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The tool is based on the six learning types from Diana Laurillard's Conversational Framework - a model of the conditions necessary for learning to take place. The six learning types are: Read/Write/Listen (or Acquisition), Inquiry, Practice, Production, Discussion and Collaboration. In principle, a good learning design will contain a mix of all of these types of learning.

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The tool is based on the six learning types from Diana Laurillard's Conversational Framework - a model of the conditions necessary for learning to take place. The six learning types are: Read/Write/Listen (or Acquisition), Inquiry, Practice, Production, Discussion and Collaboration. In principle, a good learning design will contain a mix of all of these types of learning.

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The project which influenced me the most making students to understand different languages by playing online or offline games which will increase their interest in learning more and more languages.

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Turkish : Mother tongue , everywere ,everyday
English : in the class, in etwinning projects, in online courses, chat on the net
German:in the German lessons when I was in the high school but nowadays I do not use.
Arabish:While I was reading Quran but I can read and understand but I  cannot speak it.

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The language passport is a simple but creative tool that enables pupils to present a clear overview of the languages in their repertoire.

The passport helps pupils to understand how they function as multilingual learners, which helps them to increase their 'language awareness', and also helps teachers to valorise all languages and language competences.

By using the language passport, teachers create a classroom that welcomes, embraces and valorises language diversity, which teaches pupils to respect their classmates from different cultures and backgrounds, therefore contributing to increasing the pupils' emotional wellbeing.

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“The limits of my language mean the limits of my world”
Ludwig Wittgenstein

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1.Ezberlemede zorlandıkları kelimeleri ünitelere göre belirlemek 2.Kelimelerin akılda kalıcılığını artırmak için günlük hayatla ilişkilendirme 3.Yaratıcı çağrışım sözlükleri gibi materyalleri hazırlama 4.Teknoloji ve web2 araçlarıı kullanarak kelime oyunları oynama ya da sunumlar hazırlama

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FCL Regio: Peer learning of programming while practicing a foreign language - Trentino, Italy

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MY SCENARIO

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FCL Regio: Peer learning of programming while practicing a foreign language - Trentino, Italy

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Make any video your lesson. Pick a video, add your magical touch and track your students' understanding.

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A CLIL approach does not only focus on language competences and subject delivery but can also enhance the development of transversal skills: collaboration, creativity, citizenship, critical thinking, and so on. These are essential skills for 21st-century learners and citizens.

CLIL lessons can and do adopt different strategies, as I know from observing teachers in action: project-based learning, task-based learning, pair and group activities, peer learning and peer evaluation, debate, and laboratory, simulation and immersive activities.

Through such interactive knowledge-construction processes CLIL is a natural candidate in promoting deep learning. The “Visible learning meta-study” by John Hattie indicates that deep learning can be achieved through several high-impact, evidence-based teaching strategies, such as direct instruction, spaced practice, mastery learning, concept mapping, and worked examples. Use of these kinds of teaching strategies has already been reported in research, but also shown and confirmed by the large number of CLIL teachers I have been in touch with in recent years.

# data[].attributes.attachment_link.readable_text
If you are a language teacher, you may already be familiar with the initials 'CLIL'. They stand for Content and Language Integrated Learning.

David Marsh, its creator, explains that this is a dual-focus approach which aims at developing language competences and content delivery at the same time. However, CLIL is often used as an umbrella term, referring to a wide range of teaching strategies which all place the learner as the real protagonist of the learning pathway.

According to the latest Eurydice report, CLIL provision is currently expanding in Europe. A previous European Commission report highlighted the benefits of CLIL for learners. Having researched CLIL for several years, I know that it can have an outstanding positive effect on teachers too. For instance, its introduction into the Italian curriculum has brought an enormous improvement in teaching practices and opened up a whole new world of material and resources for Italian teachers of non-language subjects.
CLIL strategies and deep learning
A CLIL approach does not only focus on language competences and subject delivery but can also enhance the development of transversal skills: collaboration, creativity, citizenship, critical thinking, and so on. These are essential skills for 21st-century learners and citizens.

CLIL lessons can and do adopt different strategies, as I know from observing teachers in action: project-based learning, task-based learning, pair and group activities, peer learning and peer evaluation, debate, and laboratory, simulation and immersive activities.

Through such interactive knowledge-construction processes CLIL is a natural candidate in promoting deep learning. The " Visible learning meta-study " by John Hattie indicates that deep learning can be achieved through several high-impact, evidence-based teaching strategies, such as direct instruction, spaced practice, mastery learning, concept mapping, and worked examples. Use of these kinds of teaching strategies has already been reported in research, but also shown and confirmed by the large number of CLIL teachers I have been in touch with in recent years.
Technology-enhanced CLIL
Do your students have a smartphone? Do they use Facebook, Instagram, WhatsApp or other social networks? I am sure they do, for 21st-century learners, often called "screenagers", are constantly exposed to a screen by which they can access information and communicate with others.

As in other areas of education, learning technologies are also gaining ground in CLIL: integrating Web tools, apps, multimedia, social media and networks, and other digital features can enhance the students' motivation but also contribute to better learning outcomes both for language and content. Videos in particular, can be a highly useful medium for CLIL, for example in a flipped CLIL environment. Students like making their own videos and sharing them through their social networks, which can be an added value to a lesson, creating practical, meaningful and engaging tasks. Teacher-made videos can also be very effective in helping reflect on their own teaching strategies and rectify any possible weaknesses identified in the lessons.

There are many online tools for CLIL lessons: repositories (e.g. Khan Academy, TED Talks, Tes); databases of CLIL lessons (e.g. CLILstore, TigTag CLIL); mind-map oriented Web tools (e.g. Instagrok, Snappy Words); tools for planning (e.g. Learning Designer); and tools for assessing (e.g. Rubistar).
Being a CLIL teacher
Teacher training is crucial both to language skills and methodology. The European Framework for CLIL teacher education outlines a set of principles and ideas for designing curricula for professional teacher development. Some countries have set standards for the CLIL teacher profile. In Italy, for instance, CLIL has been mandatory at upper secondary level since 2010 and CLIL teachers must have a C1 level of competence of the Common European Framework of Reference for Languages (CEFR) and must have attended a 20-credit university course on CLIL methodology.

In my view, fostering synergies and cooperation among language, subject and mother tongue teachers - and indeed any other expert involved in language activities - can be the best resources for CLIL. A "CLIL team" made up of professionals engaged in a CLIL curriculum can take advantage of their different backgrounds, experience and expertise.

CLIL teachers can also find company online. There are a number of communities and activities for CLIL teachers. For example, Techno-CLIL is a community of thousands of teachers, moderated by myself and Daniela Cuccurullo. The Techno-CLIL Facebook group now has over 6500 members and is always active thanks to the members who keep sharing their ideas, materials, good practices and events. This is how knowledge grows, thanks to the interweaving of formal, informal, non-formal and social learning experiences.

About the author: Letizia Cinganotto has a PhD in linguistics and is a researcher at INDIRE. She is a former teacher of English, trainer, and author of digital content. Her main research areas involve e-learning, blended learning, CLIL, TELL, CALL, EFL, MALL, and teacher training.

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When content and learning join up, great things can happen

# data[].attributes.attachment_link.description
If you are a language teacher, you may already be familiar with the initials 'CLIL'. They stand for Content and Language Integrated Learning. David Marsh, its creator, explains that this is a dual-focus approach which aims at developing language competences and content delivery at the same time.

# data[].attributes.body
It is a fact that learning technologies are gaining more importance in CLIL lessons. In this article, Letizia Cinganotto, PhD researcher and moderator of the course, mentions that the use of videos, web tools, apps, multimedia and other digital features can enhance the students' motivation but also contribute to better learning outcomes for both language and content.

Besides, online repositories can become a handy tool when planning a CLIL lesson.

# data[].attributes.body
Professor Coyle mentions a wide range of benefits of CLIL in the classroom. Most importantly she mentions that CLIL is a leveller - not only because it offers students the opportunity to look at the subject from a more intercultural perspective, but also because students gain new knowledge while using languages. This also allows students who might not be very good linguistically; or who face difficulties in a specific subject to access the knowledge in a different way, which makes it more motivating and meaningful for them.

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“CLIL allows students to learn a language without needing teachers to explicitly teach it,
which creates a more motivating and meaningful lesson"

# data[].attributes.attachment_link.description
1.Ezberlemede zorlandıkları kelimeleri ünitelere göre belirlemek 2.Kelimelerin akılda kalıcılığını artırmak için günlük hayatla ilişkilendirme 3.Yaratıcı çağrışım sözlükleri gibi materyalleri hazırlama 4.Teknoloji ve web2 araçlarıı kullanarak kelime oyunları oynama ya da sunumlar hazırlama

# data[].attributes.attachment_link.title
Six videos demonstrating CLIL used in classes from primary schools and vocational colleges

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

# data[].attributes.attachment_link.title
Multilingual Pedagogies in Practice with Nell Foster

# data[].attributes.attachment_link.title
Implementing multilingual activities in your classroom

# data[].attributes.attachment_link.title
Establishing a Classroom Environment that Embraces Linguistic Diversity

# data[].attributes.attachment_link.title
Benefits of Linguistic Diversity for your Classroom

# data[].attributes.attachment_link.title
Education Talks | Bilingualism in education

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“One language sets you in a corridor for life. Two languages open every door along the way.”
Frank Smith

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SEG Thematic Webinar  Get inspired by language diversity 6 0

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How to fill in the learning scenario template

# data[].attributes.attachment_link.title
The European Centre of Modern Languages: interview with Sarah Breslin

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Language competences are essential for learning and for active participation in society and the labour market.

# data[].attributes.attachment_link.title
Communication competence as a key competence for lifelong learning

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

# data[].attributes.body
The more you understand your student´s abilities and competences, the better they will perform at school.

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

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This site uses cookies to offer you a better browsing experience. Find out more on how we use cookies and how you can change settings.

# data[].attributes.attachment_link.title
Introduction to the course - Naír Carrera

# data[].attributes.attachment_link.title
Embracing Language Diversity in Your Classroom

# data[].attributes.body
If you are a language teacher, you may already be familiar with the initials ‘CLIL’. They stand for Content and Language Integrated Learning.

David Marsh, its creator, explains that this is a dual-focus approach which aims at developing language competences and content delivery at the same time. However, CLIL is often used as an umbrella term, referring to a wide range of teaching strategies which all place the learner as the real protagonist of the learning pathway.

According to the latest Eurydice report, CLIL provision is currently expanding in Europe. A previous European Commission report highlighted the benefits of CLIL for learners. Having researched CLIL for several years, I know that it can have an outstanding positive effect on teachers too. For instance, its introduction into the Italian curriculum has brought an enormous improvement in teaching practices and opened up a whole new world of material and resources for Italian teachers of non-language subjects.

CLIL strategies and deep learning

A CLIL approach does not only focus on language competences and subject delivery but can also enhance the development of transversal skills: collaboration, creativity, citizenship, critical thinking, and so on. These are essential skills for 21st-century learners and citizens.

CLIL lessons can and do adopt different strategies, as I know from observing teachers in action: project-based learning, task-based learning, pair and group activities, peer learning and peer evaluation, debate, and laboratory, simulation and immersive activities.

Through such interactive knowledge-construction processes CLIL is a natural candidate in promoting deep learning. The “Visible learning meta-study” by John Hattie indicates that deep learning can be achieved through several high-impact, evidence-based teaching strategies, such as direct instruction, spaced practice, mastery learning, concept mapping, and worked examples. Use of these kinds of teaching strategies has already been reported in research, but also shown and confirmed by the large number of CLIL teachers I have been in touch with in recent years.

Technology-enhanced CLIL

Do your students have a smartphone? Do they use Facebook, Instagram, WhatsApp or other social networks? I am sure they do, for 21st-century learners, often called “screenagers”, are constantly exposed to a screen by which they can access information and communicate with others.

As in other areas of education, learning technologies are also gaining ground in CLIL: integrating Web tools, apps, multimedia, social media and networks, and other digital features can enhance the students' motivation but also contribute to better learning outcomes both for language and content. Videos in particular, can be a highly useful medium for CLIL, for example in a flipped CLIL environment. Students like making their own videos and sharing them through their social networks, which can be an added value to a lesson, creating practical, meaningful and engaging tasks. Teacher-made videos can also be very effective in helping reflect on their own teaching strategies and rectify any possible weaknesses identified in the lessons.

There are many online tools for CLIL lessons: repositories (e.g. Khan Academy, TED Talks, Tes); databases of CLIL lessons (e.g. CLILstore, TigTag CLIL); mind-map oriented Web tools (e.g. Instagrok, Snappy Words); tools for planning (e.g. Learning Designer); and tools for assessing (e.g. Rubistar).

Being a CLIL teacher

Teacher training is crucial both to language skills and methodology. The European Framework for CLIL teacher education outlines a set of principles and ideas for designing curricula for professional teacher development. Some countries have set standards for the CLIL teacher profile. In Italy, for instance, CLIL has been mandatory at upper secondary level since 2010 and CLIL teachers must have a C1 level of competence of the Common European Framework of Reference for Languages (CEFR) and must have attended a 20-credit university course on CLIL methodology.

In my view, fostering synergies and cooperation among language, subject and mother tongue teachers - and indeed any other expert involved in language activities - can be the best resources for CLIL. A “CLIL team” made up of professionals engaged in a CLIL curriculum can take advantage of their different backgrounds, experience and expertise.

CLIL teachers can also find company online. There are a number of communities and activities for CLIL teachers. For example, Techno-CLIL is a community of thousands of teachers, moderated by myself and Daniela Cuccurullo. The Techno-CLIL Facebook group now has over 6500 members and is always active thanks to the members who keep sharing their ideas, materials, good practices and events. This is how knowledge grows, thanks to the interweaving of formal, informal, non-formal and social learning experiences.

About the author: Letizia Cinganotto has a PhD in linguistics and is a researcher at INDIRE. She is a former teacher of English, trainer, and author of digital content. Her main research areas involve e-learning, blended learning, CLIL, TELL, CALL, EFL, MALL, and teacher training.

Topics:

Language learning

Pedagogy

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