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What kind of books should my students read?

The obvious solution, if you want to get your students reading in English, is to use Graded Readers. These are either simplified versions of books that were originally written for native English speakers, or books that have been written especially for students learning English. You can find information about the Macmillan Series at http://www.macmillanreaders.com/ – among the resources is a test students can take to check their reading level.

How can I incorporate extensive reading into my teaching?

Personally, I set one class aside where we start by talking about reading in general: Who reads? What do they read? When do they read? Do they read in English? If they don’t read, what are they interested in? Do they watch films or TV? What type of films or programmes do they watch? By asking these questions, you get a feel for the types of book that each student is likely to enjoy. Next, you take the students to the library or bring out the Readers Box, and get them to choose one book. Encourage them to read the blurb on the back to get an idea of whether or not they are likely to find it interesting. Then, spend around 20 to 30 minutes in the class all quietly reading – you should take out your own book (in English) and sit and read as well. In this way, you set a good example.

The other thing I find really useful is to get the students to write a book review after they have finished reading a book. These can be posted on the wall and other students can read the reviews to see if they might want to read the book.
Well, the first thing to remember is that extensive reading is not about checking; it’s about helping our students enjoy reading and enjoy learning.

How can we build up a reading library?

Ask each student (or their parents) to buy one Graded Reader (at the appropriate level) that they will donate to the class and, then, collect these in and keep them in a box – this then becomes the class library. If you have 30 students in your class, you’ll have thirty books in your library that they can borrow.
But my students hate reading

What we need to do as teachers is try to engage our learners by finding things they like reading.

Another alternative is to use audio books.  You can find some interesting serialized readers with accompanying exercises at http://www.onestopenglish.com/skills/listening/serialized-macmillan-readers/macmillan-literature-collections/, and also at http://www.onestopenglish.com/skills/listening/serialized-macmillan-readers/.

Of course, if you can catch your students when they’re young and help them to establish a reading habit early, so much the better. There are audio books for children available on onestopenglish at http://www.onestopenglish.com/children/stories-and-poems/a-selection-of-stories-and-poems-for-children/

Creating social phrasebooks with Phraseum

Tool for writing

5 Tech Tools that Help Improve Reading Comprehension

1. Rewordifying Engine
First, a user pastes or imports text into a text box on the site. Rewordify then analyzes this text, looking for words and phrases that may be difficult to understand. Once the site locates difficult or problematic language, it replaces it with simpler words to aid students’ understanding. The Rewordifying Engine includes multiple settings so that users can choose from several reading levels. Users can click on the replacement words to display either the original, more difficult language or individual words’ definitions (in a variety of forms — in the margins, in separate columns, or superimposed over the initial version of the text).

Students also have the option of reading the original and replaced words with built-in text-to-speech functionality for auditory reinforcement.

After Rewordify identifies the difficult words and phrases, it provides students with a series of activities to help them learn new vocabulary. One way it does this is by collecting troublesome text in a series of flashcards (which also offer integrated text-to-speech). The site can also administer quizzes in different formats (e.g., word bank, matching) to aid in the learning process.

Finally, Rewordify has a collection of classic literature (like Shakespeare’s plays) and historic documents (like the Declaration of Independence) that students can access, read, and better understand by using the site’s unique comprehension tools.
Snap&Read Universal
Created for students and teachers, Snap&Read Universal is a Google Chrome extension that reads language aloud using integrated text-to-speech with synchronized highlighting.
Students can select text that they have a hard time understanding, and the Web browser extension will identify and replace difficult words with simpler ones. The level of linguistic complexity can be adjusted in the Options tab.

In addition, Snap&Read has a unique outlining tool that can also help with reading comprehension. After it is activated, students can highlight the main ideas of a reading, and those passages are automatically extracted and placed into an outline located in the browser’s sidebar that can be easily edited. The outline can then be dragged and dropped into a word processor, like Google Docs, for students to integrate into a reading summary.
Newsela
Newsela is a website that publishes current events articles each day on a variety of topics pertaining to most school subjects. Every article has five versions, each written for students at different reading levels. After a student reads the version that matches her skill level, she can take corresponding quizzes to test her knowledge.
Immersion Reading
Immersion Reading is an e-book technology that combines recorded audiobooks with synchronized highlighting of electronic text. It allows students to read books with their eyes and ears at the same time.
Inspiration
It involves electronic graphic organizers. Available for both desktop computers and iOS devices, Inspiration allows students to create visual representations of the characters, themes, and plot summaries of works of fiction. It also lets them visually map the details of textbook chapters and current events articles. Any language that is included can be read aloud with text-to-speech technology. In addition, users can add links to Web-based articles and videos to provide supporting materials.
One characteristic of Inspiration that sets it apart from other mind-mapping software is its collection of readymade templates. Templates that can aid in reading comprehension include: Character Traits, Fiction Reading Notes, Plot Analysis, Compare and Contrast, and KWL Organizer (KWL is an acronym explaining what students already know, what knowledge they want to gain, and what they ultimately learned from a reading) .

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Table
Rubrics:
Holistic rubrics evaluates the product or performance as a whole and describes the activity at different quality levels, each of them corresponding to a score. It is a kind of summative assessment as it requires the teacher to

score the overall process or product

without judging the component parts separately.
Analytic rubrics are criterion referenced and assess summative or formative

performances along several different dimensions.
Assessment rubric for experimental studies
part 2
Assessment rubric for experimental studies
LANGUAGE

-A rubric to evaluate communicative language skills

Steps to follow in a process of authentic assessment

1. Providing authentic tasks:

“What tasks are typical of that subject?”

2. Developing a set of standards consistent with the teaching objectives:

“What will students be able to do?”

3. Identifying the criteria:

“What are the essential elements of the task?”

4. Identifying competence levels for each criterion (generally between two and five) and attributing a score for each level:

“What is the level of competence achieved?”

5. Finding competence descriptors for each level and for each criterion. Descriptors may be expressed synthetically (for example: excellent, good, satisfactory, almost satisfactory, unsatisfactory, or: complete, partial, not at all), or analytically:

“How can integrated skills be described for each score and in relation to each criterion?”

6. Creating a scored rubric to be drawn upon and adapted to each performance:

“What kind of feedback is provided to the learner?”

Self-evaluation student grid
Specific issues: language
the problems I had
peer assessment: grid

A frame to analyze the Lesson Delivery
Analytic assessment grid for content, language and cooperative work
cooperative work

Plan template-table

Rubrics for CLIL
RubiStar is a free tool to help teachers create quality rubrics.

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A conceptual framework for CLIL

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What is it?
The flipped classroom is a pedagogical model in which the

typical lecture and homework elements of a course are reversed.

Short video lectures are viewed by students at home before the

class session, while in-class time is devoted to exercises, projects,

or discussions.

The notion of a flipped classroom draws on such concepts as active

learning, student engagement, hybrid course design, and course

podcasting. The value of a flipped class is in the repurposing of

class time into a workshop where students can inquire about

lecture content, test their skills in applying knowledge, and interact

with one another in hands-on activities. During class sessions,

instructors function as coaches or advisors, encouraging students

in individual inquiry and collaborative effort.
How does it work?

There is no single model for the flipped classroom— In one common model, students might view multiple lectures of five to seven minutes each. Online quizzes or activities can be interspersed

to test what students have learned. Immediate quiz feedback and

the ability to rerun lecture segments may help clarify points of

confusion. Instructors might lead in-class discussions or turn the

classroom into a studio where students create, collaborate, and put

into practice what they learned from the lectures they view outside

class. As on-site experts, instructors suggest various approaches,

clarify content, and monitor progress. They might organize

students into an ad hoc workgroup to solve a problem that several

are struggling to understand.
Who’s doing it?

Why is it significant?

In a traditional lecture, students often try to capture what

is being said at the instant the speaker says it. They cannot stop

to reflect upon what is being said, and they may miss significant

points because they are trying to transcribe the instructor’s words.

By contrast, the use of video and other prerecorded media puts

lectures under the control of the students: they can watch, rewind,

and fast-forward as needed. This ability may be of particular value

to students with accessibility concerns, especially where captions

are provided for those with hearing impairments. Lectures that

can be viewed more than once may also help those for whom

English is not their first language.

Devoting class time to application of concepts might give instructors a better opportunity to detect errors in thinking, particularly those that are widespread in a class. At the same time, collaborative projects can encourage social interaction among students, making it easier for them to learn from one another and for those of varying skill levels to support their peers.
What are the downsides?

The flipped classroom is an easy model to get wrong.

Although the idea is straightforward,

an effective flip requires

careful preparation

. Recording lectures requires effort and time

on the part of faculty, and out-of-class and in-class elements must

be carefully integrated for students to understand the model and

be motivated to prepare for class. As a result, introducing a flip

can mean additional work and may require new skills for the

instructor, although this learning curve could be mitigated by

entering the model slowly.

Students, for their part, have been known to complain about the

loss of face-to-face lectures, particularly if they feel the assigned

video lectures are available to anyone online. Students with this

perspective may not immediately appreciate the value of the

hands-on portion of the model, wondering what their tuition

brings them that they could not have gotten by surfing the web.

Those who see themselves as attending class to hear lectures may

feel it is safe to skip a class that focuses on activities and might

miss the real value of the flip. Finally, even where students embrace

the model, their equipment and access might not always support

rapid delivery of video.
Where is it going?

As the flipped class becomes more popular,

new tools may

emerge to support the out-of-class portion of the curriculum

. In

particular, the ongoing development of powerful mobile devices

will put a wider range of rich, educational resources into the hands

of students, at times and places that are most convenient for them.

Greater numbers of courses will likely employ elements of the

flipped classroom, supplementing traditional out-of-class work

with video presentations and supporting project-based and lab-

style efforts during regular class times. At a certain level of

adoption, colleges and universities may need to take a hard look at

class spaces to ensure they support the kinds of active and

collaborative work common in flipped classes.
What are the implications for teaching and learning?

The flipped classroom constitutes a role change for instructors, who give up their front-of-the-class position in favor of a more collaborative and cooperative contribution to the teaching process.

The flipped model puts more of the responsibility for learning on the

shoulders of students while giving them greater impetus to experiment.

Activities can be student-led, and communication among students can become the determining dynamic of a session devoted to learning through hands-on work. What the flip does

particularly well is to bring about a distinctive shift in priorities—

from merely covering material to working toward mastery of it.
Tools: Screencast-O-Matic; VoiceThread; Evernote.
There are plenty of good, short videos from websites such as TED-Ed and Khan Academy, and curation sites such as Sophia allow you to bring in videos, add PDFs, and use Google Forms to ask questions.
Lights! Camera! Flip!
In the early days of the flipped classroom, Flipped Learning Network cofounders Jonathan Bergmann and Aaron Sams found video-creation software awkward and clunky. Fortunately, that's not true anymore, says Bergmann, who adds that while some tools can get pricey, even free ones can be good. On his website, he lists a handful of screencasting programs to consider:

Screencast-O-Matic (free, web-based)

Jing (free, available for Mac or PC)

Educreations (free, web-based)

From my Pinterest
Clilstore
Teacher training videos
teacher training courses
clil worksheets
sample materials
eclil

A Quick Guide to the Flipped Classroom

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Cambridge English Readers | Award-winning original fiction for learners of English. At seven levels, from Starter to Advanced, this impressive selection of carefully graded readers offers exciting reading for every student's capabilities. | Patricia Aspinall, Michael Austen, Jania Barrell, Alan Battersby, Frank Brennan, Colin Campbell, Penny Hancock, Jeremy Harmer, David A.

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Our Readers series has been carefully graded from Starter to Upper Intermediate (A1-B2) to help students choose the right reading material for their level. The collection includes popular classics, contemporary titles, original fiction, plays, autobiographies and non-fiction. Most titles are also available as eBooks and audio downloads.

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Graded ELT readers – the best contemporary fiction, essential non-fiction and popular classics written for learners of English as a foreign language.

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Snappy Words

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eVoc strategy 1: Learn from visual displays of word relationships within text.
Two of our favorite word mapping tools that support visual representation are Wordle and Wordsift.
Wordle is a free Web application that allows you to create a word cloud based on the frequency of words in a particular text. WordSift is another free word cloud tool available on the Internet. It offers important learning supports. Each word can be clicked on to show a collection of related images, a word map, and a listing of sentences from the text that present the word in different contexts.
eVoc strategy 2: Take a digital vocabulary field trip with TrackStar (trackstar.4teachers.org)
eVoc strategy 3: Connect fun and learning with online vocabulary games

No list of technology applications for vocabulary would be complete without mention of the vocabulary games that are available for free on the Internet. We recommend two sites that offer a variety of activities to engage students in playing with words and word meanings: Vocabulary Games and Vocabulary. Games include crossword puzzles, picture-word matches, word scrambles, and 8 Letters in Search of a Word .
eVoc strategy 4: Have students use media to express vocabulary knowledge
These types of activities offer students different modes of representation and expression and can be created with a variety of composing tools and formats, such as digital stories, photo essays, podcasts, and so on.
Two popular free online dictionaries/thesauri are Reference.com and Merriam-Webster. Tools expressly designed for students include Word Central from Merriam-Webster , Back in School from Dictionary.com, and Yahoo Kids! American Heritage Dictionary of the English Language.
Increasing the reading of informational text is especially important for learning in the content areas, and informational content reigns supreme on the Internet.

Time for Kids

Weekly Reader

National Geographic Kids

National Geographic Kids' blogs

There are free TTS tools that can be mounted on the browser toolbar for easy access while reading, such as Click, Speak for Firefox (click speak.clcworld.net), or downloaded to your desktop, such as the NaturalReader free TTS utility. Balabolka is a PC-based TTS application that can run off a thumb drive. Some e-book readers such as Microsoft Reader are free to download and can be used with public domain content that is part of their e-book library.

There are also commercial TTS tools that range in price depending on the features, such as those from Kurzweil, Aeques, TextHELP, and Recording for the Blind & Dyslexic (RFB&D). Note that students who have a documented print disability may obtain digital versions of core curriculum texts from organizations such as Bookshare and RFB&D. To explore strategies for listening to text, check out the Learning Through Listening website. Johnson (2003) also offered suggestions for using audiobooks in the classroom in her Reading Online article, "Audiobooks: Ear-resistible!"

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Krashen's Input Hypothesis

The focus in extensive reading is on input rather than output, and its success depends upon the quantity and level of that input. This brings us to the question of how to select texts and to the theoretical foundation of extensive reading, which builds on the work of Stephen Krashen (1981). In this theory, he proposes five hypotheses:

the acquisition-learning hypothesis: There are two language systems, one based on acquisition and the other on learning. In the former, language is acquired unconsciously as a result of using the language in real communication; in the latter, conscious attention is paid to learning about the language, the forms and rules.

the monitor hypothesis: Language which is used in actual communication of a message occurs in the acquired language system, while the learned system acts as a monitor (editor) checking correctness, appropriateness, etc.

the natural order hypothesis: The order in which language structures are acquired can be predicted, and the features that easiest to state are not necessarily the first acquired.

the input hypothesis: Acquisition depends upon exposure to comprehensible oral and written language at an appropriate level of difficulty (i+1 = a step above the level already acquired in words, forms, etc.).

the affective filter hypothesis: Those who do not acquire a language, in spite of being exposed to comprehensible input, are prevented from doing so by some form of ‘affective' barrier (feelings, motivation, needs, attitudes, etc.) which ‘filters out' the input.

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‘learning to read’ and ‘reading to learn’. Extensive reading is an alternative approach, another model for teaching reading. It involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts.
The characteristics of an extensive reading approach:

Reading material
Reading for pleasure requires a large selection of books be available for students to choose from at their level. Here, teachers can make good use of graded readers (books which have been written specifically for EFL/ESL students or which have been adapted from authentic texts).

Setting up a class library is a good way to provide material for students, and because the books are kept in the actual classroom, there is a greater chance that they will be borrowed, and teachers also have more opportunities to refer to them during class.

Student choice
Students choose what they want to read based on their interests. If a student finds a book is too difficult or they don't enjoy it, they can change it for another one.

Reading for pleasure and information
Often students are put off reading when it is tied to class assignments. In an extensive reading programme, the students are reading principally for the content of the texts. Teachers can ask students about the books they are reading informally, and encourage occasional mini-presentations of the books or book reviews, but these should not seem like obligations to the students.

Extensive reading out of class
Teachers can do a lot to help students pursue extensive reading outside of the classroom. Having a classroom library and regularly encouraging students to borrow books to take home are some things which can help. If books are shelved in the classroom, students can also be given class time to browse and select books.

Silent reading in class
Extensive reading should not be incompatible with classroom practice and methodology. There are teachers who set aside a regular fifteen-minute period of silent reading in class. This silent reading has been said to help structural awareness develop, build vocabulary, and to promote confidence in the language.

Language level
The vocabulary and grammar of the books that students read should not pose a difficulty. The objective of an extensive reading programme is to encourage reading fluency, so students should not be stopping frequently because they do not understand a passage. However, the books should not be too easy as this may well demotivate students, who feel they are getting nothing out of the books.

Use of dictionaries
Reading becomes a chore if students think they have to stop and look up every word they do not understand in a dictionary. For this reason, dictionaries should be avoided. Instead of interrupting their flow, students should be encouraged to jot down the words they come across in a vocabulary notebook, and they can look them up after they have finished reading.

Record keeping
If the teacher takes an interest in and keeps record of what students are reading, then this can in itself encourage students. If a note is also made of which books the students like, then the teacher can also recommend other books to the students. The teacher should also be careful to explain the reasons behind the programme, and to highlight the benefits of extensive reading to them so that they know why they are doing it.

The teacher as role model
If the teacher is also seen to be a reader by the students, then they will be encouraged to read. The teacher can talk in class about books that she or he has been reading, and if they are knowledgeable about the books in the class library, having read them, then they can make genuine recommendations to students about what to read. The teacher can also read aloud to students, as a way of introducing students to different genres or individual books.

Guide

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Cognition

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The 4Cs framework seeks to assure quality in terms of guidance  for

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The 4Cs framework seeks to assure quality in terms of guidance  for

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(Do Coyle)

Content

~ progression in knowledge, skills

Communication

~ interaction, language using to learn

Cognition

~ engagement: thinking & understanding

Culture

~ self and other awareness/citizenship
To use the 4Cs planning guide:
Start with content. Define it.

�

What will I teach?

�

What will they learn?

�

What are my teaching aims/objectives?

�

What are the learning outcomes?

•

Now link content with communication

.

�What language do they need to work with the content?

�

Specialised vocabulary and phrases?

�

What kind of talk will they engage in?

�

Will I need to check out key grammatical coverage of a particular tense or feature eg comparatives and superlatives?

�

What about the language of tasks and classroom activities?

�

What about discussion and debate?

•

Now explore the kind of thinking skills

you can develop according to decisions made above.

�

What kind of questions must I ask in order to go beyond ‘display’ questions?

�

Which tasks will I develop to encourage higher order thinking- what are the language (communication) as well as the content implications?

�

Which thinking skills will we concentrate on which are appropriate for the content?

•Culture is not a post script but rather a thread which weaves it way throughout the topic. Think of it as a circle which envelops the topic. It is not enough to justify pluriculturalism by using another

language without explicit reference via the other 3Cs to cultural opportunities which would not have existed in a mother tongue setting. Eg Using target language countries where there is drought so that case studies can be used to examine the project from an

alternative perspective.

What are the cultural implications of the topic?

�

How does the CLIL context allow for ‘value added’?

�

What about otherness and self?

�

How does this connect with the all Cs
Bloom’s Taxonomy
Planning the CLIL Curriculum

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First of all, since the CLIL lesson has a dual focus, attention needs to be given to evaluating both language and content. Rather than focus on a single subject, an assessment should include all of the objectives and goals of the CLIL lesson, involving competences, knowledge, skills, attitudes and behaviour.

• Some factors should also be taken into

consideration when preparing assessment. For example, Massler mentions the following factors:

• duration of school instruction

• age at which students start learning the TL

• general official regulations governing education

Massler (2011, p 118) also emphasises such areas as:

• development in the content area

• development of targeted language competence

• development of positive attitudes towards both the targeted language and content area

• development of strategic competence in both the language and content
Sample Grids for Assessment

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The background:

This topic ‘Plants’ forms part of the curriculum and was chosen because the contents are easy to understand.
Students' profile

The class was made up of 7 and 8 year old . Their speaking skills were not as good, so they were allowed to use their

mother tongue.
Results

Students enjoyed this way of learning. They were more focused on understanding concepts, enjoying activities and working with their classmates.

Looking at Plants in detail

Lesson Plan & Activities

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The European Framework for CLIL Teacher Education would be a good resource for teachers (and schools) to reflect on and design teacher training opportunities

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How can I teach the new language if my own level is not very high?

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How can I teach the new language if my own level is not very high?

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the CLIL4U Language Course

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“CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language.” (EuroCLIC 1994)
Students aren’t expected to be proficient in the new language before they begin studying. They learn the language they need for studying at the same ti me as they learn the subject.

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Teacher tools, Multiple links, presentation tools, mind mapping tools, working collaboratively, video editing, photo sizes

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Teacher tools, Multiple links, presentation tools, mind mapping tools, working collaboratively, video editing, photo sizes

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Web2 - 4 Languages Teachers - Web2.0 tools

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This is a service that teachers and students can use to record, share, and watch presentations. Presentation Tube provides a free desktop tool (Windows only) that you can use to record a video of yourself talking over and drawing on slides. The Presentation Tube recorder automatically synchronizes your PowerPoint slides with your voice.

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Web 2.0 vocab, writing, oral, listening skills

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Web 2.0 vocab, writing, oral, listening skills

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Web2 - 4 Languages Teachers - Web2 tools - vocab skills

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I have attempted to organise the following web tools according to a number of categories. Please note that rankings such as usefulness and ease of use are subjective. If you do not agree with what I have written please let me know! Click on the hyperlinks in the list below to jump directly to that section.

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There are databases of CLIL resources available in different languages.
Another useful database with multilingual resources is CLILStore. Other very good sites which contain ideas and resources for teaching of English through CLIL are the British Council and OneStopEnglish. Finally, publishers are issuing more books on CLIL. For example, check out OUP, CUP and Express Publishing websites.
Primary and Secondary
For planning a CLIL path
CLIL activities (Dale, Tanner)
CLIL for SCIENCE
CLIL for HISTORY
CLIL for MATHS
CLIL for ART
Examples of CLIL lessons in different subjects

Fare CLIL (resource in Italian)
Learning Designer: a tool for lesson planning

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Other stuff (Delicious+CLIL, Slideshare+CLIL, serching tools for kids, etc.)

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Elements of Web 2.0

Wikis: Websites that enable users to contribute, collaborate and edit site content. Wikipedia is one of the oldest and best-known wiki-based sites.

The increasing prevalence of Software as a Service (SaaS), web apps and cloud computing rather than locally-installed programs and services.

Mobile computing, also known as nomadicity, the trend toward users connecting from wherever they may be. That trend is enabled by the proliferation of smartphones, tablets and other mobile devices in conjunction with readily accessible Wi-Fi networks.

Mash-ups: Web pages or applications that integrate complementary elements from two or more sources.

Social networking: The practice of expanding the number of one's business and/or social contacts by making connections through individuals. Social networking sites include Facebook, Twitter, LinkedIn and Google+.

Collaborative efforts based on the ability to reach large numbers of participants and their collective resources, such as crowdsourcing, crowdfunding and crowdsource testing.

User-generated content (UGC): Writing, images, audio and video content -- among other possibilities -- made freely available online by the individuals who create it.

Unified communications (UC): The integration of multiple forms of call and multimedia/cross-media message-management functions controlled by an individual user for both business and social purposes.

Social curation: The collaborative sharing of content organized around one or more particular themes or topics. Social content curation sites include Reddit, Digg, Pinterest and Instagram.

Technologies to support oral skills

The internet can be a rich source of authentic oral models via recorded songs, talking electronic books, podcasts and video clips that help learners with pronunciation as well as

acquisition and reinforcement of new vocabulary. These tools can also help to support teachers who don’t feel as confident with their own language skills. Technology also

affords children the opportunity to record themselves for playback at a later time.

Young children can use Flip, or other video cameras to record their mouth movements to develop phonetic accuracy

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Strenghts: student-centred; interesting and rilevant topics; innovative and creative methodology; holistic approach;  additional strategies;
the development of good practices through cooperation with teachers in other departments, schools;
Weakness:  subject teacher's linguistic competences;   language teacher's knowledge on the subjects; non traditional assessment

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A video about valuable CLIL Skills: Learn the difference between s k i n n y questions and FAT questions! Learn the difference between LOTS and HOTS (Lower Order Thinking Skills and Higher Order Thinking Skills). Let's CLILify ourselves!

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'All teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) 

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'All teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) 

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Classroom principles
Some of the basic principles of CLIL are that in the CLIL classroom:

Language is used to learn as well as to communicate

It is the subject matter which determines the language needed to learn.

A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:

Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum

Communication - Using language to learn whilst learning to use language

Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language

Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

In a CLIL lesson, all four language skills should be combined. The skills are seen thus:

Listening is a normal input activity, vital for language learning

Reading, using meaningful material, is the major source of input

Speaking focuses on fluency. Accuracy is seen as subordinate

Writing is a series of lexical activities through which grammar is recycled.

Tasks for students
There is little difference in task-type between a CLIL lesson and a skills-based ELT lesson. A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. A menu of listening activities might be:

Listen and label a diagram/picture/map/graph/chart

Listen and fill in a table

Listen and make notes on specific information (dates, figures, times)

Listen and reorder information

Listen and identify location/speakers/places

Listen and label the stages of a process/instructions/sequences of a text

Listen and fill in the gaps in a text

Typical speaking activities include:

Question loops - questions and answers, terms and definitions, halves of sentences

Information gap activities with a question sheet to support

Trivia search - 'things you know' and 'things you want to know'

Word guessing games

Class surveys using questionnaires

20 Questions - provide language support frame for questions

Students present information from a visual using a language support handout.

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CLIL Compendium www.clilcompendium.com
European Commission - Languages www.europa.eu.int
EuroCLIC www.euroclic.net
Translanguage in Europe www.tieclil.org
Centre for Information on Language, Teaching and Research www.cilt.org.uk
Forum for Across the Curriculum Teaching www.factworld.info
There has also been an ongoing debate about CLIL in the press: www.guardian.co.uk/guardianweekly

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With the expansion of the European Union, diversity of language and the need for communication are seen as central issues.  CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe.

Even with English as the main language, other languages are unlikely to disappear. Some countries have strong views regarding the use of other languages within their borders.

With increased contact between countries, there will be an increase in the need for communicative skills in a second or third language.

Languages will play a key role in curricula across Europe. Attention needs to be given to the training of teachers and the development of frameworks and methods which will improve the quality of language education

The European Commission has been looking into the state of bilingualism and language education since the 1990s, and has a clear vision of a multilingual Europe in which people can function in two or three languages.           How does CLIL work?
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.

Knowledge of the language becomes the means of learning content

Language is integrated into the broad curriculum

Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate

CLIL is based on language acquisition rather than enforced learning

Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning

CLIL is long-term learning. Students become academically proficient in English after 5-7 years in a good bilingual programme

Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes

Reading is the essential skill.

The advantages of CLIL

CLIL helps to:

Introduce the wider cultural context

Prepare for internationalisation

Access International Certification and enhance the school profile

Improve overall and specific language competence

Prepare for future studies and / or working life

Develop multilingual interests and attitudes

Diversify methods & forms of classroom teaching and learning

Increase learner motivation

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Content and Language Integrated Learning and refers to teaching subjects such as science, history and geography to students through a foreign language.

The term CLIL was coined by David Marsh, University of Jyväskylä, Finland (1994): "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language."

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CLIL represents a very important approach in my profession. I teach English at Primary school and I often deals with topics that refer to subjects such as science, history, geography, art, .... Last year I took part into an eTwinning learning event about CLIL and ICT. There was also Mrs Cinganotto and it was very inspiring. After the course I had the TKT Exam and applied for an ECLIL Project with other schools. It was the only one supported by the Ministero in Abruzzo. We teachers involved had a language course and a CLIL course. I registered the project on the eTwinning platform so that all participants had the chance to read materials, watch videos. The activities were implemented thanks also to the first edition of this course: I uploaded materials and resources. It was a great experience.
This is the link: https://twinspace.etwinning.net/15809/home
Also this year I am collaborating with other schools in my Region (Abruzzo) in an ECLIL Project