# data[].attributes.attachment_link.title
Some videos for starting CLIL lessons on philosophy - Sito di Filosofia

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
The (most) common quesions about assessment in CLIL

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.description
RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

# data[].attributes.attachment_link.readable_text
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!

# data[].attributes.attachment_link.title
The 5 Best Free Rubric Making Tools For Teachers - eLearning Industry

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
Normativa
Instrucciones de la Dirección General de Ordenación, Innovación y Calidad por la que se dictan instrucciones para el desarrollo de la modalidad de Aprendizaje Integrado de Contenido y Lengua Extranjera (AICLE) en centros educativos públicos que imparten Enseñanza de Régimen General en la Comunidad Autónoma de Canarias para el curso 2019-2020 y se publica el listado de los centros educativos públicos autorizados.
Resolución de la Dirección General de Ordenación, Innovación y Promoción Educativa, por la que se autorizan nuevas adscripciones para participar en la modalidad de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en centros públicos que imparten enseñanza de régimen general en la Comunidad Autónoma de Canarias para el curso 2017-2018 y se incluye al IES Alcalde Bernabé Rodríguez en el listado de centros autorizados por resolución nº 920, de 4 de julio.

Resolución de la Dirección General de Ordenación, Innovación y Promoción Educativa, por la que se autorizan nuevas adscripciones para participar en la modalidad de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en centros públicos que imparten enseñanza de régimen general en la Comunidad Autónoma de Canarias para el curso 2017-2018 y se corrigen errores en el listado de centros autorizados por resolución nº 920, de 4 de julio.

Resolución de la Dirección General de Ordenación, Innovación y Promoción Educativa por la que se dictan instrucciones para el desarrollo del Plan de Impulso de Lenguas Extranjeras (PILE) y de la modalidad de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en centros públicos que imparten enseñanza de régimen general en la Comunidad Autónoma de Canarias para el curso 2017-2018

Orden de 7 de febrero de 2011, por la que se modifica la Orden de 11 de junio de 2010, que establece los requisitos para la solicitud y autorización de la modalidad de aprendizaje integrado de lengua inglesa y contenidos de otras áreas o materias (Content and Language Integrated Learning), en centros públicos que imparten enseñanza básica en la Comunidad Autónoma de Canarias.

Orden de 11 de junio de 2010, por la que se establecen los requisitos para la solicitud y autorización de la modalidad de aprendizaje integrado de lengua inglesa y contenidos de otras áreas o materias (Content and Language Integrated Learning), en centros públicos que imparten enseñanza básica en la Comunidad Autónoma de Canaria
Enlace a la Web de la Consejería de Educación y Universidades del Gobierno de Canarias

# data[].attributes.attachment_link.description
Normativa Instrucciones de la Dirección General de Ordenación, Innovación y Calidad por la que se dictan instrucciones para el desarrollo de la modalidad de Aprendizaje Integrado de Contenido y Lengua Extranjera (AICLE) en centros educativos públicos que imparten Enseñanza de Régimen General en la Comunidad Autónoma de Canarias para el curso 2019-2020 y se publica el listado de los centros educativos públicos autorizados.

# data[].attributes.body
Resumen (Hattie, 2006,2011)

# data[].attributes.headline
+ Materials, Resources and Tools (online)

# data[].attributes.subject
+ Materials, Resources and Tools (online)

# data[].attributes.body
Dictionaries:   Lingro
Wordsmyth (example)
Visual dictionary

collocation dictionary

Academic Language /

Technical language, History, Science,

# data[].attributes.attachment_link.readable_text
If you start out with CLIL, your main concern is probably mastering the second language you have to teach in. Soon after though, if you start to learn a little bit more about CLIL, you will hear about BICS and CALP. After reading this post, you will understand them perfectly!

Basics of CLIL

To be able to start teaching with CLIL I think you need to understand some basic things first. Among those the most important question: What is CLIL?

If you read about CLIL you will soon find many phrases commonly used in combination with CLIL, like " Scaffolding", " Bloom" or " Lesson Planning".

BICS & CALP are also among the most common key terms when talking about CLIL. However, they differ from the other mentioned key terms because these phrases do not focus on learning, but rather on language itself.

Or, even better, language learning.

Who introduced these phrases, and why?

Jim Cummins, a professor at the Ontario Institute for Studies in Education of the University of Toronto, came up with these phrases in 1984 (!!) when he encountered challenges with categorizing learning problems of students who were studying in a second language.

In his opinion, students who seemed to talk without a lot of problems still seemed to miss out on more academic skills. However, there was no way to categorize that.

That is when he came up with BICS and CALP

BICS & CALP were invented to make the distinction between two types of language learning by Professor Jim Cummins

So, what is BICS?

Without further ado: BICS stands voor Basic Interpersonal Communication Skills.

Or, in normal English, Basic Language Skills.

This is the level of language a person has when communicating in everyday life or class situations and is used particularly in informal communication.

Examples of BICS might be:

Understanding written worksheets, understanding and using non-verbal communication and understanding and using simple and short texts

Alright, so what is CALP?

Now that you know about BICS, you might understand a little better what CALP is.

The abbreviation stands for: Cognitive Academic Language Proficiency.

Or, in normal English, Academic Language use.

CALP is the language necessary to understand and discuss content in the classroom or at University (or other Academic environments)

Examples of CALP might be: writing an essay, understanding a scientific paper or reading content area textbooks.

Why should you care..?

Because this knowledge is not just out there for knowledge sake.

The reason Professor Cummins figured out these different categories, is because he observed students in school situations and found the models that were used lacking.

In other words: using BICS and CALP we can help our students to achieve results better.

Okay, but how?

You might recognise the students that talk to you in a way that suggests they understand English really well. The language is fluent, the grammar is pretty correct and the student uses the second language in a lot of different situations.

Yet, he (or she) scores very low on certain tests.

That is where BICS and CALP comes in!

This particular student is really good at BICS, but lacks at CALP.

And more importantly: that is totally fine! ​

As mentioned before, CALP takes some time to master, so we might just be asking a bit too much from our students if we expect this the first year around.

Just be aware of this difference and have a look at the language your work with. That might be the reason a student struggles.

Jim Cummins explains

Want to hear Jim Cummins explain the concept yourself?

Have a look at this short video.

At the end, he explains what might go wrong if the distinction is not made.

Want to join me on Facebook Live every week?

Join the CLIL Community on Facebook and join the weekly live videos and other updates.

# data[].attributes.attachment_link.title
Four differences between BICS and CALP (and why)

# data[].attributes.attachment_link.description
If you start out with CLIL, your main concern is probably mastering the second language you have to teach in. Soon after though, if you start to learn a little bit more about CLIL, you will hear about BICS and CALP. After reading this post, you will understand them perfectly!

# data[].attributes.attachment_link.title
How scaffolding can improve your CLIL lesson

# data[].attributes.attachment_link.description
Scaffolding is not just an important part of regular education, its use is even more important in a language learning environment like CLIL education

# data[].attributes.body
Seasons
Animals
World population
The European Union
Electric circuits
The Earth internal energy
Natural habitats

# data[].attributes.attachment_link.readable_text
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.
The BBC and British Council are not responsible for the content of external web sites, neither do we endorse them. These are the recommendations of the writer.
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

# data[].attributes.attachment_link.title
Content and Language Integrated Learning

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Collaboration between language teachers and subject teachers

# data[].attributes.subject
Collaboration between language teachers and subject teachers

# data[].attributes.attachment_link.readable_text
I was asked to prepare input on how language teachers can best collaborate with subject teachers. I'd prepared an agenda which explored 'points of contact' between the pairs of teachers including: subject content and language; thinking skills; seeing 'shape' in content; co-preparation and team teaching; observation and feedback.

We began with the language teachers and the subject teachers discussing separately their own perspectives on the role of the language teachers and then feeding them back in plenary. This gave a summary of ideas on what language teachers are actually doing, or what colleagues felt these teachers should be doing, in practice, to support CLIL. The exploration of 'points of contact' presented colleagues with starting points to explore cooperative CLIL work back in their schools.

In all three groups there was overwhelming enthusiasm for subject teachers and language teachers cooperating in CLIL. So much so that I decided with the groups' agreement to cut my prepared agenda a little shorter in order to provide the pairs 'hands on' time to begin discussing their CLIL cooperation with respect to the points discussed so far. This immediate cooperation is testament to the transparent good will among colleagues in HTLs to get down to the business of CLIL together given the opportunity to do so. The most glaring conclusion to my workshops is quite simply this very fact, that given the opportunity (time together) cooperation in HTL CLIL can be a very effective and fruitful experience but is sadly not as prevalent in school as we would like it to be for a number of reasons. The lack of organized time for language and subject teachers to get together is a challenge to the success of any cooperation. School managers need to implement instruments and mechanisms in schools for cooperation in order to make the most of the enthusiasm among teachers to work together in CLIL.

This article describes the workshop in question, summarises the teacher opinions on cooperation in their schools and also offers a number of suggestions for school managers to help them maximise language teacher-subject teacher cooperation in their schools.
By Keith Kelly Download the full article below
Watch a recording of Keith Kelly's webinar Ingredients for successful CLIL recorded in February 2014

# data[].attributes.attachment_link.title
Keith Kelly: COOP E-CLIL Collaboration between language teachers and subject teachers

# data[].attributes.attachment_link.description
I was asked to prepare input on how language teachers can best collaborate with subject teachers. I'd prepared an agenda which explored 'points of contact' between the pairs of teachers including: subject content and language; thinking skills; seeing 'shape' in content; co-preparation and team teaching; observation and feedback.

# data[].attributes.attachment_link.readable_text
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:

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
"Questo sito utilizza cookie analitici, anche di terze parti, ed installa cookie di profilazione, propri e di terze parti, per inviarti messaggi in linea con le tue preferenze. Per ulteriori informazioni o per negare il consenso, a tutti o ad alcuni cookie, clicca qui. Proseguendo la navigazione acconsenti all'utilizzo dei cookie." Accetto

# data[].attributes.attachment_link.description
"Questo sito utilizza cookie analitici, anche di terze parti, ed installa cookie di profilazione, propri e di terze parti, per inviarti messaggi in linea con le tue preferenze. Per ulteriori informazioni o per negare il consenso, a tutti o ad alcuni cookie, clicca qui. Proseguendo la navigazione acconsenti all'utilizzo dei cookie."

# data[].attributes.attachment_link.readable_text
This paper stems from the increasing role CLIL (Content and Language Integrated Learning) methodology is playing in the Italian schools, having been introduced by a Reform Law (Decrees 88/89 dated 2010) in the upper secondary school curricula.
The added value of CLIL to the quality of our curricula has been pointed out by the European Commission in different reports and official documents. This methodology is becoming more and more popular all over Europe.
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.
In particular some examples of possible use of videos in a CLIL lesson will be mentioned, also considering the latest technological and pedagogical trends considering 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 a teacher training pathway, both for initial teacher training and for in-service training.
The LOCIT model (Coyle), inspired by the CIT model (Tripp), will be explored as a possible way to reflect and share ideas and opinions about a CLIL lesson among the community of teachers, practitioners, trainers, educators.

The article has been written jointly by the authors.
Letizia Cinganotto wrote Abstract; paragraphs: 1; 2; 2.2; 2.4; 2.5; 2.7.
Daniela Cuccurullo wrote paragraphs 2.1; 2.3; 2.6; Conclusions.

# data[].attributes.attachment_link.title
The role of videos in the teaching and learning of content in a foreign language

# data[].attributes.attachment_link.description
This paper stems from the increasing role CLIL (Content and Language Integrated Learning) methodology is playing in the Italian schools, having been introduced by a Reform Law (Decrees 88/89 dated 2010) in the upper secondary school curricula. The added value of CLIL to the quality of our curricula has been pointed out by the European Commission in different reports and official documents.

# data[].attributes.attachment_link.readable_text
The English Vocabulary Profile offers reliable information about which words (and importantly, which meanings of those words) and phrases are known and used by learners at each level of the Common European Framework (CEF).

Cambridge University Press is making the A1-C2 English Vocabulary Profile available free of charge to teachers and educationalists around the world. Go to EVP Online to access the resource.

Much more than a list of words!

The English Vocabulary Profile contains information about phrases, idioms and collocations as well as the words themselves. By leaving the text box blank and selecting one of the levels, you can generate lists of words for each level; but you can also filter these using the advanced search functions, to find out what 'food and drink' vocabulary A1 learners know, or which phrasal verbs are known at B2 level. There is a British and American English version, and there is audio pronunciation for all entries.

The EVP forms an invaluable reference source for anyone involved in syllabus design as well as materials writers, test developers, teachers and teacher trainers.

Please note that the Terms of Use for this resource do not allow other organisations to promote commercial materials as 'English Profile informed' or allow the use of the English Vocabulary Profile for commercial purposes.

# data[].attributes.attachment_link.keywords[]
english profile cefr common european framework reference level descriptions

# data[].attributes.attachment_link.description
The English Vocabulary Profile offers reliable information about which words (and importantly, which meanings of those words) and phrases are known and used by learners at each level of the Common European Framework (CEF). Cambridge University Press is making the A1-C2 English Vocabulary Profile available free of charge to teachers and educationalists around the world.

# data[].attributes.attachment_link.readable_text
'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.

# data[].attributes.attachment_link.description
Interested in translanguaging and what it means for EAL? We look at the research and share the essential info.

# data[].attributes.attachment_link.provider_name
World of Better Learning | Cambridge University Press

# data[].attributes.attachment_link.readable_text
Rosie Tanner and Liz Dale share their thoughts on inspiring creativity in the classroom through the effective use of CLIL.

A personal resolution of ours recently is (yet again) to slow down. This video, "Creativity requires time" caught our attention, because it shows that slowing down actually can help creativity. The clip shows that if you give students 10 seconds to perform a task, they all come up with the same - or pretty similar - answers. Give them a task for 10 minutes and their creativity explodes!

But what does this mean for Content and Language Integrated Learning (CLIL)? Here are some suggestions for slowing down CLIL to help both language and content learning.

Slowing down CLIL in the classroom

Give students more time to work on CLIL activities. Replace lessons with project time, where students can be creative and work "slower". In order to stimulate their creativity with language, give them choices in how they perform - to make a video on their telephones, or PowerPoint or a poster or a Prezi.

Instead of requiring students to write short paragraphs or answers to questions, work on one, longer piece of writing over a number of lessons (plus homework), in order to develop their writing skills. Ask students to spend time on drafting and perhaps illustrating a piece of writing and then first give feedback on content. Giving feedback on content first helps students improve their language. Students then rewrite and hand in a piece of writing that they can be proud of. On Friday, we'll be sharing an activity "Brainstorming for writing (1) posters" from our book CLIL Activities for ideas on how you could do this in a variety of subjects.

Think > Pair > Share

Alternatively, you can use the well-worn idea of Think > Pair > Share (TPS). You give students a question, prompt or observation. The students then take a few moments to think about the question and note down their answers, for example on a mini-whiteboard. Next, students make pairs to talk about their answers. Finally, you ask pairs to share their answers with the class. You can record these on the board. For more about TPS, see, for example, this site. In this way, your students are all engaged and producing spoken output, which then helps with their language learning.

Use HOTS (higher order thinking skills) more than LOTS (lower order thinking skills). Instead of asking questions which require short answers of less than five words - usually lower order thinking questions - ask questions so students have to think hard. Change "What is 16 times 4?" to "How many sums can you think of to which the answer is 64?" Check back tomorrow for an activity that will help with this - "Skinny and fat questions and thinking skills". Again, by answering HOTS, CLIL learners produce more spoken output.

School Development

Implementing CLIL also means taking time in terms of school development. It means taking time to invest in subject teachers' English and continuing to invest in it. English teachers at school can play a role in this, giving regular practical English workshops to their colleagues.

And it takes time to integrate CLIL methodology into subject lessons. Moving into CLIL means adding extra, language-rich tasks into your subject lessons - and that takes time, too. It often means working closer with colleagues to develop a shared approach. One useful aid to help you to think about school cooperation is the Collaboration in CLIL rubric (p.25-29) from CLIL Activities. If we take more time, maybe our CLIL students' creativity will increase, you will be prouder of what they make or perform, and your lessons will be richer.

We'll be sharing some activities from Rosie and Liz's book CLIL Activities: A resource book for subject and language teachers tomorrow and Friday. Rosie also has her own website and regularly posts blogs at Reflections on CLIL.

# data[].attributes.attachment_link.title
Give CLIL time - World of Better Learning | Cambridge University Press

# data[].attributes.attachment_link.description
Rosie Tanner and Liz Dale share their thoughts on inspiring creativity in the classroom through the effective use of CLIL. A personal resolution of ours recently is (yet again) to slow down. This video, "Creativity requires time" caught our attention, because it shows that slowing down actually can help creativity.

# data[].attributes.headline
CLIL: from Online Sources to Learning Resources

# data[].attributes.subject
CLIL: from Online Sources to Learning Resources

# data[].attributes.attachment_link.readable_text
A CLIL book from OUP.

It feels like it has taken years to get this book together, but actually, it's about two years. OUP have provided us with a publicity flier which I'm posting here so that any interested colleagues can see what to expect.

In terms of content, one of the main things I think we offer in the book is a clear description of a framework for describing and implementing CLIL practice. The framework offers three dimensions of CLIL: language, concepts, procedures. We frequently make use of the term '3D CLIL' for this reason. You might say that these dimensions appear in all classes, no matter what language of country we're examining. But, 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. Hence, the CLIL teacher will know what concepts they are teaching and what procedures to use in their class (and this applies to the mother tongue content classroom) but it is the foreign language dimension that most obviously sets CLIL practice apart from any mother tongue context. Planning in any context for teaching any subject through the medium of any foreign language, then, will identify concepts and procedures first and then consider any foreign language demands and needs and make allowances.

'Making allowances' is what this book is all about.

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

Personally, I'd like to thank Phil for giving us the push we needed to get it all down on paper. Thanks Phil. I'd like to thank John for keeping things logical and meaningful. Me, I just bring some teaching ideas and many of you who know me professionally who buy and read this book will no doubt recognize where I've contributed.

Incidentally, Phil has a video in YouTube where he talks about designing materials for CLIL. It's a useful clip as Phil talks through the three dimensions so you get an understanding of 3D CLIL, which is a flag we fly wherever we go.

Phil previously referred to the three dimensions as 'the holy trinity of CLIL', but that since evolved into the safer 3 dimensions!

This site and factworld@yahoogroups.com are good places to participate in any discussion which comes about from the appearance of the book in your local bookshops!

The OUP flyer is linked below.

- - -

CLIL, English teachers and the three dimensions of content

This is a very readable article from Phil Ball on the English teacher perspective of 3D CLIL.
The people at Modern English Teacher very kindly gave us permission to reproduce the article in full and you can download from here.

There is a review of the book in Estudios sobre Educación from the University of Navarra from Ruth Breeze:
https://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/view/7761/6782
At last the 3Ds of CLIL get some independent recognition (pdf below).

# data[].attributes.attachment_link.description
A CLIL book from OUP. It feels like it has taken years to get this book together, but actually, it's about two years. OUP have provided us with a publicity flier which I'm posting here so that any interested colleagues can see what to expect.

# data[].attributes.headline
Principles of a pluriliteracies approach

# data[].attributes.subject
Principles of a pluriliteracies approach

# data[].attributes.attachment_link.title
pluriliteracies.ecml.at > Principles > Planning For PLT

# data[].attributes.attachment_link.title
A PluriLiteracies Approach to Learning: The Graz Group Model

# data[].attributes.attachment_link.readable_text
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).

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.title
LearningApps - interactive and multimedia learning blocks

# data[].attributes.attachment_link.description
LearningApps - interactive and multimedia learning blocks

# data[].attributes.attachment_link.description
Our mission is to provide a free, world-class education to anyone, anywhere.

# data[].attributes.attachment_link.description
Tes provides a range of primary and secondary school teaching resources including lesson plans, worksheets and student activities for all curriculum subjects.

# data[].attributes.attachment_link.description
Discover thousands of offerings - from free courses to full degrees - delivered by world-class partners like Harvard, Google, Amazon and more.

# data[].attributes.attachment_link.description
TED Talks are influential videos from expert speakers on education, business, science, tech and creativity, with subtitles in 100+ languages. Ideas free to stream and download.

# data[].attributes.attachment_link.description
Privacy Policy Copyright © 2023. Teacher Training Videos. Designed by Harborne Computers. Teacher Training Videos.com is a registered company in the UK No. 8916914. Company Address: 21 Rusland Park Road, Harrow, Middlesex, UK.

# data[].attributes.attachment_link.readable_text
Networks & groups

latest on the site

Putting CLIL into Practice

Putting CLIL into Practice was first held in Plovdiv in 2018 and has gone through a number of developments since.
The course is available for pre-primary, primary and also for secondary teachers.
The course has travelled to other countries including Estonia, Austria and Switzerland.
It is also now available in an online version.
Putting CLIL ...

read more

Bulgaria - FACT Journals Issue 24

In collaboration with AEDE (The European Association of Teachers, Bulgaria section), and working with teachers from the CLIL Coordination Centre, Cyprus (https://clil.schools.ac.cy/index.php/en/), I had the delightful privilege of working with colleagues from Pre-Primary schools in Cyprus who came
to Anglia School for a week of training and cultural exp...

read more

Bulgaria - FACT Journals Issue 23

FACTWorld issue 23 is the result of the week of Aug 30th to Sept 3rd 2021 when a group of 14 Italian primary teachers came to Anglia School in Plovdiv, Bulgaria for a week's training in 'Putting CLIL into Practice'.
The week included 5 CLIL themes spread over the 5 days. Monday looked at levels of language: subject specific, general academic, and periphe...

read more

Bulgaria - FACT Journals Issue 22

Bulgaria FACT Journals Issue 22

We hope you are all keeping well and sane! We're happy to be able to put out a new FACTWorld Journal,
and it's a rich and varied collection as usual!
I was asked by a colleague to work up a sequence of lesson activities based on Chinese mother tongue science on the topic of 'The Water Cycle' and you can find t...

read more

CLIL Clinic

CLIL Clinic
The drop in clinic for help and suggestions on CLIL for your lessons and teaching.
During the Covid pandemic I've been asked by several individual colleagues for some help on their lessons, their projects, their PhD papers and others.
I decided it might be a good idea to have a place where colleagues could come to ask for help ...

read more

nuts & bolTs

# data[].attributes.attachment_link.title
FACTWorld - Forum for Across the Curriculum Teaching - factworld.info

# data[].attributes.attachment_link.description
Networks & groups latest on the site Putting CLIL into Practice was first held in Plovdiv in 2018 and has gone through a number of developments since. The course is available for pre-primary, primary and also for secondary teachers. The course has travelled to other countries including Estonia, Austria and Switzerland.

# data[].attributes.attachment_link.description
As you open your lesson you want to motivate students to start talking in the target language. Use these CLIL activities to start a lesson in a effectively.

# data[].attributes.attachment_link.readable_text
Do you recognize that moment at the With the reflection activities mentioned in this blog post I hope to help you achieve an increase in learning awareness of your students. In other words: they know what they have learned and understand their growth. Estimated time to read this article: minutes end of a lesson: you want to make sure everyone knows what you did by doing reflection activities, but you simply forget the time and the bell tells you you're too late.
What you can do with those previous last minutes of a lesson.

Time waits for no one, and especially not for those who want to take the time to make students aware of their learning. By asking reflection questions (preferably linked to lesson objectives) students are more aware of their learning and their motivation increases.

Or at least in my experience.

Despite the importance, my 'end of a lesson' is quite often limited to looking back at the lesson objectives and checking with a few students if they indeed understand.

Not a bad way to do this, and obviously better than doing nothing, but I wanted to do something else. Below you can find the reflection activities I do in my lesson to engage students with language as well as the content.

1. Guess the word

Although I already know the 'guess the word' game, a colleague of mine recently mentioned how it can be used as a reflection activity.

One student needs to stand in front of the class and the teacher writes down an important phrases studied during that lesson.

The other students get turns to explain to the student in front of the class what the phrase is, and once it is guessed correctly another student takes his or her place.

To make this even more student focused, you can ask other students to come up with phrases as well.

Another way to make sure all students are participating (and not just the ones who raise their hands) is to ask students to write down a description in their notebooks first, before they share them.

A simple, engaging and fun activity, that actually involves a lot of subject specific content.

2. "Tweet" or limit words

Asking students 'please write down what you learned this lesson" is an okay way of getting students to look at their own progress.

If you try to spice things up a little, simply set some limitations.

"Write down what you learned in a tweet of a maximum of 140 signs" can be an interesting way to make students more aware of their use of words.

Or, to make it even more challenge: "Use exactly 15 words to describe what you learned this lesson"

3. What did we do + Create a sentence

As I try out new things, I try to combine "well known" CLIL activities and make them into new ones.

One thing I recently did was a combination of two activities: "What did we do" and "Create a sentence".

First, I asked students to mention the most important words that were important this lesson.

I wrote down all of the words and created a brainstorm of sorts.

Then I ask my students to formulate a sentence in which they had to use at least two of these words.

Obviously, you can limit the options or choose some words yourself, if you want to

Scaffolding

As I just said, you can ask students to describe in their own words what they have learned.

But not all (teenage) students are quite capable of doing this. When having to write down things in a second language is a challenge, reflecting upon their own learning AND having to do this in a second language can seem impossible to some!

When the language can be a problem, simply remove this problem by scaffolding students.

The first time you do this reflection activity, ask students to copy and finish the sentence: "The most important thing I learned in this lesson was ...."

That way, the structure of the sentence makes sense. Next time you ask students to write a reflection, you simply refer to the structure you put in place before.

Reflection questions using Bloom

If you want to make this a little bit more challenging, you can think about implementing Bloom's taxonomy.

For each stage of Bloom's taxonomy, think of an appropriate question.

This also clarifies why "what can I do better" might be a bit of a tricky question to ask at first, as this is already a higher level of Bloom's taxonomy.

Conclusion

With these three reflection activities you should be able to finish your lessons with an increased learning awareness, without having to come up with all kinds of preparations for your lesson.

Enjoy and let me know what you think!

Credits: Image design by freepik

# data[].attributes.attachment_link.title
3 reflection activities to end your lesson with - Improve your CLIL skills!

# data[].attributes.attachment_link.description
Do you recognize that moment at the With the reflection activities mentioned in this blog post I hope to help you achieve an increase in learning awareness of your students. In other words: they know what they have learned and understand their growth.

# data[].attributes.attachment_link.readable_text
I posted an article about this topic sometime ago and wanted to share more ideas on activities I regularly use in my lesson. For the record: all of these activities require no preparation time at all and can be used in other lessons as well, I simply use them in my lessons and focus on CLIL & Mathematics that way.

I discussed all of these activities before in other blog posts, proving my point they can be used in different contexts!

Idea 1: Create a word list/Check for difficult words

At the start of a chapter, I will ask my students to scan the chapter for difficult new words. They have to keep track of these words as we discuss the chapter. At the end of the chapter we discuss the word lists and check if indeed the words have all been taken care of.
Why is this interesting for a CLIL & mathematics lesson?
A lot of new phrases are often introduced in new chapters. Think of words like isosceles, perpendicular or trigonometry. If students do not know these words, they will not be able to understand the problems they have to deal with.

The reason I think this is a great activity is that it differentiates between students (word lists can be different) but can still easily be checked by teachers. For example: I recently asked my students a word I know was tricky. What followed was the question by which students had written down the word in their word lists. For those who did not, this was a moment of truth and they had to explain why.

Obviously the language is involved and students are activated when they make the lists. If also helps if you plan to regularly 'check' the word list. Not by asking them to hand in anything, but simply by asking the difficult words they encounter.

I discussed activities like this in an article on activating language in your lesson

Idea 2: Create a problem

With mathematics one of the main skills students practice is: solving problems. These problems can be very different, depending on the topic discussed. However, quite often these problems are a way to learn something new by repeating the same problems over and over again, with different numbers.

This can be somewhat boring for 'smarter' students as well as not very 'activating'. By asking your students to create problems for each other, students are activated and can ask questions on different levels.

I motivate them even more by mentioning one of the problems they create might end up in the test. This also allows for a re-use of the problems.
Why is this interesting for a CLIL & mathematics lesson?
Because Mathematics is a subject that makes a lot of use of problems that look a lot like others, students can use these as an example and don't have to think about the problems themselves so much. It is more about creativity than 'being able to do it', which is a good thing in my opinion.

This activity is more thoroughly explained in ' How to get your students to come up with problems '

Idea 3: Listening dictation

Recently the topic of '2D shapes' was discussed in my lesson, and many 'new' phrases were introduced: Kite, Parallelogram, Rhombus etc. All of these shapes have different properties and are quite hard to learn for students.

Enter: "Listening Dictation".

Students listen to me while I list all the properties of a shape. They have to keep track of what I say by taking notes and afterwards have to check with each other to see if the notes are complete. You can even make this more of a quiz by asking your students to figure out what shape belongs to these properties.
Why is this interesting for a CLIL & mathematics lesson?
By making this more into a game, students will have actually discussed the properties way more thoroughly compared to just telling them to study it.

I also described this activity in the blog post but I don't have time!

Conclusion

With these three easy to use activities I am sure you will make your Mathematics lessons even more CLIL. Good luck!

# data[].attributes.attachment_link.description
I posted an article about this topic sometime ago and wanted to share more ideas on activities I regularly use in my lesson. For the record: all of these activities require no preparation time at all and can be used in other lessons as well, I simply use them in my lessons and focus on CLIL & Mathematics that way.

# data[].attributes.attachment_link.title
Do Coyle - What is the 4 Cs teaching framework? 4/7

# data[].attributes.attachment_link.title
CLIL Projects and Materials (ready to be used) / Actividades y materiales CLIL - listos para usar /

# data[].attributes.attachment_link.description
CLIL Worsheets / Texts, Actividades en pdf /ppt/pps (listos para usar) Science Helpdesk by Arturo J. Murias Fla…

# data[].attributes.attachment_link.readable_text
Primary

Bring your young learners together with new digital resources and components, tried and tested lessons, helpful resources for mixed groups and fresh activity ideas that children will love.

We've upgraded our digital components and platforms to support you in planning, managing and delivering your online classes, and ensure that your students get the most out of their course.

Secondary

Whether you're in a classroom, online or managing a mix of both, you can bring them together with methodology ideas from our specialists and resources and digital enhancements.

Our digital components and platforms upgrades are designed to support you in planning, managing and delivering your online classes.

General & Adult

Whether you're in tertiary education, a private language school, or a vocational one, you've probably had to adapt new ways of working and online teaching.

We're working with teachers and specialists to support you, whatever your context, with the right tools and resources. We've upgraded our digital components and platforms to support you with remote learning.

Assessment

When learning is interrupted or learners' needs change, assessment can bridge the gaps. It can help both teachers and learners re-evaluate and re-focus, setting a strong foundation to move forward.

You won't skip a beat in your classroom with our fully online assessments. Our proficiency tests can be used to benchmark students' skills, measure progress, assess at the end of a course, and set them up for workforce success.

Professional Development

The capacity for continuous learning is an essential skill in today's fast-moving world, and as teachers, you know this better than anyone.

That's why we've created an suite of courses, with flexible formats and access options, designed to support your professional development, wherever you are.

Listening to your concerns, we're supporting you in developing your expertise in online environments.

Wellbeing

This social and emotional support is designed to support you and your learners through the school year.

In a school setting, mindfulness can help students regulate stress, develop their curiosity and learn to work together with others.

Online teaching and learning

Portal upgrades

We've made exciting upgrades in the Pearson English Portal:

Integrated video conferencing: schedule and run Zoom video meetings within the Portal, with automatic notifications and reminders.

eBooks and Interactive eBooks: access all student book resources, including audio and video. Interactive eBooks provide interactive activities as well.

Test generator: create the tests your learners need.

# data[].attributes.attachment_link.title
Resources | Support & free resources for ELT | Pearson English

# data[].attributes.attachment_link.description
Bring your young learners together with new digital resources and components, tried and tested lessons, helpful resources for mixed groups and fresh activity ideas that children will love. We've upgraded our digital components and platforms to support you in planning, managing and delivering your online classes, and ensure that your students get the most out of their course.

# data[].attributes.attachment_link.readable_text
Plenty of writers have incorporated maps to their stories so that the reader could create a more definite idea of an area, consider distance or follow a permanently moving plot in an easier way. Some authors created fictional locations, like Robert Louis Stevenson in Treasure Island or Agatha Christie's fictional village of St Mary Mead for Miss Marple's stories; others recreated towns, like Thomas Hardy's new version of Wessex in Tess of the D'ubervilles; and yet others used real locations to set their characters, many of whom have become almost 'honorary residents' of the area - Would Sherlock still be Sherlock without London? What about Detective Rebus without Edinburgh?

Maps can be a very important tool in the development of descriptive language. If we can transmit to our students the importance of the setting in a story, we will be able to turn their attention to detail when choosing a location and describing it.

For that purpose, there are several available online resources:

The National Library of Scotland owns a vast collection of maps of many different parts of the world dating from hundreds of years ago. In some cases, you may find the same location portrayed in the past and now. So... why not write about life in an area then and now? https://maps.nls.uk/

Google Maps and Google Earth help us explore locations as if we were actually there. So, what about a story where students can walk around the neighbourhood and describe some of its features?

CLIL (Content and Language Integrated Learning) activity

Use maps and their satellite versions to study urban, rural or coastal areas.

- Provide the students with all the specific vocabulary they may need to refer to geographical features with precision. Make them identify these words on a map, plan or picture.

- Let Geography be the star first. Then use that knowledge to enrich Language.

- Encourage your students to practise by writing an adventure tale, a detective story, an article for a newspaper... always based on or supported by a map.

Extension

Go even further! Challenge your students to create their own maps, label them and write a story. Remind them: 'Good writers always help readers to imagine'.

By Prof. Karina Castro

# data[].attributes.attachment_link.title
A matter of location: The use of maps in the English class

# data[].attributes.attachment_link.description
Plenty of writers have incorporated maps to their stories so that the reader could create a more definite idea of an area, consider distance or follow a permanently moving plot in an easier way.

# data[].attributes.attachment_link.readable_text
Originally posted at Edutopia.org.
When high school teachers from a small town in Tennessee teamed up to design a student podcasting project, they couldn't have predicted that four of their students would craft a story so compelling that it would attract a national audience.

Eleventh graders from Elizabethton High School in Elizabethton, Tennessee, surprised their teachers, their community, and even themselves when they produced the winning entry in the first-ever Student Podcast Challenge sponsored by National Public Radio earlier this year. "Murderous Mary and the Rise of Erwin" tells the stranger-than-fiction story of a Tennessee town that hanged a circus elephant more than a century ago.

Winning was not the goal of the project-based learning (PBL) experience that integrated history and English-teachers saw the contest as an opportunity to address academic goals by immersing students in the real work of historians and storytellers. As the project unfolded, "it became less about winning and more about doing right by the story," says English teacher Tim Wasem.

I caught up with Wasem and social studies teacher Alex Campbell just as the school year was wrapping up. They teach in adjoining classrooms, share the same 40 students in 11th grade, and regularly collaborate. Campbell is a PBL veteran. Wasem is an enthusiastic newcomer to real-world projects.

Our conversation confirmed my hunch that it doesn't take a big contest to get students engaged in podcasting. More important are student choice and authentic audience. To help other teachers run with similar ideas, Wasem and Campbell shared their project design and key teaching strategies.

The project unfolded in six phases, each with clear learning goals and formative check-ins for understanding.

Phase one: teams propose topics. Working in four-person teams, students began by proposing historical events of local significance. Each student offered four ideas, giving every team 16 possibilities. "Just generating those ideas involved tons of research," Campbell says, with students gathering leads from family, friends, and others in the community. Before moving into deeper research, teams had to reach consensus on a single story to investigate.

Phase two: conduct background research. "Each student chose four areas they needed to learn more about," says Campbell. "After researching, they presented back to their team." In the process, he adds, "they were learning how to collaborate."

Phase three: generate questions. Next, students fine-tuned questions to guide their inquiry. "They had to learn to ask good questions," Wasem says. Each student generated 20 questions, for a big list of 80 per team. Local journalists vetted these lists and coached students on questioning strategies. Eventually, each team had 20 well-crafted questions.

Phase four: find experts to interview. Each team had to interview six experts. "Some had it easier than others," admits Wasem, "and immediately found 10 people who had published articles or books about a topic. But if stories were very old or happened far away, students struggled. The winning team was telling a story that happened 100 years ago. Nobody's alive." The challenge of tracking down sources proved beneficial: "Students had to get creative," Campbell says, and investigate history from multiple perspectives. "How does the average, random person feel about something that happened in their town 100 years ago? That adds to the story."

Phase five: conduct interviews. Interviews happened at school, in the community, over Skype, everywhere. Some teams used school equipment to record, but most relied on cell phones. "For about two weeks," says Wasem, "it was a constant stream. That's when it hit me: This is a large project!"

Phase six: produce podcasts. Finally, students were ready to craft their digital stories. "The first five steps were scaffolding," Wasem says. Now they had to weave their material together in an artful way. Students indexed interviews to highlight the quotes they wanted to use, created detailed scripts, and combined interview clips and their own narration in 15-second intervals. That meant distilling five or six hours of content into 12 minutes. "They hated that!" Campbell admits. Listening to students work on their stories, Wasem could tell how invested they had become. "They would say, 'I can't get this wrong.' They cared about it being a good product."

Once the scripts were ready, Wasem introduced students to open-source audio editing software called Audacity. "I gave them a quick tutorial," he says, "and then dropped Audacity in their laps." Not one student had prior experience with the tool. Wasem suggested YouTube tutorials and brought in a music producer friend to help. "That was one of my proudest moments," Wasem adds, "when the kids basically told him, 'Thanks, but we've got this.'"

Three days later, their podcasts were ready.

When Elizabethton High students entered the NPR Podcast Challenge (along with 25,000 other students from across the United States) they knew the odds of any of their stories making the final cut were exceedingly slim.

What mattered more to students was making sure that their podcasts were heard by the audiences that they most wanted to reach. One team hosted a listening party for a 100-year-old veteran, along with her family and friends. Another organized a cookout and podcast party at the home of an inspirational former school principal who now has a degenerative disease.

"The podcasts were great," Campbell says, "but these actions showed how much the stories meant for students." It's also a good reminder that authentic audience is a cornerstone of effective PBL.

In their small town, Campbell adds, "we don't have recording studios down the street, but we do have people who are willing to spend time with our students." At the end of the project, a student told Campbell, "I never knew I lived in such a cool place." That's the kind of learning that lasts.

# data[].attributes.attachment_link.title
Podcasting Creates an Audience for Student Storytellers

# data[].attributes.attachment_link.description
Originally posted at Edutopia.org. Eleventh graders from Elizabethton High School in Elizabethton, Tennessee, surprised their teachers, their community, and even themselves when they produced the winning entry in the first-ever Student Podcast Challenge sponsored by National Public Radio earlier this year.

# data[].attributes.attachment_link.readable_text
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'
The BBC and British Council are not responsible for the content of external web sites, neither do we endorse them. These are the recommendations of the writer.
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

# data[].attributes.attachment_link.description
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).

# data[].attributes.headline
SHOPPING LIST OF STRATEGIES TO BE USED IN CLIL

# data[].attributes.subject
SHOPPING LIST OF STRATEGIES TO BE USED IN CLIL

# data[].attributes.attachment_link.description
Características de Metodología y estrategias que el profesor AICLE puede usar en la clase *

# data[].attributes.attachment_link.readable_text
English: Portals and Encyclopedias / Maths, Physics, Chemistry, Technology, etc / Natural Science, Biology, etc /
Physical Education / Geography, History, Literature, Art, Philosophy, etc. Classroom language / lenguaje para el aula
Classroom Language- stages in the lesson - pdf Classroom English Phrases

EAP Speaking - Language
Les mots de la classe
Videos, Podcasts, images, animaciones, etc.
Google Videos
Vimeo
Teacher Tube
Tes Teach The Naked Scientists
Khan Academy
Encyclopeadia Britannica

PBS Learning Media
Free Technology for teachers
Wikimedia Commons
English
Learning Resource Exchange for schools
FactMonster
Literacy Primary Resources
Enchanted Learning
BBC School
ABPI Schools: interactive content for science
School Science
Wikipedia
Encyclopedia Britannica Encyclopedia.com
Planet Science

How Stuff Works
Nobel Prizes.org
Fun Trivia Quizzes
Flashcards plus matching, hangman, crossword, word search, and word scramble
Science Selfcheck Quizzes

ReviseWise Maths
Maths A+clicK
Softshools
Videos: Mathpower4you by James Souza
Maths for kids
Math Reference Tables
Math Warehouse
Math is Fun
Cool Maths for kids
Visual maths lessons
Math & Physics simulations
Math Challenge
Literacy Resources
Math Videos online
Practical Science
Simulations
Chem4Kids: basic chemistry information Elementymology & Elements Multidict
Web Elements - periodic table

NASA
ESA, European Space Agency
How Old Would You Be in Another Planet?
How Much Would You Weigh on Another Planet?

The Earth
Particle Physics Timeline
Explorers from the 1900's
Food-Related Inventors and Inventions

Natural Science, Bilology / Ciencias naturales, Biología, etc

Solar System by the BBC
Solar System Live
Cosmos for Kids
Planets Profiles: good summary of data
Collection of the best images from NASA's planetary exploration+ audio
Nineplanets: Data about Planets+ moons, asteroids, etc.
Amazing Space
Smithsonian Wild Cells Alive: animations San Diego Zoo's Animal Bytes Oxford University museum of Natural History for Kids: animals, fossils, etc.

BBC- The Human Body
Healthline Body Maps Human Anatomy Online
Explore the nervous system
Neuroscience for Kids
Human Anatomy Online
It's up to you!

PE Resources
Visual Dictionary- Sport
Geography, History, Literature, Art, Philosophy, etc. / Geografía, Historia, Literatura, Plástica, Filosofía, etc.

Geography for kids
Chronas (a history map aplication)
Hyperhistory On-line
Thinking Things: Vikings, Romans, Egypt, etc.
History for kids
History Quizzes and History Trivia -- FunTrivia
Google Art project
Visual Academie

# data[].attributes.attachment_link.description
English: Portals and Encyclopedias / Maths, Physics, Chemistry, Technology, etc / Natural Science, Biology, etc / Physical Education / Geography, History, Literature, Art, Philosophy, etc. Classroom language / lenguaje para el aula Classroom Language- stages in the lesson - pdf Classroom English Phrases EAP Speaking - Language Les mots de la classe Videos, Podcasts, images, animaciones, etc.

# data[].attributes.body
Currículos integrados

# data[].attributes.headline
Currículo Integrado de Inglés 1º y 2º ESO

# data[].attributes.subject
Currículo Integrado de Inglés 1º y 2º ESO

# data[].attributes.headline
Currículo Integrado Ciencias Naturales 1º y 2º de ESO

# data[].attributes.subject
Currículo Integrado Ciencias Naturales 1º y 2º de ESO

# data[].attributes.headline
Currículo Integrado Ciencias Sociales 1º y 2º de ESO

# data[].attributes.subject
Currículo Integrado Ciencias Sociales 1º y 2º de ESO