL lesson.
* Learning outcomes and objectives
* Subject content
* Communication
* Thinking and learning skills
* Tasks
* Language support
* Materials and resources
* Cross-curricular links
* Assessment