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English as a medium of instruction – a growing global phenomenonThis report presents the findings of a study which attempted to provide an initial picture of the rapidly growing global phenomenon of English medium instruction (EMI). Our working definition of EMI was: The use of the English language to teach academic subjects in countries or jurisdictions where the first language (L1) of the majority of the population is not English. . We conclude and recommend that there is an urgent need for a research-driven approach which consults key stake-holders at a national and international level and which measures the complex processes involved in EMI and the effects of EMI both on the learning of academic subjects and on the acquisition of English proficiency.

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English as a medium of instruction – a growing global phenomenonThis report presents the findings of a study which attempted to provide an initial picture of the rapidly growing global phenomenon of English medium instruction (EMI). Our working definition of EMI was: The use of the English language to teach academic subjects in countries or jurisdictions where the first language (L1) of the majority of the population is not English. . We conclude and recommend that there is an urgent need for a research-driven approach which consults key stake-holders at a national and international level and which measures the complex processes involved in EMI and the effects of EMI both on the learning of academic subjects and on the acquisition of English proficiency.

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Key Data on Teaching Languages at School in Europe – 2012In order to provide further support to language learning across Europe, the Barcelona Council called for the establishment of an indicator on language competencies. This was followed, in 2009, by a proposal to set a benchmark in this field. The process of defining the benchmark has been facilitated by a major survey – the European Survey on Language Competences. The survey measured the proficiency of pupils in foreign languages at the final stage of lower secondary education and its results – launched in June 2012 – gave, for the first time, an insight into realistic levels of language skills that pupils in Europe possess. In this policy context, we are very pleased to present the third edition of the joint Eurydice/Eurostat publication Key Data on Teaching Languages at School in Europe, which gives an exhaustive picture of the language teaching systems in place in 32 European countries. It examines various aspects of foreign language teaching, in particular its organisational features, participation levels and the initial and continuing education of foreign language teachers. In addition, the report covers the content and language integrated learning model (CLIL), in which non-language subjects are taught in foreign languages. Taken as a whole, the publication provides answers to a number of questions, which are in the centre of the European cooperation in education and training

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Key Data on Teaching Languages at School in Europe – 2012In order to provide further support to language learning across Europe, the Barcelona Council called for the establishment of an indicator on language competencies. This was followed, in 2009, by a proposal to set a benchmark in this field. The process of defining the benchmark has been facilitated by a major survey – the European Survey on Language Competences. The survey measured the proficiency of pupils in foreign languages at the final stage of lower secondary education and its results – launched in June 2012 – gave, for the first time, an insight into realistic levels of language skills that pupils in Europe possess. In this policy context, we are very pleased to present the third edition of the joint Eurydice/Eurostat publication Key Data on Teaching Languages at School in Europe, which gives an exhaustive picture of the language teaching systems in place in 32 European countries. It examines various aspects of foreign language teaching, in particular its organisational features, participation levels and the initial and continuing education of foreign language teachers. In addition, the report covers the content and language integrated learning model (CLIL), in which non-language subjects are taught in foreign languages. Taken as a whole, the publication provides answers to a number of questions, which are in the centre of the European cooperation in education and training

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CLIL IN (LANGUAGE) TEACHER TRAINING - CARMEL MARY COONANCLIL teaching is not the sum of the characteristics of subject teaching and foreign language teaching put together. It has intrinsic features that require the teacher to rethink normal procedures and to set in place new ones. The areas that need a rethink (collectively named the CLIL ‘C’ Complex) are: Context, Curriculum, Content, Culture, Cognition, Class, Communication,  Conflict and collaboration, Control.

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CLIL IN (LANGUAGE) TEACHER TRAINING - CARMEL MARY COONANCLIL teaching is not the sum of the characteristics of subject teaching and foreign language teaching put together. It has intrinsic features that require the teacher to rethink normal procedures and to set in place new ones. The areas that need a rethink (collectively named the CLIL ‘C’ Complex) are: Context, Curriculum, Content, Culture, Cognition, Class, Communication,  Conflict and collaboration, Control.

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HOTS and LOTSBlooms Taxonomy of Cognitive Domain was developed by Benjamin Bloom in the 1950’s. Blooms Taxonomy was developed to express  different kinds of thinking. It is useful within the classroom to use as a tool for planning, and is one of the most universally applied models. Blooms Taxonomy provides a way to organize thinking skills into six levels from the most basic to the more complex levels of thinking. During the 1990’s Lorin Anderson, (former student of Bloom), revised Blooms taxonomy, and as a result of this a number of changes were made (Overbaugh, R., n.d.). The revised version of Bloom’s Taxonomy of the cognitive domain consists of six different levels of learning objectives listed in sequential order of increasing difficulty. The cognitive domain of learning is concerned with the acquisition and application of knowledge and skills; each level of Bloom’s Taxonomy reflects increasing difficulty of the cognitive domain. The levels of Bloom’s Taxonomy, in order, are: remembering, understanding, applying, analyzing, evaluating, and creating. Levels at the top of the list are often considered lower ordered thinking (LOT), while those near the end of the list are considered higher order thinking (HOT). LOT and HOT relate to the lesser and greater amount of cognition involved in learning at the six levels of Bloom’s Taxonomy.

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HOTS and LOTSBlooms Taxonomy of Cognitive Domain was developed by Benjamin Bloom in the 1950’s. Blooms Taxonomy was developed to express  different kinds of thinking. It is useful within the classroom to use as a tool for planning, and is one of the most universally applied models. Blooms Taxonomy provides a way to organize thinking skills into six levels from the most basic to the more complex levels of thinking. During the 1990’s Lorin Anderson, (former student of Bloom), revised Blooms taxonomy, and as a result of this a number of changes were made (Overbaugh, R., n.d.). The revised version of Bloom’s Taxonomy of the cognitive domain consists of six different levels of learning objectives listed in sequential order of increasing difficulty. The cognitive domain of learning is concerned with the acquisition and application of knowledge and skills; each level of Bloom’s Taxonomy reflects increasing difficulty of the cognitive domain. The levels of Bloom’s Taxonomy, in order, are: remembering, understanding, applying, analyzing, evaluating, and creating. Levels at the top of the list are often considered lower ordered thinking (LOT), while those near the end of the list are considered higher order thinking (HOT). LOT and HOT relate to the lesser and greater amount of cognition involved in learning at the six levels of Bloom’s Taxonomy.

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Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP)In 1979 the Canadian educator, Jim Cummins, made a useful distinction between BICS, the skills of listening, speaking, reading and writing for so-called social or conversational purposes and CALP, linked to more academic, cognitively challenging tasks in subject lessons. The work of Biber (1986) and Corson (1995) provided evidence of the linguistic reality in the distinction between BICS and CALP. This original distinction, refined over time in response to some criticisms, has continued to provide useful insights for many CLIL teachers.

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Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP)In 1979 the Canadian educator, Jim Cummins, made a useful distinction between BICS, the skills of listening, speaking, reading and writing for so-called social or conversational purposes and CALP, linked to more academic, cognitively challenging tasks in subject lessons. The work of Biber (1986) and Corson (1995) provided evidence of the linguistic reality in the distinction between BICS and CALP. This original distinction, refined over time in response to some criticisms, has continued to provide useful insights for many CLIL teachers.

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Skills for CLILLearners working in a L2 need three kinds of language and learning skills: basic L2 skills, academic L2 skills and metacognitive skills for learning a subject in L2.Learners learning in a L2 obviously need to possess basic language skills. This means that they have to be able to listen, speak, read and write on a range of topics, making appropriate and accurate use of the language at the level of sounds/spellings, grammar, vocabulary, function and discourse. But learners of subjects in L2 have to do things with the language which conventional foreign language learners don't have to do. They need language for learning or what Jim Cummins calls cognitive academic language proficiency or CALP. This is a formal, decontextualised language variety used in school. He distinguishes it from Basic Interpersonal Communication Skills (BICS) which is an informal, contextualised, social variety of language. 

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Skills for CLILLearners working in a L2 need three kinds of language and learning skills: basic L2 skills, academic L2 skills and metacognitive skills for learning a subject in L2.Learners learning in a L2 obviously need to possess basic language skills. This means that they have to be able to listen, speak, read and write on a range of topics, making appropriate and accurate use of the language at the level of sounds/spellings, grammar, vocabulary, function and discourse. But learners of subjects in L2 have to do things with the language which conventional foreign language learners don't have to do. They need language for learning or what Jim Cummins calls cognitive academic language proficiency or CALP. This is a formal, decontextualised language variety used in school. He distinguishes it from Basic Interpersonal Communication Skills (BICS) which is an informal, contextualised, social variety of language. 

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CLIL: a lesson frameworkThe principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.From a language point of view the CLIL 'approach' contains nothing new to the EL teacher. CLIL aims to guide language processing and 'support language production in the same way as ELT by teaching strategies for reading and listening and structures and lexis for spoken or written language. What is different is that the language teacher is also the subject teacher, or that the subject teacher is also able to exploit opportunities for developing language skills. This is the essence of the CLIL teacher training issue.

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CLIL: a lesson frameworkThe principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.From a language point of view the CLIL 'approach' contains nothing new to the EL teacher. CLIL aims to guide language processing and 'support language production in the same way as ELT by teaching strategies for reading and listening and structures and lexis for spoken or written language. What is different is that the language teacher is also the subject teacher, or that the subject teacher is also able to exploit opportunities for developing language skills. This is the essence of the CLIL teacher training issue.

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Why is CLIL important?With the expansion of the European Union, diversity of language and the need for communication are seen as central issues.

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Why is CLIL important?With the expansion of the European Union, diversity of language and the need for communication are seen as central issues.

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What is CLIL?CLIL stands for 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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What is CLIL?CLIL stands for 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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Picture GalleryThis is meaningful to me and represents myself  as a teacher

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Picture GalleryThis is meaningful to me and represents myself  as a teacher

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Write about my CLIL experienceI do not teach English  in my Primary School. I have no CLIL experience but I’m very interested in it because I think it’s a great opportunity to improve language knowledge and collaboration among teachers.  

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Write about my CLIL experienceI do not teach English  in my Primary School. I have no CLIL experience but I’m very interested in it because I think it’s a great opportunity to improve language knowledge and collaboration among teachers.  

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My PresentationHi everybody! My name is Angela. I live in Taranto, a beautiful sea town in South Italy where I teach Math, Science, Geography,Tecnology.. at a Primary School.I hope this course will provide me and my colleagues new ideas, methods  and resources for teaching CLIL.In my school there is only one teacher who teaches with Clil and I would learn. I have experience in coding and  often use technology to motivate pupils.  I'm quite keen on technology, which I have long been trying to implement in my teaching practice.

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My PresentationHi everybody! My name is Angela. I live in Taranto, a beautiful sea town in South Italy where I teach Math, Science, Geography,Tecnology.. at a Primary School.I hope this course will provide me and my colleagues new ideas, methods  and resources for teaching CLIL.In my school there is only one teacher who teaches with Clil and I would learn. I have experience in coding and  often use technology to motivate pupils.  I'm quite keen on technology, which I have long been trying to implement in my teaching practice.

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I am married and have three children.