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In ELT, forms of CLIL have previously been known as ' Content-based instruction', 'English across the curriculum' and 'Bilingual education'.

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

Even with English as the main language, other languages are unlikely to disappear. Some countries have strong views regarding the use of other languages within their borders.

With increased contact between countries, there will be an increase in the need for communicative skills in a second or third language.

Knowledge of the language becomes the means of learning content

Language is integrated into the broad curriculum

Introduce the wider cultural context

Prepare for internationalisation

Access International Certification and enhance the school profile

Improve overall and specific language competence

Prepare for future studies and / or working life

Noticing of the language by the learners

Focus on lexis rather than grammar

Opposition to language teaching by subject teachers may come from language teachers themselves. Subject teachers may be unwilling to take on the responsibility.

Most current CLIL programmes are experimental. There are few sound research-based empirical studies, while CLIL-type bilingual programmes are mainly seen to be marketable products in the private sector.

In the UK the incentive comes from the Content and Language Integration Project (CLIP) hosted by CILT, (the National Centre for Languages) which is the UK government's centre of expertise on languages. CILT monitors a number of projects covering the 7-16 age range and involving innovations in language teaching such as the integration of French into the primary curriculum. Other research is based at the University of Nottingham, while teacher training and development courses in CLIL are available through NILE (the Norwich Institute for Language Education).

CLIL is based on language acquisition, but in monolingual situations, a good deal of conscious learning is involved, demanding skills from the subject teacher.
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The lack of CLIL teacher-training programmes suggests that the majority of teachers working on bilingual programmes may be ill-equipped to do the job adequately.

There is little evidence to suggest that understanding of content is not reduced by lack of language competence. Current opinion seems to be that language ability can only be increased by content-based learning after a certain stage.

Some aspects of CLIL are unnatural; such as the appreciation of the literature and culture of the learner's own country through a second language.

Focus on language related to the subject. Level and grading are unimportant

Pre-, while- and post-reading tasks are as appropriate in the subject context as in the language context.

Develop multilingual interests and attitudes

Diversify methods & forms of classroom teaching and learning

Increase learner motivation.

Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate

CLIL is based on language acquisition rather than enforced learning

Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning

CLIL is long-term learning. Students become academically proficient in English after 5-7 years in a good bilingual programme

Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes

Reading is the essential skill.

Languages will play a key role in curricula across Europe. Attention needs to be given to the training of teachers and the development of frameworks and methods which will improve the quality of language education

The European Commission has been looking into the state of bilingualism and language education since the 1990s, and has a clear vision of a multilingual Europe in which people can function in two or three languages.

How does CLIL work?
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.

CLIL helps to:

CLIL in the classroom
CLIL assumes that subject teachers are able to exploit opportunities for language learning. The best and most common opportunities arise through reading texts. CLIL draws on the lexical approach, encouraging learners to notice language while reading. Here is a paragraph from a text on fashion:

The miniskirt is a skirt whose hemline is high above the knees (generally 200-300 mm above knee-level). Its existence is generally credited to the fashion designer Mary Quant, who was inspired by the Mini Cooper automobile, although André Courrèges is also often cited as its inventor, and there is disagreement as to who invented it first.

The language to be looked at in a passage like this falls into three categories - subject specific, academic and other lexis including fixed expressions and collocations:

The treatment of this lexis has the following features:

The future of CLIL
There is no doubt that learning a language and learning through a language are concurrent processes, but implementing CLIL requires a rethink of the traditional concepts of the language classroom and the language teacher. The immediate obstacles seem to be:

Until CLIL training for teachers and materials issues are resolved, the immediate future remains with parallel rather than integrated content and language learning. However, the need for language teaching reform in the face of Europeanisation may make CLIL a common feature of many European education systems in the future.

Where is CLIL happening?
CLIL has precedents in immersion programmes (North America) and education through a minority or a national language (Spain, Wales, France), and many variations on education through a 'foreign' language. Euro-funded projects show that CLIL or similar systems are being applied in some countries, but are not part of teacher-training programmes. There has been an increase in the number of schools offering 'alternative' bilingual curricula, and some research into training and methodology. Several major European organisations specialising in CLIL projects have emerged, including UNICOM, EuroCLIC and TIE-CLIL (see web references for details).

Further reading
Translanguage in Europe www.tieclil.org
Centre for Information on Language, Teaching and Research www.cilt.org.uk
Forum for Across the Curriculum Teaching www.factworld.info

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Content and Language Integrated Learning

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In ELT, forms of CLIL have previously been known as ' Content-based instruction', 'English across the curriculum' and 'Bilingual education'. 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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Underlying principles
The 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.

While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice.

Classroom principles
Some of the basic principles of CLIL are that in the CLIL classroom:

Language is used to learn as well as to communicate

It is the subject matter which determines the language needed to learn.

Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum

Communication - Using language to learn whilst learning to use language

Listening is a normal input activity, vital for language learning

Reading, using meaningful material, is the major source of input

Integrate language and skills, and receptive and productive skills

Lessons are often based on reading or listening texts / passages

The language focus in a lesson does not consider structural grading

Listen and label a diagram/picture/map/graph/chart

Listen and fill in a table

Question loops - questions and answers, terms and definitions, halves of sentences

Information gap activities with a question sheet to support

Trivia search - 'things you know' and 'things you want to know'
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Class surveys using questionnaires

20 Questions - provide language support frame for questions

Students present information from a visual using a language support handout.

Listen and make notes on specific information (dates, figures, times)

Listen and reorder information

Listen and identify location/speakers/places

Listen and label the stages of a process/instructions/sequences of a text

Listen and fill in the gaps in a text

Language is functional and dictated by the context of the subject

Language is approached lexically rather than grammatically

Learner styles are taken into account in task types.

Speaking focuses on fluency. Accuracy is seen as subordinate

Writing is a series of lexical activities through which grammar is recycled.

Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language

Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:

In a CLIL lesson, all four language skills should be combined. The skills are seen thus:

For teachers from an ELT background, CLIL lessons exhibit the following characteristics:

In many ways, then, a CLIL lesson is similar to an ELT integrated skills lesson, except that it includes exploration of language, is delivered by a teacher versed in CLIL methodology and is based on material directly related to a content-based subject. Both content and language are explored in a CLIL lesson. A CLIL 'approach' is not far removed from humanistic, communicative and lexical approaches in ELT, and aims to guide language
processing and supports language production in the same way that an ELT course would by teaching techniques for exploiting reading or listening texts and structures for supporting spoken or written language.

Lesson framework
A CLIL lesson looks at content and language in equal measure, and often follows a four-stage framework.

Processing the text
The best texts are those accompanied by illustrations so that learners can visualise what they are reading. When working in a foreign language, learners need structural markers in texts to help them find their way
through the content. These markers may be linguistic (headings, sub-headings) and/or diagrammatic. Once a 'core knowledge' has been identified, the organisation of the text can be analysed.

Identification and organisation of knowledge
Texts are often represented diagrammatically. These structures are known as 'ideational frameworks' or 'diagrams of thinking', and are used to help learners categorise the ideas and information in a text. Diagram types include tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these. The structure of the text is used to facilitate learning and the creation of activities which focus on both language development and core content knowledge.

Language identification
Learners are expected to be able to reproduce the core of the text in their own words. Since learners will need to use both simple and more complex language, there is no grading of language involved, but it is a good idea for the teacher to highlight useful language in the text and to categorise it according to function. Learners may need the language of comparison and contrast, location or describing a process, but may also need certain discourse markers, adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set phrases may also be given attention as well as subject-specific and academic vocabulary.

Tasks for students
There is little difference in task-type between a CLIL lesson and a skills-based ELT lesson. A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. A menu of listening activities might be:

Tasks designed for production need to be subject-orientated, so that both content and language are recycled. Since content is to be focused on, more language support than usual in an ELT lesson may be required.
Typical speaking activities include:

Conclusion
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.

Further reading
Forum for Across the Curriculum Teaching - www.factworld.info/
Comenius Project TL2L - www.tl2l.nl/
European Centre for Modern Languages - www.ecml.at/
Norwich Institute for Language Education - www.nile-elt.com
Science Across the Curriculum - www.scienceacross.org
EuroCLIC - www.euroclic.org
The National Centre for Languages (CILT) - www.cilt.org.uk
Content and Language Integrated Project (CLIP) - www.cilt.org.uk/clip/

Steve Darn, Izmir University of Economics, Turkey

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Underlying principles The 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).

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In the first of a new series of study skills for CLIL, Jean Brewster takes the very topical subject of thinking skills and looks at how CLIL teaching embraces many of the thinking skills principles and how this benefits the learner.

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CLIL AROUND THE WORLD

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Web 2.0 are websites and applications that make use of user-generated content for end-users. Web 2.0 is characterized by greater user interactivity and collaboration, more pervasive network connectivity and enhanced communication channels.

One of the most significant differences between Web 2.0 and the traditional World Wide Web (, retroactively referred to as Web 1.0) is greater collaboration among Internet users, content providers and enterprises. Originally, data was posted on Web sites, and users simply viewed or downloaded the content. Increasingly, users have more input into the nature and scope of Web content and in some cases exert real-time control over it.

The social nature of Web 2.0 is another major difference between it and the original, static Web. Increasingly, websites enable community-based input, interaction, content-sharing and collaboration. Types of social media sites and applications include microblogging, social networking, Social bookmarking, social curation, and .
Elements of Web 2.0

Wikis: Websites that enable users to contribute, collaborate and edit site content. is one of the oldest and best-known wiki-based sites.

The increasing prevalence of Software as a Service (), and cloud computing rather than locally-installed programs and services.

Mobile computing, also known as nomadicity, the trend toward users connecting from wherever they may be. That trend is enabled by the proliferation of smartphones, tablets and other mobile devices in conjunction with readily accessible Wi-Fi networks.

Mash-ups: Web pages or applications that integrate complementary elements from two or more sources.

Social networking: The practice of expanding the number of one's business and/or social contacts by making connections through individuals. Social networking sites include , , and .

Collaborative efforts based on the ability to reach large numbers of participants and their collective resources, such as crowdsourcing, crowdfunding and crowdsource testing.

User-generated content (): Writing, images, audio and video content -- among other possibilities -- made freely available online by the individuals who create it.

Unified communications (): The integration of multiple forms of call and multimedia/cross-media message-management functions controlled by an individual user for both business and social purposes.

Social curation: The collaborative sharing of content organized around one or more particular themes or topics. Social content curation sites include , and .

The History of Web 2.0
The foundational components of Web 2.0 are the advances enabled by and other applications such as RSS and and the user empowerment that they support.

Darcy DiNucci, an information architecture consultant, coined the term "Web 2.0 In her 1999 article, "Fragmented Future":
"The Web we know now, which loads into a browser window in essentially static screenfuls, is only an embryo of the Web to come. The first glimmerings of Web 2.0 are beginning to appear, and we are just starting to see how that embryo might develop. The Web will be understood not as screenfuls of text and graphics but as a transport mechanism, the ether through which interactivity happens."
Tim O'Reilly is generally credited with popularizing the term, following a conference dealing with next-generation Web concepts and issues held by O'Reilly Media and MediaLive International in 2004. O'Reilly Media has subsequently been energetic about trying to copyright "Web 2.0" and holds an annual conference of the same name.

Web 2.0 controversy
Critics of Web 2.0 maintain that it makes it too easy for the average person to affect online content, which can impact the credibility, ethics and even legality of web content. The extent of data sharing and gathering also raises concerns about privacy and security. Defenders of Web 2.0 point out that these problems have existed ever since the infancy of the medium and that the alternative -- widespread censorship based on ill-defined elitism -- would be far worse. The final judgment concerning any web content, say the defenders, should be made by end users alone. Web 2.0 reflects evolution in that direction.

Web 2.0 technologies
Most of the technologies used in delivering web 2.0 are rich Web technologies, such as Adobe Flash, Microsoft Silverlight and JavaScript (in addition to Ajax, RSS and Eclipse). Web 2.0 applications are often based on the decentralized download methodology that made BitTorrent so successful, in which each downloader of content is also a server, sharing the workload and making heavily demanded content more accessible that it would be in the centralized model where demand can lead to overwhelmed servers and pages.

Manufacturing 2.0
The integration of Web 2.0 communication and collaboration applications into traditional manufacturing practices and processes has been dubbed Manufacturing 2.0. Manufacturing 2.0 takes typical Web 2.0 apps and services and incorporates them into every stage of development and production. The use of these technologies and tools facilitates greater collaboration and sharing and referencing of information in a business, ideally leading to better thought out design and more efficient production.

Enterprise 2.0
Similarly, the inclusion of Web 2.0 technologies into an enterprise's business processes, Intranet and is sometimes referred to as Enterprise 2.0. Most enterprise 2.0 followers use a combination of blogs, social networking and social collaborative tools as well as free, paid and homegrown technologies. The term Enterprise 2.0 was coined by Harvard Business School Associate Professor Andrew McAfee in an MIT Sloan Management Review he named "Enterprise 2.0: The Dawn of Emergent Collaboration."

Web 2.0 suicide
So synonymous with Web 2.0 is social networking that the deletion of one's social networking presences throughout the Internet is referred to as Web 2.0 suicide. There are web applications designed to facilitate the process, such as the free service Web 2.0 suicide machine. The application attempts to purge user info on some of the most common social networking presence points: Facebook, MySpace, LinkedIn and Twitter before adding the user to the Social Network Suiciders group on Facebook and signing them out.

The future of Web 2:0: Web 3.0
Some industry pundits are already claiming that Web 2.0 is merely a transitional phase between the early days of the World Wide Web's existence and a more established phase they're calling Web 3.0.

The creator of the World Wide Web, Tim Berners-Lee, suggests that the Web as a whole can be designed more intelligently to be more intuitive about how to serve a user's needs. Berners-Lee observes that although search engines index much of the Web's content, they have little ability to select the pages that a user really wants or needs. He suggests developers and authors, singly or in collaboration, can use self-descriptions or similar techniques so that new context-aware programs can better classify the information that might be relevant to a user.

Ubiquitous Computing
The model of Web 3.0's machine-classified, data sharing world creates a basis for ubiquitous computing. Ubiquitous computing, also known as pervasive computing, is a scenario in which embedded processing in everyday objects enables intercommunication and unobtrusive data sharing throughout the user's environment. The concept overlaps with that of the Internet of Things ( IoT), in which almost any entity or object imaginable can be outfitted with a unique identifier (UID) and the ability to exchange data automatically. A modest example of this concept is a fridge that sends a grocery lists to one's smartphone.
See Sir Tim's Ted Talk on the future of the Web:

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Web 2.0 are websites and applications that make use of user-generated content for end-users. Web 2.0 is characterized by greater user interactivity and collaboration, more pervasive network connectivity and enhanced communication channels. One of the most significant differences between Web 2.0 and the traditional World Wide Web (, retroactively referred to as Web 1.0) is greater collaboration among Internet users, content providers and enterprises.

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CLIL GLOSSARY

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The Language Tryptich

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In this blog post, we are going to explain THE LANGUAGE TRYPTICH. It is a key concept in the CLIL approach and its use is necessary in one of the 4Cs, Communication. As you know in a CLIL context, language learning is a tool for communication and there are varieties of the language which are recognisable. The language needed in CLIL does not always correspond to the grammatical progression we would find in an ordinary language learning context. It is, for us, an amazing advantage because you can learn in a natural way as in your mother tongue. This triptych gives us the opportunity to make connections between content and language objectives. In this way, we can integrate cognitively demanding content with language learning and using, making meaningful the relationship between using the language for knowledge construction.

First of all, you can see here a triangle with three different concepts:

1. Language OF learning

2. Language FOR learning

3. Language THROUGH learning

Now, we are going to explain the meaning of each concept.

LANGUAGE OF LEARNING

It is the language needed for learners to access the basic concepts and skills of the topic. Thanks to this, students use the appropriate language in meaningful contexts. Obviously, teachers need to be aware of the linguistic demands of the subject to work in the vehicular language. Language of learning is subject-specific.

Examples of this could be:

Key vocabulary phrases

Language of describing/defining/ explaining

Modal verbs for prediction

Future/conditional tenses

Cause-effect language

2. LANGUAGE FOR LEARNING
It is the language to get by in a foreign language context. If we give our learners strategies to help them, they will able to use the foreign language effectively. Here we have the magic word SCAFFOLDING because it is the kind of language they need in order to complete the tasks they are given. Students need to be supported in developing skills such as those needed for pairwork, cooperative group work, asking questions, debating, enquiring, thinking, etc. Language for learning is subject-compatible.

Examples of this could be:

Presenting evidence

Writing a simple research report

Language for project work

Language for arguments/disagreements

3. LANGUAGE THROUGH LEARNING
It is linked to the student getting actively engaged in using the language and thinking. Effective learning cannot take place without active involvement of language and thinking. New settings will require new language and for this reason this language cannot be predicted in advance. This emergent language needs to be captured by the teacher, but it is difficult to predict beforehand what will emerge.

Examples of this could be:

Dictionary skills

Recycling discussion skills

Extending presentation skills

Using feedback

Questioning/ Answering

Language of learning and language for learning are predictable and should be planned for. However, language through learning is unpredictable and should be responded to.

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In this blog post, we are going to explain THE LANGUAGE TRYPTICH. It is a key concept in the CLIL approach and its use is necessary in one of the 4Cs, Communication. As you know in a CLIL context, language learning is a tool for communication and there are varieties of the language which are recognisable.

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'Translanguaging' - the use of different languages together - can be a powerful tool for learning ... but it can also go against the grain for language teachers who are used to supporting learners to master the intricacies of a single language. In this post, we ask what the research tells us about 'translanguaging' and how it can be used to support EAL learners in the classroom.

Picture the scene: two students are sitting together, working intently on a handout. They have different first languages but some shared knowledge of the words and phrases of each other's languages, so they are moving in and out of English to get their message across. Another two students are sitting together nearby. Both of them are Spanish speakers, but are very strong in English and often use it as their main language. At other times, as now, they blend Spanish and English together.

Are either of these examples of translanguaging?

In both cases, yes. The young people are using resources from different languages together, with very little regard for what we might call the 'boundaries' of named languages such as 'Spanish' or 'English'. They are using elements of each language together to communicate more effectively. This is translanguaging: it's about using the all your language resources to communicate.

Translanguaging is the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages, in order to maximize communicative potential.

Ofelia García (2009: 140)

Translanguaging is about communication, not about language itself. There are times when we need to be language teachers, focusing on accuracy in English so that our learners can pass exams and be taken as proficient speakers in wider society. Much of the time, though, we are working with students to explore concepts, add to their knowledge, make connections between ideas and to help them make their voices heard by others. This is often about communicating, and this is where using all our language resources can be very valuable.
A (very) brief history of translanguaging ...
Translanguaging is nothing new - it can be a very natural way for multilingual people to communicate - but as a focus of research it emerged in the 1980s in Bangor, north Wales. Cen Williams and colleagues were investigating strategies for learners to use two languages (Welsh and English) in a single lesson. They came up with the term 'trawsieithu' to describe reading or hearing input in one language (e.g. English) and writing or speaking about it in another (e.g. Welsh, or vice versa). The term was translated into English (and popularised) as 'translanguaging' by their colleague Colin Baker (see Lewis, Jones and Baker 2012).

Since then the term has expanded to cover the use of multiple languages in many contexts. It is one of a series of related terms (such as polylanguaging and flexible multilingualism) and the subtle differences between them suggest the wide range of academic work investigating how multiple languages are used - especially for learning. We can use 'translanguaging' as our general term.
The beginnings of a translanguaging pedagogy
Translanguaging pedagogy challenges what Jim Cummins (2008) called the 'two solitudes' approach to bilingualism, in which languages were kept strictly separate. It sees languages as a property of the community: the language resources that are relevant to the classroom are those shared by the students and the teacher. This separates the languages of the classroom community and the language of the test or the curriculum. We can use our classroom repertoire to learn, share and communicate, coming to focus on the language of the curriculum (highly formal and accurate English, for example) as necessary. It means making a distinction between forms of learning that require display (such as essays, often written in 'best English') and forms of learning that do not (such as worksheets). We can move between them within a lesson: perhaps using all our repertoire to discuss and to draft, moving into more formal/correct English to report to the group, back into translanguaging to revise the work-in-progress and into a very formal register for the final written product.

Perhaps unsurprisingly, given the strongly monolingual slant of recent education policy, much work into translanguaging pedagogy has been done outside mainstream classrooms. Creese and Blackledge (2010), for example, have looked at Gujarati and Chinese complementary schools. Li Wei and Zhu Hua (2013) studied learners at university, but connected translanguaging to migration and identity development in ways that are very relevant to school-based language policies. Hornberger and Link (2012) look at children the US, with an explicit focus on the restrictive language policies of that country, and offer ideas that are very applicable to the UK. A good starting point is García and Li Wei (2014) - a recent and very readable (only 165 pages) discussion that has a strong focus on translanguaging and education, with one author based in the US and one based in the UK.

The first issue of the EAL Journal (published in September and free to all NALDIC members) features Li Wei writing about translanguaging and the EAL classroom. Click here for information on how to join.
Recent developments
García's recent work has focused on translanguaging pedagogy as a political act, a critical response to the monolingual bias of current education policy. Earlier this year the South London EAL Group (part of NALDIC's national network of regional interest groups) discussed García's work on translanguaging stance - a teacher's political commitment to encouraging bilingualism in her classroom. The video below features Constant Leung discussing this approach and explaining how it connects to the UK context:
Constant Leung discussing Ofelia García's work on translanguaging, at NALDIC's South London EAL group. But what about exams?
Very often, we meet the colleagues who are keen to encourage multilingualism in their classroom (even experiment with a translanguaging pedagogy), but who are worried about how it will affect their students' exam performance.

A translanguaging approach is entirely consistent with high expectations in exams - if we recognise the difference between language and communication.

testing the proficiency of children in a language must be kept separate from testing their proficiency in language.

(Otheguy, García and Reid 2015: 299)

Translanguaging pedagogy is about you and your students. It draws on the languages you have available to your group - so even if you don't speak all (or any) of the other languages your students do, you can welcome them and encourage the learners to use them in the classroom. You can then make a distinction between your classroom approach to languages and the language resources the students will need to use in exams. If you have used a translanguaging pedagogy in your classroom (even if that wasn't the term you used for it) we would love to hear from you.
References
Creese, Angela and Adrian Blackledge (2010). Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? Modern Language Journal 94 (1), 103-115.

Cummins, Jim (2008). Teaching for Transfer: Challenging the two solitudes assumption in bilingual education. In: Jim Cummins and Nancy H. Hornberger (eds). Encyclopedia of Language and Education Vol. 5: Bilingual Education (2nd edition edition). Boston: Springer Science + Business Media.

García, Ofelia (2009). Education, multilingualism and translanguaging in the 21st century. In: Ajit Mohanty, Minati Panda, Robert Phillipson and Tove Skutnabb-Kangas (eds). Multilingual Education for Social Justice: Globalising the local. New Delhi: Orient Blackswan, pp.128-145.

García, Ofelia, S. Johnson and K. Seltzer (forthcoming). Translanguaging Stance. In: Ofelia García (ed.). The Translanguaging Classroom. Philadelphia, PA: Carson.

Lewis, Gwyn, Bryn Jones and Colin Baker (2012). Translanguaging: origins and development from school to street and beyond. Educational Research and Evaluation 18 (7), 641-654.

Li Wei and Zhu Hua (2013). Translanguaging Identities and Ideologies: Creating Transnational Space Through Flexible Multilingual Practices Amongst Chinese University Students in the UK. Applied Linguistics 34 (5), 516-535.

Otheguy, Ricardo, Ofelia García and Wallis Reid (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review 6 (3), 281-307.

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Interested in translanguaging and what it means for EAL? We look at the research and share the essential info.

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ONLINE CLIL RESOURCES !!!

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Other stuff (Delicious+CLIL, Slideshare+CLIL, serching tools for kids, etc.)

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No registration required.

No limit on number of searches. Look up as many words as you need anytime.

No software installation needed. All you need is an internet connection and a browser (Firefox, Safari, Internet Explorer and others).

It's free and fun!

How do I use it?

Type words in the search box and click Go or simply hit Enter. Once the words branch off the main query, you can double click a node to find other related words. To explore the features:

1. Place the mouse cursor over a word to view the meaning.

2. Double click a node from the branch to view other related words.

3. Scroll the mouse wheel over words to zoom in or out. This helps you see more
associations or view words and meanings more clearly.

4. Click and drag a word or branch to move it around and explore other branches.

What dictionary does Snappy Words use?

The Snappy Words interface queries the WordNet lexical database developed by Princeton University and made available for students and language researchers. This dictionary groups synonyms into synsets through lexical relations between terms. These meanings and semantic relationships are revealed graphically by the interactive web technology made available by Snappy Words.

Useful Sites

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Free Visual Dictionary & Thesaurus | Online Dictionary | Associated Words | Synonyms Dictionary at SnappyWords.com

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Snappy Words is a free visual English dictionary and thesaurus that lets you search the meaning of words and other associated words. It's fun to use and great way for students, teachers, bloggers and writers of all types to get ideas when creating content.

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Word clouds are a great way to visualize sentiment, creatively display live poll responses, and turn an otherwise monotonous presentation into an interactive work of art.

The internet has no shortage of word cloud generators, and choosing the right one can be overwhelming. We've narrowed them down to the top 10 best word cloud generators that allow you endless customization and creation possibilities. Read on to discover which word cloud generators give you the most bang for the least amount of effort.

A quick note on pricing: some entries on this list ask you to pay for special features, like high-quality image downloads of your word cloud, moderation features, or personalization.
To help figure out which is the best word cloud generator for your next project, here's a summary of what each one offers.

WordArt.com

WordArt.com (formerly Tagul) creates stunning images, and is easily one of the best word cloud generators out there. You can upload an image and use it to set the shape of your word cloud. In the example above, I choose a coffee cup image I found online, entered my words, and hit Visualize. That's it. The generator automatically selected colors based on my original image. If I wanted to, I could tweak it a bit with a different font, or change the orientation of my words. But this first draft already looks impressive. Two thumbs up to WordArt.com for aesthetics and ease of use.

WordClouds.com

WordClouds.com has a little text balloon that pops up asking if you need help creating your first word cloud. It's a considerate touch, part of what makes this generator one of the most user-friendly on the list. The interface feels modern and is easy to navigate while still offering a lot of customization options. That's a difficult balance to achieve. However, I did run into a minor hiccup after uploading my coffee cup image as a custom shape. Unlike WordArt.com, WordClouds.com does not automatically duplicate words that you submit to fill out an image. I had to do that manually. It wasn't difficult, but as you can see the results are a little less... refined. Rather than visualizing recurring words by size alone, you end up with quite a few repeats. If you're using your word cloud to show predominant sentiments, that's going to become a problem for this generator.

Wordle

Wordle strikes a nice balance of simplicity and customization. It doesn't have all the frills of other generators I tried (no custom shapes, for example), but what it does have is very straightforward to use. My favorite feature - one I wish all word cloud generators had - is a 'randomize' button that scrambles the entire cloud with a single click. Tap it a few times, and you quickly get a sense of what you can create with this tool. Wordle's main drawback is Java. Since Wordle requires Java to function, it can be tough to get it to run on certain web browsers. You're probably safe if you have a recent version of Chrome.

Jason Davies' word cloud generator

Jason Davies' word cloud generator is an odd one. It feels more like an interactive science fair project than a data visualization tool. While every other entry on this list is chiefly concerned with making your words look pretty, Davies' lets you dig into the math that controls the placement of words. Would you rather have an 'Archimedean' or 'Rectangular' spiral to your cloud? If you already know the answer to that question, then you're sure to enjoy Davies' detailed breakdown of how his generator works (complete with further reading for the word cloud aficionado). This is the nerdiest of all the word cloud generators I experimented with. Definitely the one to share with your math major friends.

Abcya.com

ABCya's word cloud generator is more toy than tool. It feels like a simplified version of WordCloud.com, sacrificing all but the most basic customization options for a kid-friendly interface that's easy to use. You can whip up a basic word cloud in moments using a handful of preset color schemes, shapes, and fonts. If WordCloud.com is a blank canvas, then ABCya is a coloring book. The only hiccup I found occurred when saving an image of my word cloud. The bottom of the image was cut off, but fiddling with the options fixed the issue. This is probably the generator to choose if you're planning to make word clouds in an elementary school classroom.

TagCrowd

TagCrowd has some unique features - and limitations - compared to the other word cloud generators on this list. For example, you can paste in the URL of any website and create a word cloud from the text on that page. You can also opt to add a number alongside each word in the cloud, to explicitly show how often it appears on the webpage (or in whatever text you used). These features and others make TagCrowd feel more like an analysis tool than an artwork creator. On that note, visualizations are basically nonexistent here. What you see is what you get. Use TagCrowd when strict, clear measurement is more important than aesthetics.

WordItOut

WordItOut helps you generate word clouds unlike any other on this list. First, it has emoji support, which greatly expands your creative possibilities. Second, you can input phrases using the ~ symbol. This generator automatically changes "Pizza~Hut" to "Pizza Hut" in the finished cloud. Third, you can tweak the colors of individual words, frequency, rank, and more. Other generators listed here support one or two of these options, but (so far) WordItOut is the only one with all three. The flexibility makes this one fun to play with.

Tagxedo

Tagxedo is a great generator riding around on square wheels. It requires Microsoft Silverlight to function, and once that's installed the interface is a bit awkward to navigate. But if you surmount those hurdles, what remains is a feature-rich generator that can accommodate whatever custom shapes, colors, and fonts you want. And it has a History section - my new favorite feature. Need to rollback to a previous version of your word cloud? Find a snapshot of it in the History section and give it a click. It's perfect if you like to create by trial and error.

Poll Everywhere

The magic of Poll Everywhere's word cloud generator lies not only in its aesthetics, but in its customization, control, and presentation engagement capabilities. Instead of creating an image on a website, what if you were able to collaborate instantly with your audience and, together, create a living word cloud that grows as your audience responds? Educators and meeting facilitators use it every day to engage their class or audience in real-time. After your presentation ends, it serves as an easy way to share a highlight from your presentation with your participants. Learn how word clouds from Poll Everywhere can help you create and collaborate with your audience, instantly.

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Word clouds are a great way to visualize sentiment, creatively display live poll responses, and turn an otherwise monotonous presentation into an interactive work of art. The internet has no shortage of word cloud generators, and choosing the right one can be overwhelming.

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WORDART

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VISUWORDS

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Planning Clil lessons

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Really Useful Passage!***

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CLIL Lessons Examples ( different subjects)***

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CLIL Lessons Examples ( different subjects)***

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STRATEGIES***

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Pluriliteracies

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My Learning Designer : How can we recycle?

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BADGE 3

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What should teachers assess?

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Assess or Evaluate?

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So, in your CLIL lessons you:

keep an eye on the language output of students

make sure students are engaged with the tasks you prepared for them

motivate students to speak English all the time.

So far so good right? Indeed! But you are not done yet. Because once students are done with their work, you will have to look at what they have done and check if it meets your standards. In other words: assessment in CLIL.

The most common questions

During many workshops I hosted the questions I received about assessment in CLIL were quite different. In this blog post I want to cover the most common questions encountered during these workshops. So let's start!

Assess or evaluate?

The first topic that leads to confusion is the difference between assessment or evaluation. (Or even feedback, for that matter, but I won't discuss that here). So, what is the difference between the two?

An evaluation is the (subjective) means to look back at a certain event or happening, of which the value is concidered to be something worthy of checking.

An assessment is the (objective) way of measuring a predefined set of knowledge, amongst other things.

In other words: in this post I will primarily be looking at: What role does CLIL play in the tests I create for my students?

Assess language or content?

This is probably the question generating the most 'buzz'. I have had quite a few interesting disucssions on this topic, as teachers tend to think differently on this topic.

Which is fine.

As long as everyone does the same.

It would be unfair if one teacher corrects language mistakes in a history test and reflects these mistakes in a grade, when another history teacher does not.

However, generally speaking, most teachers I spoke with feel they should provide feedback on language in class and clarify the mistakes on tests, but not reflect this in a grade.

Alternatively, you could do a project every once in a while, where part of the grade is determined by a presentation or another language output activity. This will allow for an assessment on language.

Formative or summative?

Just to clarify: formative assessment is a more diagnostic way of assessment. This might include providing feedback to students if they are on the right track.

Summative assessment is focused more on the achievement of students at a specific point in time. Quite often resulting in a grade. As such, tests are always summative.

So, if tests are summative, what about language?

As mentioned: language might not be part of the assessment in tests. However, language can (and maybe: should) play a role in formative assessment throughout the topic/paragraph/chapter you are discussing.
But that takes so much time...
Teachers find time to be a challenge in most countries. Formative assessment tends to be limited to the occasional checking of homework or asking students to explain certain problems. That is fine, but using tools like Kahoot, Socrative or Quizizz, formative assessment can actually be a fun and interesting way of checking what you still have to focus on during the last lessons for a test.

Conclusion

In a CLIL lesson, assessment happens a lot. This can be either formative assessment on both content and language, as well as summative assessment on content (or language, if you choose to). There is not really a right or wrong here, but I would challenge you to discuss this with your colleagues and see what they think about it and together come up with a way to make assessment important in your CLIL lessons.

Do you have other questions? Post them in the comments below and I'll do my best to answer them!
Sources:
Want to know more about assessment in CLIL? Read all about it in " Putting CLIL into practice " by Phil Ball, Keith Kelly and John Clegg.

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The (most) common quesions about assessment in CLIL

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So, in your CLIL lessons you: keep an eye on the language output of students make sure students are engaged with the tasks you prepared for them motivate students to speak English all the time. So far so good right? Indeed! But you are not done yet.

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Rubrics are generally something that makes the life of an educator easier. Rather than adding an arbitrary grade to an assignment, with rubrics educators are able to determine exactly where a student's work excelled beyond expectations and exactly where it lacked quality. Although they are highly valuable tools, creating rubrics can be a difficult and time consuming process. That is, it used to be a difficult and time consuming process until you found out about these 5 best free Rubric making tools for teachers.

How To Use The 5 Best Free Rubric Making Tools For Teachers
Editor's note: We have originally written and published this article in January 2014. Thanks to your useful suggestions and our own following of the latest developments in the fast paced field of technology, we have updated this piece in November 2015 in the hope that you will keep finding it useful. Thank you for sharing!

1. Annenberg Learner

2. EssayTagger Common Core Rubric Creation Tool

About EssayTagger Common Core Rubric Creation Tool:
The Essay Tagger Common Core Rubric creation tool is a service that allows teachers to simply and easily create rubrics based on Statewide Common Core Standards.

How To Use EssayTagger Common Core Rubric Creation Tool:
Click the link above to visit the EssayTagger Common Core Rubric creation tool. Once there, click the "Begin" button at the bottom of the page. First, select the grade level of your rubric and click "Continue". On the next page, determine the elements from the Common Core Standards that you would like students to be graded on and click "Continue". On the next page, customize the Common Core elements you specified and click "Continue". Now input the title of the rubric as well as your personal information and click "Create Rubric". Now you are able to print, download or share your new Rubric!

Create the best Course for your School with the Right Vendor

Find, choose and compare the top eLearning Content Development Companies for K12!

3. Teachnology General Rubric Generator

Free Educational Technology

Now that you have the 5 best free Rubric making tools for teachers, there's no reason not to utilize them in order to make grading every assignment easier!

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The 5 Best Free Rubric Making Tools For Teachers - eLearning Industry

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Rubrics are generally something that makes the life of an educator easier. Rather than adding an arbitrary grade to an assignment, with rubrics educators are able to determine exactly where a student's work excelled beyond expectations and exactly where it lacked quality. Although they are highly valuable tools, creating rubrics can be a difficult and time consuming process.

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Debating: why or why not!

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Introduction

By the end of November, my class of twenty-five 6th grade boys had finished their textbook and taken their final exams for the 2008 school year. Every student had passed and would be going on to 7th grade. But there were still three more weeks of school to go! What was I going to do in the final three weeks? The purpose of this article is to share with colleagues how I used debates with my students during those three weeks.

Why did I decide to use debates?

There were two reasons I decided to use debates. First, I had used various forms of debate in the past as a classroom speaking activity. One of my favourites is the "Balloon Debate". In this activity, a group of four to eight students is formed. Each student chooses to be a famous person who is in a balloon that is rapidly losing altitude. The group can only be saved if one person sacrifices themself by jumping overboard. To decide who must jump, each student must give reasons why they should stay in the balloon. The teacher and/or the class (by voting) then decides who has made the least persuasive argument. That person must jump. This process continues until there is only one person left in the balloon, who lands safely, winning the debate.

My second, and most important, reason for using debates with my class of sixth graders was because of a movie I saw, "The Great Debaters" (2007). It was directed by Denzel Washington. In it Denzel also plays the role of Melvin Tollson, coach of the undefeated Wiley College Debate Team of 1935. The movie is based on a true story.

Let me describe the simple yet powerful scene that made me think to myself, "Even my sixth-graders can understand that". Denzel is explaining his philosophy about debating. The room is full of nervous students who are trying out for the debate team:

Denzel: "Debate is combat. Your weapons are words. In a debate there is a "resolution". One team, called the "affirmative team", argues for the resolution. The other team, called the "negative team", argues against the resolution."

When I heard that, I knew that was "all" my students needed to get started debating.

What is beneficial about debating?

At the 2006 JALT Hokkaido Language Conference, two researchers, Mandy Manning and Tomoko Nakamura, gave a presentation entitled, "Teaching Debate in the EFL Classroom". Manning and Nakamura have developed a debate course for high school EFL students in Japan. They make the following claims:

1. Debating ability is a valuable skill.

2. Debate utilizes useful English.

3. It is a unique way to teach grammar.

4. It develops critical thinking skills.

5. It introduces global issues.

6. It develops research skills.

Dr. Alfred Snider, Director of the World Debate Institute at the University of

Vermont, in his book, "The Code of the Debater: Introduction to the Way of Reason"

(Snider, 1999, p.5), also lists six answers to the question, Why debate?

1. Debating is fun.

2. Debating is a sport of the mind and voice.

3. Debating is controlled by you.

4. Debating creates the skills you need for success in life.

5. Debate can give you the power to change things.

6. Debating is not just for "geeks" or "nerds".

Are there any disadvantages?

Yes! There can be arguments, shouting, insults, even physical attacks if a debate is not conducted in a respectful manner. It is therefore essential to ensure that debaters are taught to "disagree agreeably". Dr. Snider lists an excellent, "Code of the Debater" (Snider, 1999, p.13) in his book.

Three of his rules of conduct that I taught my class were:

1. I will respect the rights of others to freedom of speech, even though we disagree.

2. I will respect my partners, opponents, judges and coaches.

3. I will be a generous winner and a gracious loser.

4. How dod I teach debating to sixth-graders?

First, the class was informed that for the final three weeks we would be debating. My 25 students were divided into 6 teams of 4 students each. One of my best students was selected to be my "Assistant Coach".

Next, the meanings of the terms resolution, affirmative team, and negative team were explained. Turn-taking was explained. One member of the affirmative team speaks first, then one from the negative team. This continues until everyone has spoken.

After that, the speaking roles of the four team members were explained. The first speaker on each team is the Captain. This person introduces their teammates and outlines the main arguments their team will make. The second and third speaker for each team, in turn, presents their argument for or against the resolution. The final speaker for each team summarises the arguments their team has made.

The "winner" is the team that has scored highest in three categories: teamwork (strategy), content (argument) and delivery (how well the speech was made). The students are judged on a scale of 1 - 10 in each category with 30 points being a perfect score. The judge's decision is final. The judge explains why they scored the debate as they did and offers constructive criticism to both teams. Respectful discussion, including questions and opinions, are allowed by both teams. The idea is that this kind of immediate, two-way, post-debate feedback will help students to improve their performance as debaters.

As a fun, motivational tool, I also had my class copy and memorize the following, "Debater's Creed" from the movie, "The Great Debaters":

Denzel: "Who is the judge?"

Debaters: "God is the judge."

Denzel: "Why is God the judge?"

Debaters: "Because God decides who's right or wrong, not my opponent."

Denzel: " Who's your opponent?"

Debaters: "My opponent doesn't exist."

Denzel: "Why does your opponent not exist?"

Debaters: "Because our opponent is a voice dissenting from the truth I speak."

Denzel: "Speak the truth."

Debaters: "Speak the truth."

Final debate preparation

In our next class the students reviewed what they had learned in their last class. Each captain introduced his teammates and then together each team said the Debater's Creed. This was done in teams. My Assistant Coach and I circulated to observe.

After that, the teams were given the same debate resolution: Resolved - "Spiderman is better than Superman". Working together, each team now had to decide on what their arguments were going to be and in what order they would be speaking. My Assistant Coach and I circulated, helping with vocabulary and grammar. At the end of the class the debate pairings were decided upon for the next class.

The debates

The debates were lively and fun. All students participated. My Assistant Coach was the timekeeper. All speeches lasted one minute. I was both the Debate Chairman and judge. Each team debated on a resolution twice, once as the affirmative team and once as the negative team. After that we changed the resolution. While two teams were debating, the other four teams were the audience. The students debated the following resolutions:

Spiderman is better than Superman.

School uniforms are not necessary.

School should last year-round with no summer holiday.

Students should not have to take tests.

Conclusion

Debating was easily taught and quickly learned by my 6th graders. They used grammar and vocabulary they had learned during the year. This recycling helped them consolidate their previous learning. Students worked collaboratively and got practice in public speaking and using critical thinking skills to develop arguments. Debating proved to be a fun and enjoyable way to productively finish the year for my students. Finally, I recommend debating for teachers at all levels since it is a highly adaptable activity.

References

Manning, M. & Nakamura, T. (2006). Teaching Debate in the EFL Classroom. http://www.jalthokkaido.net/conference/JALT_Hokkaido_2006.pdf and

http://www.myplick.com/view/5n0YpaQ4v06/Debate-for-EFL-classrooms Accessed December 19, 2008.

Snider, A. (1999). The Code of the Debater: Introduction to the Way of Reason. USA. Sponsored by the Open Society Institute, the World Debate Institute and the University of Vermont.

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Debating In The EFL Classroom " IH Journal

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By the end of November, my class of twenty-five 6th grade boys had finished their textbook and taken their final exams for the 2008 school year. Every student had passed and would be going on to 7th grade. But there were still three more weeks of school to go!

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10 steps for debating

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3. Before you hand the debate assignments out, explain that some5. Begin the debate with the pro side speaking first. Allow them 5-7
Debate has become a "hot" subject to teach and teach English by. ( download PPT)

It can be very helpful and provides students with many great language learning opportunities and lots of practice. But it must be set up for success. See the presentation below for some pointers and some rationale as to why debate is great in the EFL Classroom.

I usually set up debate for success by creating the proper classroom atmosphere. One of orderly discussion and freedom to participate. This is paramount.

You should teach the art of debate informally first, through a series of simple activities. The easiest is Advantages / Disadvantages. I call this -- Angel / Devil. (see link below).

One student or group of students are the Angel and list the Pros of a topic. The other student or group, the Cons. Make sure they order their arguments! They can battle back and forth given so many topics. Write some on the board or use the handout below. Also see many debate materials in our Resource area.

The next step is a formal debate. Take a look at the attached handout which outlines the structure of a formal debate and how it should be held.

1. Introduce debates by producing the rubric that you will be using to grade them.

2. Before the debate, give students the topic(s) to be covered. (see below)

students might be debating positions opposite to their beliefs. This is
an important skill for them to learn.
4. Students should completely fill out the debate organizer regarding the debate topic.(see reverse)

minutes of uninterrupted time to explain their position. All members
should participate.
6. Repeat for the con side.

7. Give both sides about five minutes to confer and prepare for their rebuttal.

8. Begin the rebuttals with the con side and give them three minutes to speak. All members should participate equally.

9. Repeat this step for the pro side.

10. Closing arguments for both sides, starting with the pro side.

Allow the audience to ask questions of the debating teams.

You can really get more out of students by filming them! They really put on their best show and this can be very motivating.

Further, make sure you always go through the rubric and let them know what you are looking for in their debating. Also, it can be great to show them some video of others stating their viewpoints or debating. www.truetube.co.uk
has some fantastic material for this. Short videos on contentious subjects. It can be quite fast but I recommend you checking it out.....Here's an example under "Beauty or Intelligence.?"
HANNAH ON BEAUTY VERSUS INTELLIGENCE

Resources: Hold a Debate in the Classroom | Debate Organizer | Advantages / Disadvantages (Angel vs Devil) | First Word War (helps automate speech)

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#75 Teaching Debate in the EFL Classroom ( High int.)

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3. Before you hand the debate assignments out, explain that some5. Begin the debate with the pro side speaking first. Allow them 5-7 Debate has become a "hot" subject to teach and teach English by. ( download PPT) It can be very helpful and provides students with many great language learning opportunities and lots of practice.

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An facilitates the act of debating by helping to manage the structure of argumentation. This distinguishes it from general purpose communication tools such as wikis and forums. Some online debate tools provide graphical representations of arguments, but this is not a requirement.

There exists an academic literature on argument mapping and other tools (computer aided or not) for assisting debate. The most recent survey seems to be " Computer-supported argumentation: A review of the state of the art " written in June 2009, which lists 50 tools (starting on page 94).

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An online debate tool facilitates the act of debating by helping to manage the structure of argumentation. This distinguishes it from general purpose communication tools such as wikis and forums. Some online debate tools provide graphical representations of arguments, but this is not a requirement.

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My Debate ( using CREATE DEBATE

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My 4th badge???

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Looking for extra CLIL material to build on the topics in New Inspiration? Looking for web-based CLIL worksheets which encourage students to research information online? The following bespoke CLIL worksheets are linked to every two units of the New Inspiration Student's Books and provide additional practice to the CLIL lessons in the Workbook.

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Looking for extra CLIL material to build on the topics in New Inspiration? Looking for web-based CLIL worksheets which encourage students to research information online? The following bespoke CLIL worksheets are linked to every two units of the New Inspiration Student's Books and provide additional practice to the CLIL lessons in the Workbook.

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Onestopenglish...very useful to get material in general!***

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A fantastic tool

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LearningApps - interactive and multimedia learning blocks

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LearningApps - interactive and multimedia learning blocks

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Discover thousands of offerings - from free courses to full degrees - delivered by world-class partners like Harvard, Google, Amazon and more.

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Tes provides a range of primary and secondary school teaching resources including lesson plans, worksheets and student activities for all curriculum subjects.

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A fantastic tool!***

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Reduce, Reuse and Recycle, to enjoy a better life | Educational Video for Kids.

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Edpuzzle video lesson. Make any video your lesson. Take a video and crop it, add your voice or embed questions at any point.

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Badge 5