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STRATEGIES AND PRINCIPLES FOR CLIL PLANNING AND TEACHING

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STRATEGIES AND PRINCIPLES FOR CLIL PLANNING AND TEACHING

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Task 1 - Content and Language Integrated Learning method (CLIL)

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Research and studies confirm that CLIL is of great importance in learning English as a foreign language, it is beneficial for both content and linguistic issues.

Content: The content matter is the acquisition of knowledge and skills where learning is personalized, the student creates their own knowledge, understanding and development of skills.

Cognition: Content is related to learning and thinking; is analyzed in terms of linguistic demand.

Communication: In learning a foreign language it is necessary to take into account the context and interaction with the context of learning.

Culture: Intercultural awareness plays an important role in culture.

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The six quality principles are supported by the latest CLIL research knowledge regarding second language acquisition; teaching, methodology, cognitive psychology and observation in the classroom.
Quality principle number 1 Rich Input says that the content of the classroom should be meaningful and focus on the global problems facing humanity with the help of materials that motivate and illustrate; the use of websites helps the student to be autonomous ; learning subjects through a foreign language works best when students can link new input to prior knowledge, experiences and attitudes; Quality Principle No. 2: Scaffolding Learning speaks to the importance of scaffolding, helps the learner understand the content, reduces the cognitive and linguistic load of the content/input, supports language production by providing phrases, subject-specific vocabulary;  the quality Principle No 3: Rich Interaction and Driven Outcomes says that learners need to be empowered to use their resources; Student interaction and output are triggered by tasks, so task design is at the heart of every CLIL lesson; the quality Principle No. 4: Adding the (Inter-)cultural Dimension; This principle speaks of the importance of learning for the globalized world where the student must be prepared for it, which means that students must know other countries and their culture, the article says that intercultural communication is important, students must know cultural codes In addition linguistic means to succeed in communication to work as a team; The Quality Principle No. 5: Make it HOT says that thinking skills is the key in the information age, academic discourse, the intersection of content, cognition and language, the ability to express complex thought processes need systematic instruction; finally the Quality Principle No. 6: Sustainable Learning speaks of sustainable learning, the article says that new knowledge must be taught so that it remains in the memory of the students so that it can be applied later; CLIL, sustainable teaching and learning is of great importance , the role played by the teacher is to facilitate the learning of the specific content, in addition to the learning/acquisition of a foreign language.

In principle No. 6, teachers are recommended to take into account the following aspects:

- create connections with students' attitudes, experience, and knowledge.

-make the learning process transparent and provide a clear structure.

-make sure the results of group work are shared with all students in the class (via posters, blogs, learning journals, websites)

- promote autonomous learning and introduce (digital) portfolio work among others. In addition, teachers should ensure that a lexical approach to teaching is adopted.

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¿WHAT ARE THE COMPONENTS OF CREATING AND ADAPTING DIDACTIC LEARNING MATERIALS?

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¿WHAT ARE THE COMPONENTS OF CREATING AND ADAPTING DIDACTIC LEARNING MATERIALS?

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Figura No 1

What are the components of the creation and adaptation of didactic learning materials?

Figure No 1 shows the Components of CLIL teaching methodology.

The core elements of CLIL are input, tasks, output, and

scaffolding; the Input must be authentic, meaningful & challenging; the Tasks or Output must have cross-cultural communication

fluency, and accuracy, Scaffolding is about higher order thinking:

- student interaction

- authentic communication

- subject-specific study skills.

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THE CLIL-PYRAMID PRESENTATION AND EXPLANATION

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THE CLIL-PYRAMID PRESENTATION AND EXPLANATION

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Figure No 2: The CLIL pyramid Oliver Meyer

The CLIL-Pyramid was designed to visually represent the tenets of the 4Cs-Framework in lesson planning and materials construction.

4. Clil-Workout

3. Task-Design:

- Cognition + Communication

- Output-Scaffolding

2. Choice of Media:

- Study Skills +

- Input-Scaffolding

1. Topic Selection

corners meet (Figure 2). It is meant to be a tool for lesson planning and materials construction/adaptation

EXPLANATION´S THE CLIL-PYRAMID

According to the article "Introducing the CLIL-Pyramid: Key Strategies and Principles for Quality CLIL Planning and Teaching" by Oliver Meyer The CLIL-Pyramid begins with a selection of topics and ends with a review of the content and language elements which are called CLIL workout; the pyramid has a systematic sequence, planning begins with the selection of content; 2 provides multimodal information that adapts different learning styles;3. The nature of the selected input (i.e. text, graphics, maps, video clips, etc.) students get acquainted with it, what kind of scaffolding is necessary;4. Tasks should be designed to trigger higher-order thinking skills that lead to communication/interaction.