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A CLIL lesson: Volcanoes

https://youtu.be/PChiLwhRhUY

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CLIL, which is the acronym of Content and Language Integrated Learning, is an innovative methodology, encompassing  both subject and language learning: language is used as a means to teach contents of curriculum subjects and, at the same time, the content provides a scaffolding to learn language. The dual-focusing aspect provides a strength of CLIL, since it fosters both language, cognitive and cultural skills. As far as the language part is concerned, CLIL promotes language competence, from basic language  skills and academic language skills – i.e. from BITS to CALP, according to the Canadian educator Jim Cummins’ definition. As far as the content aspect is concerned, CLIL promotes thinking skills, from the lowest ones to the highest ones – HOTS and LOTS according to Bloom’s taxonomy. Moreover, being CLIL related to both language and content topics, it is naturally imbued with social and cultural issues and can increase cultural awareness in learners.  Among the benefits of the CLIL methodology, there is the cooperation between language teachers and subject teachers, who collaborate in order to plan and develop CLIL modules and lessons. CLIL seems to be also a very flexible approach: there is no prescriptive model to plan lessons, which depend on the variety of the contexts. Moreover, the CLIL methodology can provide a good opportunity for learners to reach a higher level of motivation: if learners are interested in a topic, a CLIL lesson will be definitively more challenging. But some drawbacks emerge as to CLIL practice. First of all, the lack of expertise by other subjects teachers, related to both linguistic competence in English and to CLIL teaching training. A CLIL teacher is more than a language teacher or a subject teacher, therefore teachers need a specific training, focused on the CLIL teaching methodology. I’m a language teacher and I haven’t had any CLIL experience so far, but I’m really interested in developing CLIL lessons as soon as I can, since I strongly believe that CLIL can be very challenging for my students. That’s why I have decided to take this course on.

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Oliver Meyer's pyramid

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Extensive reading is something completely opposite to the so-called “intensive” reading which is usually practiced at school. While the latter is compulsory, extensive reading relies on personal choice. It can be an alternative or supplementary way to acquire a foreign language through a large amount of text in L2. This can enhance a virtuous circle according to which the more people read, the better they understand and feel motivated to read: the result is that they enjoy reading, they read for pleasure, based on their own choices and improve their proficiency in the foreign language. Extensive reading does not improve only reading skills, but also speaking and writing ones, especially because of the vocabulary growth. According to Krashen’s theory of comprehensible input, what is important is the choice of the right level of L2 material, which must be quite easy, suitable to the proficiency level of the reader. In this way readers can reinforce what they already know and expand their competence in the target language.

I have never tried extensive reading with my students, but, after this course, I feel spurred to do it, because I have realized how many positive effects it can have and how potentially motivating it can prove to be. As I teach in a lower secondary school, I have also thought about a school-year-long project, during which, through the reading of a book chosen by the students, some CLIL modules can be included. As the CLIL paths through extensive reading I have designed in Week 4, I have tried to answer all the learners’ needs. That is why I have had the students choose the text, using a survey, so that the graded reader could be motivating for them. The choice has been among graded readers of the same, quite easy level of language, since students must not be involved in comprehension checks or language analysis, which are not necessary in extensive reading. The CLIL project designed is also meant to enhance digital competence, through the use of ICT tools, and cooperation among students.

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"The Wonderful Wizard of Oz"  with Science and Geography connections

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WEEK 4 Extensive Reading and CLIL connections

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Here's my first CLIL lesson plan
https://v.gd/LeDdq1

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https://dotstorming.com/topic/587bd869edcaaa48ee903e6f

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http://technoclil.org/2017/02/04/mywebtoolgrid/

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Hi, I'm Donatella, I'm a lower secondary school teacher. I teach English. I have never practised CLIL, but I'm really interested in it

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Hi, I'm Donatella, I'm a lower secondary school teacher. I teach English. I have never practised CLIL, but I'm really interested in it