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WHY TECHNO-CLIL?

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My infographic Techno-Clil

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Week 4 part two - What is your idea of Extensive Reading

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WEEK 4 Extensive Reading and CLIL connections ELENA GIRALDI

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Week 3 part two Lesson plan Learning Designer Elena Giraldi

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My favourite webtool for Techno-CLIL 2017

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http://LearningApps.org/display?v=p7g85nqd517
http://LearningApps.org/display?v=pxyxm0ken17

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Trying Tagul!

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Extensive reading: why it is good for our students… and for us

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Extensive reading: why it is good for our students… and for us

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The more we read, the better we write

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1. Students read a lot and read often.

2. There is a wide variety of text types and topics to choose from.

3. The texts are not just interesting: they are engaging/ compelling.

4. Students choose what to read.

5. Reading purposes focus on: pleasure, information and general understanding.

6. Reading is its own reward.

7. There are no tests, no exercises, no questions and no dictionaries.

8. Materials are within the language competence of the students.

9. Reading is individual, and silent.

10. Speed is faster, not deliberate and slow.

11. The teacher explains the goals and procedures clearly, then monitors and guides the students.

12. The teacher is a role model…a reader, who participates along with the students.

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This suggests that traditional approaches to the teaching of vocabulary, in which the number of new words taught in each class was carefully controlled (words often being presented in related sets), is much less effective in promoting vocabulary growth than simply getting students to spend time on silent reading of interesting books.

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The aim of this reading is to help teach the language or a reading skill such as guessing the topic of an article from its title, or to give examples of say, the past tense which the students will then study intensively.
LEARN TO READ (EXTENSIVE READING)
The aim is to build reading fluency  and to deepen their knowledge of already met language items and to get a better sense of how these fit together communicatively. Enjoying the reading without consciously  knowing they are learning

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The aim of Extensive Reading is to help the student become better at the skill of reading rather than reading to study the language itself. When students are reading extensively they READ:
Read quickly and
Enjoyably with
Adequate comprehension so they Don’t need a dictionary

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CLIL involves a change of focus in the classroom. When teachers use the school lingua franca (SLF) for teaching, they can tell the students everything they want them to know, and the students can understand them. However, when they teach their subject using a new language, this isn’t possible. Because of this, they have to show students how to find out information for themselves, and how to work and talk together to discover new ideas, so that using the language becomes part of the process of learning. In other words, the teachers have to change their methodology, and find different ways to help students learn. By doing this, the teacher prepares young students for the modern world, where people work in project teams; use other languages to talk to various colleagues and to communicate with people in different countries. They are expected to solve problems, plan their own work and find out things for themselves using a range of sources, especially the Internet. CLIL, then, is designed to prepare young people for the future. It provides the first step to learning and understanding independently
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It is difficult to learn a language out of context. Traditionally, language teachers use course books which are topic-based, and which can be irrelevant to the learner’s life. In contrast, learning language in the context of a school subject can be motivating, as it has a clear purpose which is relevant to the student.
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Asking children to share their learning with their parents is motivating not just for the students themselves, but for the parents too.

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https://v.gd/70tUKX

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Converting information from one mode of representation (a text) into another (map, chart, graph, etc.), and from one mode of representation in L1 into one in L2 fosters both language and content learning and it also takes into account the individual needs of students’ different learning styles and their multiple intelligences. To successfully deal with multi-modal input, students need to have a wide variety of study skills at their disposal which makes the scaffolding of language and learning a key component of successful CLIL teaching.

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(Cuccurullo - Cinganotto)
A Critical Incident can help to reach a deep reflection that goes beyond the simple description of an event, trying to get the most of it in terms of personal and professional enrichment.

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......... bilingual students tend to adopt a more analytical approach to learning and are more capable of applying the knowledge acquired to new learning situations.

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■ Content matter is not only about acquiring knowledge and skills, it is about the learners creating their own knowledge and understanding and developing skills (personalised learning);
■ Content is related to learning and thinking (cognition). To enable the learners to create their own interpretation of content, it must be analysed for its linguistic demands; thinking processes (cognition) need to be analysed in terms of their linguistic demands;
■ Language needs to be learned through communication, reconstructing the content and its related cognitive processes. This language needs to be transparent and accessible; interaction in the learning context is fundamental to learning. This has implications when the learning context operates through the medium of a foreign language;
■ The relationship between culture and languages is complex. Intercultural awareness is fundamental to CLIL. Its rightful place is at the core of CLIL.

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Great suggestion!

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- Even if trainee teachers do not intend to specialise in this area, such training improves their language competence, encourages more comprehensive use of the target language in non-CLIL classes, and gives teachers ways of raising social, cultural and value issues in their foreign language teaching
- CLIL approaches encourage cooperation with colleagues from different disciplines.
( Item 33 in the Kelly Report )

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Hi! My name is Elena and I live in Vittorio Veneto, a very nice town in Veneto. I teach Italian, History, Art, Music and English in primary school.

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Hi! My name is Elena and I live in Vittorio Veneto, a very nice town in Veneto. I teach Italian, History, Art, Music and English in primary school.

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I'm very happy for this great learning tool!