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Boats and boating--Equipment and supplies

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Module 1: The importance of language awareness

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Module 1: The importance of language awareness

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What is language awareness? The importance of being language-aware

You become aware of the importance of language awareness when a first year student aged 5 asks you how do you know that his name is written on a paper just because he doesn't recognize any letter yet...

I am a POrtuguese-English teacher, this year have have the bilingual English-Portuguese teaching programme with the first year in my school. I have english, moldavian, chinese and russian students in the classroom....

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1.3 Why language awareness is important for teachers?"Being language aware means you understand the possible challenges that language presents to learning."

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1.3 Why language awareness is important for teachers?"Being language aware means you understand the possible challenges that language presents to learning."

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1.4 How to get started with language awareness

The first step to becoming a language-aware teacher is to be conscious of the different languages that your students speak in the classroom.

Opening up the classroom practice to allow students to use their home language helps to develop a deeper understanding of language awareness.

If you allow these children to use their home language you transform their ability to access content material and you transform their ability to develop an identity of competence, and this means they are not condemned to use six months’ or a year of non-participation, because you allow them to contribute in a much fuller and much more cognitively demanding way.

I have language and procedure routines with my students: an organized notebook is important with very well identified sections, a language corner with the key words for the the lesson (I call them the magic words) which changes every class . All of them have an identity card so I can memorize their names and three cards that are put on the corner of their tables: "I need help"; "No problem" and "I have some doubts" so I can see when they are working, what they need.

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1.5 LA as a component of effective communication competence

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1.5 LA as a component of effective communication competence

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The more you understand your student´s abilities and competences, the better they will perform at school.

Key competences are developed in a lifelong learning perspective, from early childhood throughout adult life, and through formal, non-formal and informal learning.

Language competence

Language competence is the base for communicate in a multicultural society . It's the key to open all doors of acknowledgment and integration in a real world

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1.6. EDL & other EU initiativesLanguage competences are essential for learning and for active participation in society and the labour market.

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1.6. EDL & other EU initiativesLanguage competences are essential for learning and for active participation in society and the labour market.

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Module 2: Turning language diversity into an asset for your teaching“One language sets you in a corridor for life. Two languages open every door along the way.”Frank Smith

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Module 2: Turning language diversity into an asset for your teaching“One language sets you in a corridor for life. Two languages open every door along the way.”Frank Smith

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2.1 Linguistic diversity and bilingualism in the classroomLinguistic diversity and bilingualism

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2.1 Linguistic diversity and bilingualism in the classroomLinguistic diversity and bilingualism

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I am teaching 1st year students for the first time in bilingual programme. It has been a new rich experience since we have in the classroom different nationalities. The greatest challenge is not teaching them English, but understand and appropriate the students´linguistic (native tongue) and cultural capital. Each kid needs a different approach to the curriculum we need to teach. I hope this course helps me on that!

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2.2 The benefits of embracing linguistic diversityThe benefits of embracing linguistic diversity

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2.2 The benefits of embracing linguistic diversityThe benefits of embracing linguistic diversity

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Completely agree with Nell's point of view. teaching in a multilingual class is very challenging as I said before on the previous activity. We teach but we learn so much  about their culture,  and their skills. Amazing. When we "change" roles in the classroom, specially when language is the key word, and we give them the main role to communicate and be the interlocutor magic happens.

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2.3 Establishing a classroom environment that embraces linguistic diversity

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2.3 Establishing a classroom environment that embraces linguistic diversity

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Letting  students  communicate in their mother tongue can be one of the ways to provide a positive environment because they become more confident and it encourages them to be more active. When students use their own language that means they have the need to make themselves understood or even to learn vocabulary in English, using their own, first.

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I am used to participate  in eTwinning projects which promotes diversity, use of language and tolerance in the classroom. One of the activities I always do is to learn and teach a certain sentence or word/words in different languages so the students get used to a different language and motivated to learn more.

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Module 3: Content and language integrated learning

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Module 3: Content and language integrated learning

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“Learning another language is not only learning different words for the same things, but learning another way to think about things.”
Flora Lewis

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Experience with CLIL activities

This year I am having my first CLIL experience with 3 classes from the first year.
To help me understanding what CLIL is meant to be I am attending a course at the British Council , in Portugal. One of the most important things I am learning is that CLIL is not a language teaching class but a content class taught in English. Since is a 1st year and they are learning how to write in native language, I was afraid that this could be a problem for them, which has revealed as a non-problem, and this is being a great motivating experience!

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3.2 The benefits of including CLIL within school curricula

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3.2 The benefits of including CLIL within school curricula

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What do you see as potential difficulties and challenges of a CLIL approach?

I m working with first years with Clil, so at the moment I think everything is an advantage for students, teachers and family. Everything is new for them, most of content are taught in English only few words in Portuguese. What I think is a difficulty is the preparation of classes , since I must simplify everything and choose thoroughly the words, the language, turning every content into games, songs, activities which takes us a long time to do so. I teach 3 classes first year and 3 classes 5th year.....so.... a lot of different work. When we teach CLIL in older ages / stages the difficulty becomes the technical vocabulary related to contents that can not be our main subject.

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When I was preparing my first lesson about colours, names and introducing to counting, I planned these items because I knew our students already knew some colours and we had been practising greetings and asking names informally with them in the classroom and in the playground. Ionly have 2 weeks’ time with them and we must not forget that they are adapting to a new school, new teacher and… a new World! They are in the first year! But… regardless that…they are eager to learn.

So, I showed my learning objectives for the class and “played around” with key language: naming colours, asking names, asking for help to correct “possible” mistakes and here and then some Portuguese appeared, some English appeared, some gesture appeared, and communication went on! In the end, a song was sung and students repeated successfully what we had been practicing: colours, names and numbers till 10.

It was a simple lesson, with simple materials and simple ideas but during assessment we were aware of its effectiveness. Children participated and were motivated. This theme is being introduced as a Estudo do Meio content:

YEAR 1 ESTUDO DE MEIO

BLOCK 1 ALL ABOUT YOU

IDENTIFYING YOURSELF

name(s), first name(s), surname(s)

YOUR LIKES AND PREFERENCES

colours (counting till 10)

I must work better on routines, (even though we had our “Hello” time in the beginning and “Goodbye song” in the end, with colours) and on displaying learning objectives

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3.4 Technology tools for CLIL and other resources

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3.4 Technology tools for CLIL and other resources

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List of resources and tools for CLIL

STORY BOOKS

www.storyjumper.com

www.gutenberg.org

www.classicreader.com

www.online-literature.com

www.readbookonline.net/shortStory

www.web-books.com/Category.php?Category=Short+Stories

www.short-stories.co.uk

https://storybird.com/

DRAWINGS

https://www.autodraw.com/

SHORT STORIES

https://learnenglishkids.britishcouncil.org/en/short-stories

http://learnenglishkids.britishcouncil.org/en/

VOICE RECORDER

https://flipgrid.com/m243po

PRESENTATIONS

https://crello.com/home/

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Module 4: Multilingual classroom projects“The limits of my language mean the limits of my world”         Ludwig Wittgenstein

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Module 4: Multilingual classroom projects“The limits of my language mean the limits of my world”         Ludwig Wittgenstein

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This is the first time I will use this activity. It sounds very interesting, then I will post my results!

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I have the habit of working with eTwinning projects and no matter the theme is one of the most exciting activities children and teachers love is the multicultural dictionnaire. This here we have different languages in the classroom and two of the kids only speak russian (no English, no Portuguese), none of the teachers / adults speak russian, so we are creating a multi language list of words (verbs/nouns/adjectives) so we can all understand each other

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http://ec.europa.eu/education/initiatives/label/label_public/index.cfm?fuseaction=project_award&award_id=8430
I chose this project because I am starting to work on clil and this experience seems to be a great approach to it,  since they have created  a Web CT platform which turns communication among teachers much easier; this platform provides the sharing of the developed contents and of the used support material.