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ensive reading helps to build learners' vocabulary, introducing them to words and language chunks that may not be included inshort texts, and giving them a sense of common word partnerships.
Extensive reading has an additional advantage in that learners have chosen thetext themselves, which generally increases their motivation and confidence, andcreates a more positive attitude towards reading and language learning.

Extensive reading has been shown to result in significant improvements in alllanguage skills, as well as in learners' attitudes towards reading.

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Graded readers: allow students to meet lots of comprehensible language1) allow students to 'step-up' theirreading ability gradually level by level; 2) provide motivating interesting reading materials; 3)They  are a bridge to the eventual reading of native-level reading materials2 ; Kinds of Extensive Reading Most Extensive Reading courses have students choose their own book at or about their own fluent reading level.We might call this individualized reading, or self-selected reading and this is sometimes called Sustained Silent Reading or Drop Everything and Read.Students select their books from the library and either read it in a silent readingtime in class, or take it home to read. Some courses have students read the same book either together in class or as homework, often chapter by chapte rover several lessons.It's therefore essential that students choose something in their 'comfort zone'-one in which they can read smoothly, quickly, enjoyably and with very high levels of comprehension.
e students should: read some of the book itself, not only look at the title, cover and illustrations choose something interesting to read. If the book becomes boring or too difficult, they should put it down and read somethingelse find something they can read at about 150-200 words per minute choose something they can read without a dictionary be able to understand almosteverything in the book 4 Planning and setting up an Extensive Reading program Implementing an Extensive Reading program takes time and commitment.

To be successful, an Extensive Reading program should ideally: involve everyone - students, teachers, and maybe even parents be part of the teaching timetable and be seen as an essential part of the curriculum involve students in its set up and management have funding for new reading materials have avariety of interesting materials at appropriate levels have systems for cataloging, labeling, checking out, recording and returning reading materialshave clear language learning objectives have ways to assess the reading

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the value of  intensive reading procedure, with its focus on the teaching ofdiscrete reading skills has been questioned by some, who claim that teaching students reading strategies does not necessarily make them better readers.

The principal objective of undertaking an extensive reading approach is to get students reading in English and liking it.

In an extensive reading programme, the students are reading principally for the content of the texts.

Extensive reading out of classTeachers can do a lot to help students pursue extensive reading outside of the classroom.

The objective of an extensive reading programme is to encourage reading fluency, so students should not be stopping frequently because they do notunderstand a passage.

Setting up an extensive reading programme should not only lead your studentsto improve their reading proficiency and other language skills, but will hopefullyenable them to take pleasure in reading for its own sake.Whn students read extensively, they read very easy, enjoyable books to build their reading speed and readingfluency.

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hool DevelopmentImplementing CLIL also means taking time in terms ofschool development.

Moving into CLIL means adding extra, language-rich tasks into your subjectlessons - and that takes time, too.

One useful aid to help you to think about school cooperation is the Collaborationin CLIL rubric from CLIL Activities.

If we take more time, maybe our CLIL students' creativity will increase, you willbe prouder of what they make or perform, and your lessons will be richer.

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earners working in a L2 need three kinds of language and learning skills: basicL2 skills, academic L2 skills and metacognitive skills for learning a subject inL2.2.1 Basic language skills.

Functions are less social and more orientated to cognition: learners have toengage in a range of basic thinking skills such as defining, classifying, hypothesising, comparing, expressing cause and effect, time sequence and soon, and need to know how to do this in L2. Vocabulary is subject-specific - that is, learners have to learn a set of low-frequency, high-precision words which belong to subjects.any learners in European CLIL programmes have good levels of English; somemay be selected by language ability or have had booster courses; and theirteachers need to rely less on CLIL pedagogy.

Learners in L2-medium programmes learn language by virtue of theprogramme: CLIL programmes are considered to be content-based languageprogrammes as well as subject programmes.

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book is aclear description of a framework for describing and implementing CLIL practice.

The framework offers three dimensions of CLIL: language, concepts, procedures.

The point about CLIL is that the foreign language is crucial to all planning and practice and it is the concepts and the procedures that dictate what this language will be.

The CLIL teacher will know what concepts they are teaching and whatprocedures to use in their class but it is the foreign language dimension thatmost obviously sets CLIL practice apart from any mother tongue context.

What does a teacher need to think about when learners arereading/listening/writing/speaking about their subject in a foreign language? You'll find suggestions and much more in 'Putting CLIL into Practice'.

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Planning and Monitoring CLILPresenting 3 Tools for Teachers 

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Planning and Monitoring CLILPresenting 3 Tools for Teachers 

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In my  own context, which model for CLIL do I use? Who is involved in the teaching and the learning? Who is involved in the planning? What are the desired learning outcomes?

How can we as teachers account for the quality of the learning experience?
Whatever kind of model, it isfundamental to CLIL that the content of the topic, project, theme, syllabusleads the way.
The 4Cs framework for: Content Communication Cognition Culture seeks toassure quality in terms of guidance ~ ~ ~ ~ progression in knowledge, skillsinteraction, language using to learn engagement: thinking & understanding selfand other awareness/citizenship However it is content which determines thelearning route.
If the content requires use of the past tense and learners have not studied this, then CLIL lessons will enable learners to access the language needed in the defined context in different ways.
Stage 1: Stage 2: Stage 3: Analyse content for the language of learning Add to content language for learning Apply to content language through learning 3.1ANALYSE The content focus for a period of teaching- eg a lesson or a shortseries of lessons, needs to be defined.

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o overcome the language barrier, CLIL teachers need to plan their lessons toinclude language support as well as content teaching.

Lessons make language demands of learners, in any language: to learnsuccessfully you have to use a set of academic language skills.

In fact what happens in CLIL lessons is that, as we mentioned above, teachersdo teach and learners learn.

Teachers gradually become skilled at anticipating language barriers and theprocess of planning lessons to overcome them becomes routine, rather thanlaboured.

CLIL has its own specific pattern of teaching and CLIL teachers have to learn it.

Lesson planning in CLIL. Lesson planning in CLIL programmes requires teachersto anticipate language problems and help learners solve them as they proceedthrough the lesson.

It is useful for subject teachers to collaborate with them, especially when theystart out teaching in L2, and to get early help with planning lessons.

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TECHNOCLILEVO17

CLIL - Content and Language Integrated Learning - is a "Dual focus" methodology, fostering the development of language competences and thedelivery of subject content at the same time.

It referes to the learning of a curricular subject in a foreign language, with greatadvantages in terms of students' learning outcomes and cognitive processes.

CLIL is spreading more and more, as an integrated part of school curricula inmany countries.

In order to implement this innovative approach, the role of teacher training isessential.
It is important to share good practices from the different countries and learnfrom other colleagues through synchronous and asynchronous web meetings.

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CLIL - Content and Language Integrated Learning - is a "Dual focus" methodology, fostering the development of language competences and thedelivery of subject content at the same time.
It referes to the learning of a curricular subject in a foreign language, with greatadvantages in terms of students' learning outcomes and cognitive processes.CLIL is spreading more and more, as an integrated part of school curricula inmany countries.
In order to implement this innovative approach, the role of teacher training isessential.
This EVO session is aimed at spreading CLIL methodology, combining teachingstrategies and technical tools and eliciting reflections and discussions amongteachers from all over the world.
It is important to share good practices from the different countries and learnfrom other colleagues through synchronous and asynchronous web meetings.
Webinars with national and international CLIL experts will be a highlight of thissession.

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CLIL and CALL for a teacher's expertise: an international training experience

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CLIL and CALL for a teacher's expertise: an international training experience

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he paper deals with the link between Content and Language IntegratedLearning and Computer Assisted Language Learning, that is the use of ICT toenhance language teaching-learning and the teaching of subject content in aforeign language.
Starting from this background, the paper describes an online training initiativepromoted by the authors within an international community of peers, made upof teachers, trainers and educators from all over the world, named "Techno-CLIL for EVO 2016".
The initiative was aimed at supporting and guiding participants to discover andexperiment digital tools for CLIL lessons, offering the opportunity to shareideas, materials, good practices in an international perspective.

CLIL e CALL nell'expertise del docente: un'esperienza di formazioneinternazionale

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The role of videos in the teaching and learning of content in a foreign language

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The role of videos in the teaching and learning of content in a foreign language

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The increasing role CLIL methodology is playing in theItalian schools, having been introduced by a Reform Law in the upper secondaryschool curricula.After a brief framework on the different definitions and approaches, the role of videos in a CLIL environment will be dealt with, both for learners and for teachers.n particular some examples of possible use of videos in a CLIL lesson will bementioned, also considering the latest technological and pedagogical trendsconsidering the learner as an active user of the web and a content generator.
As for the teachers' perspective, video clips can play an important role in ateacher training pathway, both for initial teacher training and for in-servicetraining.
The LOCIT model, inspired by the CIT model, will be explored as a possible wayto reflect and share ideas and opinions about a CLIL lesson among thecommunity of teachers, practitioners, trainers, educators.

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INTEGRATING MOBILE DEVICES INTO LANGUAGE LEARNING TO MEET THE 21ST CENTURY EDUCATIONAL CHALLENGES

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INTEGRATING MOBILE DEVICES INTO LANGUAGE LEARNING TO MEET THE 21ST CENTURY EDUCATIONAL CHALLENGES

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The European Commission recommends CLIL as one of the most innovativestrategies for the modernization of our education and training system.
This paper makes reference to a report recently published by the EuropeanCommission, that focuses on the link between CLIL, CALL and MALL. A brief  literature review cites research in the field of digital and mobile learning and considers some different theoretical models and acronyms with the aim of outlining the potential of technologies in improving students' learning outcomes and the challenges that technologically-based teaching pose for teacher.s an example of good practice, a European project called Creative ClassroomLabs, on behalf of European Schoolnet, is noted and described.
The project, carried out in an Italian school, piloting the project, makes asignificant contribution to the use of tablets in schools and discusses howtablets can support new learning approaches and scenarios, such as contentcreation, collaborative learning, personalized learning and flipped classrooms, integrating content, language, digital and socio-collaborative dimensions.

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Improving the effectiveness of language learning: CLIL and computer assisted language learning

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Improving the effectiveness of language learning: CLIL and computer assisted language learning

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Some lessons have already emerged from the use of CLIL in the Austrian VETsystem:
There should be a clear division between who teaches and assesses the target language and who uses the language in teaching of other content but team working between these teachers is essential; If the target language is used for assessment, tests should be kept simple.

The CLIL setting is distinct because it encourages children to engage in foreign language interaction in situations where learner language skills are not under constant evaluation in the same way as in language lessons

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Web 2.0 is the current state of online technology as it compares to the early days of the Web, characterized by greater user interactivity and collaboration, more pervasive network connectivity and enhanced communication channels.

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English teachers can collaborate  by orientating the English language syllabus – in respect of the CLIL programme – partly to the language demands of the subject curriculum

EAL (English as an Additional Language) is largely a form of language support for subject learning, and EAL teachers are specialists in providing learners with the means of meeting the language demands of the subject curriculum.

This orientation of language teachers to the subject curriculum is at the heart of the way English language support for minority language users in the UK curriculum,

The second way in which language teachers can influence good practice in CLIL projects is by helping their subject colleagues.

They can, for instance, advise subject teachers on their own language use, on the language demands of their subjects

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Language is used for a purpose
REAL COMMUNICATION!  Task-based approach  PROJECTS
Professional challenge for teachers
Creates links between different curricular areas Facilitates coordination between different teachers

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Introduce learners to new concepts through another language
Improve learner’s production of L2
Improve learner’s performance in L2 and subjects
Increase learner’s confidence in L2
Develop critical thinking skills Bentley (2010)

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Content and Language Integrated Learning (CLIL)
L’Enseignement de Matières par l’Intégration d’une Langue Étrangère (EMILE)

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Some definitions

An approach . . . that may concern languages; intercultural knowledge, understanding and skills; preparation for internationalisation and improvement of education itself. (Marsh, 2002)
A meaning-focused learning method . . . The aim is learning subject matter together with learning a language. (Van de Craen, 2006)
An ‘umbrella’ term used to talk about bilingual education situations (Gajo, 2007) Bentley (2010) The TKT Course: CLIL Module

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I'm Maria Rosaria Tafuro ,  I 'm a French teacher in a Lower Secondary School in  Calimera (Le) in the south of Italy.I started teaching about 11 years ago; I started as a special education teacher at a middle school.After two years I taught English at a high school for four years; finally I moved to a middle school near my village where I have been teaching  French language;  In the last 3 years  I have been  engaged in  eTwinning projects together with other nations. In the projects  my  students have demonstrated   great  interest and enthusiasm .They were awarded with  the quality Label. I am attracted by the technology and the use of instructional technology.