CLIL (Content and Language Integrated Learning – the Basics)
Learning outcomes
Participants will get improved communication through reading, writing, speaking and listening in English. The course will train communication, management, collaboration and creativity skills. The focus within transversal skills is the following: life skills and competences, social and communication skills as well as thinking skills and competences.
Within the course, participants will get familiar especially with language teaching methods. They will gain or improve their competences in teaching ESOL language class. Further, they will improve their study acquisition of language, will be able to better use learning strategies, apply teaching strategies in general and intercultural teaching strategies in particular.
Brief Description
This course is designed to introduce participants to the basics of CLIL (Content and Language Integrated Learning) and to discuss practical applications of CLIL in the classroom. It will start off with a solid theoretical base including the benefits and challenges to this methodology followed by a series of practical sessions designed to prepare participants for the reality of today’s CLIL classes.
Schedule
Day 1 – The Basics
- Welcome, introduction and warm-up
- Outline and expectations
- KWL chart or reflection journal task
- Introduction to CLIL (content in ELT lessons, teaching subject content through English, models of bilingualism/CLIL; student-centred/hands-on learning)
- Theoretical base for the importance of English in today’s globalised world
- Closing and reflection
Day 2 – Language Skills in CLIL
- Classroom language in CLIL classrooms
- BICS (social language) vs. CALP (academic language) – based on theory by Jim Cummins
- Time frames to learn social language vs academic language; importance of recycling language
- Use of L1/translanguaging at initial stages
- Practical applications
- Closing and reflection
Day 3 – Planning and Sequencing
- Lesson planning for CLIL
- Scaffolding and making language accessible
- HOTS vs. LOTS (Bloom’s Taxonomy; thinking skills)
- Skills development in CLIL classes
- Steps to planning a CLIL lesson
- Practical applications
- Closing and reflection
Day 4 – CLIL Assessment
- Formative vs. summative assessment
- Challenges when assessing CLIL
- Alternative assessment techniques in CLIL lessons
- Project-work and hands-on learning in CLIL
- Practical applications
- Closing and reflection
Day 5 – Round-up
- The future of CLIL in schools
- The importance of CLIL for the modern-day job market
- Goal-setting and steps that can be taken in school settings
- Final assessment task
- Reflection on KWL chart or reflection journal
- Closing and feedback
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