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http://www.macmillaninspiration.com/new/resources/web-projects

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Underlying principles
The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.

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

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

Language is used to learn as well as to communicate

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

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

Communication - Using language to learn whilst learning to use language

Listening is a normal input activity, vital for language learning

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

Integrate language and skills, and receptive and productive skills

Lessons are often based on reading or listening texts / passages

The language focus in a lesson does not consider structural grading

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

Listen and fill in a table

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

Information gap activities with a question sheet to support

Trivia search - 'things you know' and 'things you want to know'
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

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Underlying principles The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language ' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP).

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Here is also a rubric I created with rubistar to evaluate group work both in CLIL activities and in language activties.

http://rubistar.4teachers.org/index.php

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http://e-clil.uws.ac.uk/?option=com_content&view=article&id=47&Itemid=62

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Teaching units
for Content and Language Integrated Learning

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Login or register to enjoy the full range of Clilstore facilities including the vocabulary builder.

Select the language you are learning and then your level to see the available units.

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Clilstore - Teaching units for Content and Language Integrated Learning

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https://www.instagrok.com/results.html?query=music

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Research any topic with an interactive concept map, that you can customize and share

Innovative Features

instaGrok's innovative features make learning much more fun and effective.

Key Facts show important facts about the topic (with links to the original content page).

Interactive visual interface allows the user to quickly grasp important concepts, key facts and relationships.

Integrated journals allow easy note-taking or writing of research reports.

Plans and Pricing

instaGrok for iPad

All of the instaGrok functionality you have come to know and love, plus the interactivity of the touch interface.

Download from iTunes →

instaGrok for Android

We're very excited to announce that instaGrok is now available as a mobile app for the Android tablets.

Download from Google Play →

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Research any topic with an interactive concept map, that you can customize and share instaGrok's innovative features make learning much more fun and effective. Key Facts show important facts about the topic (with links to the original content page). Interactive visual interface allows the user to quickly grasp important concepts, key facts and relationships.

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I came to know the Learning apps last year and my students love it. This year they are involved in an etwinning project called "Making Films, Making Friends and within this project they analize some scene from their favourite films and create language activities on them which are collected in this thinglink: it includes games created with the learning apps. (our works are the red and green dots).

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Scenes from our favourite films by Chiara Sabatini

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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I'm really glad about the chances BYOD gives us because in my school I use it almost everyday as we do not have devices for everyone!

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The flipped classroom is a teaching model in which the traditional lecture and homework assignments are reversed. Students watch video lectures before class and the class session is made up of exercises, discussions, and problem solving with students receiving personalized attention from the professor. This model has grown in popularity over the past several years

Definitions

Articles

Twitter Hashtags

Pinterest Boards

Videos

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A Quick Guide to the Flipped Classroom | OEDB.org

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The flipped classroom is a teaching model in which the traditional lecture and homework assignments are reversed. Students watch video lectures before

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5 great tools to improve reading comprehension

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5 great tools to improve reading comprehension

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Educational Technology and Mobile Learning

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September 27, 2014
One of the key concerns I often hear primary teachers vociferate revolves around the potential of technology in enhancing students reading comprehension skills. As a matter of fact, technology's role in this regard is phenomenal and there are now several web tools and mobile apps that are designed specifically for the improvement of students reading skills. These tools make use of a variety of activities and exercises all of which are geared towards providing students with meaningful practice in areas related to reading comprehension. Here are some of the key tools I would recommend to use with your kids and students to improve their reading comprehension skills.

Rewordify lets you read more, understand more, learn more words, and teach more effectively. It simplifies English, teaches vocabulary, creates learning materials, and lets you create documents to teach a global audience. It has many more features, and it's all free.

3- SpeakIt

SpeakIt reads selected text using Text-to-Speech technology with language auto-detection. It can read text in more than 50 languages.
This is how to use SpeakIt:

First select the text you want it to read.

Then click the icon to start listening.

When it is ready to read, the number of sentences is shown on the icon.

To stop listening at any time click pause

1- Reading Bear

Reading Bear is a great tool for helping kids learn to read. Reading Bear integrates both vocabulary practice (over 1200 vocabulary items) and phonetic awareness ( covering different phonetic principles and patterns of written English) into their lessons. All of these lessons are provided in the form of narrated presentations playable either as a video or as an interactive slide show. Presentations are available in seven different versions. In the fullest version, the narrator sounds out a word slowly and quickly, then blend it slowly, and finally (after an optional prompt) blend it quickly. As sounds are pronounced, the corresponding letters are highlighted. Then a picture is displayed illustrating the word, show a sentence (with the individual sounds again highlighted, karaoke style), and finally show a video illustrating the sentence.

Read with Me is a web platform that for monitoring oral reading progress on any web device. It provides students with practice fluency at home on any web device and to keep track of miscues. They can also use it to record and listen to their own reading.

5- Language Garden

Language Garden is a treasure trove of materials and resources on teaching language literacy. Using Language Garden , students will be able to learn about language plants, read and listen to narrated stories, and compose their own language plants.

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5 Great Tools to Improve Students Reading Comprehension Skills

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September 27, 2014 One of the key concerns I often hear primary teachers vociferate revolves around the potential of technology in enhancing students reading comprehension skills. As a matter of fact, technology's role in this regard is phenomenal and there are now several web tools and mobile apps that are designed specifically for the improvement of students reading skills.

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In simple terms Extensive Reading is reading as many easy books as possible for pleasure, and can be contrasted with intensive reading which is slow, careful reading of a short, difficult text. Day and Bamford (1998), Day (2002), Prowse (2002), and Maley (2008 and 2009) have identified a number of key characteristics of Extensive Reading in language learning. Here is a digest of what I think are the seven most important principles for successful Extensive Reading:

1. Students read a great deal, quite quickly (at least 150-200 words a minute) and often.

2. The reading material is relatively easy for the level of the students. Too much unknown language prevents students from reading quickly and fluently.

3. It is the student, not the teacher, who chooses what to read.

4. Students have a wide variety of genres and topics to choose from.

5. Students read for pleasure, information or general understanding.

6. Reading is individual and silent.

7. The teacher asks as a guide, monitor and role model.

What are the benefits of Extensive Reading?
There is a wealth of research into the benefits of Extensive Reading for language learners. Here is a digest of what I consider to be the seven most important benefits:

It is widely accepted that people become good readers through reading, and that learning how to read should mean a primary focus of attention on the meaning rather than the language of the text. It is pretty obvious that extensive reading helps students become better readers. Research by Richard Day amongst many others shows that we learn to read by reading. The more language students read, the better readers they become. An integral part of this is learning new vocabulary.

Probably the most cited benefit of Extensive Reading is that it can extend and sustain students' vocabulary growth. We know that vocabulary is not learned by a single exposure. Experts in language and literacy development such as Harvard University Education Professor Catherine Snow believe that you need to encounter a word or phrase in different contexts between 15 and 20 times to have a high possibility of learning the word or phrase. Students are highly unlikely to encounter vocabulary sufficient times within the classroom to learn it. However, if they read extensively they are much more likely to get multiple encounters with words and phrases in a variety of contexts.

Students who read extensively also make gains in writing proficiency (Elley and Mangubhai 1981, and Hafiz and Tudor 1989). This is probably because as students encounter more language, more frequently, through extensive reading, their language acquisition mechanism is primed to produce it in writing.

Students improve overall language competence

In addition to gains in reading and writing proficiency, research demonstrates that students who read extensively also make gains in overall language competence. For example, Cho andKrashen (1994) reported that their four adult ESL learners increased competence in both listening and speaking abilities through reading extensively. So Extensive Reading would seem to benefit all language skills, not just reading and writing.

Students become more motivated to read

It is highly motivating for students to discover that they can read in English and that they enjoy it. For this reason it is essential that the books are interesting to students and at a level appropriate to their reading ability. If students find the books compelling and interesting, and can understand them, they may become more eager readers. This can also help to boost their confidence and self-esteem as language learners.

Students develop learner autonomy.

Students can read anywhere, at any time, and reading extensively helps them become more autonomous learners. To promote learner autonomy extensive reading should be a student-managed activity. That is to say that students should decide what, when, where and how often they read.

Neuroscientific and social science studies have shown that people who read literary fiction extensively are more empathic. People who read novels about other people who are very different from themselves and their backgrounds are particularly empathic.

Conclusion
There are many benefits of Extensive Reading in language learning. These include gains in reading and writing competence, oral and aural skills, vocabulary growth, and increases in motivation, self-esteem and empathy. Students who read extensively also become more autonomous learners.
Seven Extensive Reading websites:

The Extensive Reading Foundation is a not-for-profit organisation whose purpose is to support and promote extensive reading.

Extensive Reading is a repository for information on extensive reading, with an emphasis on foreign language learning.

Rob Waring's website is another repository for information on extensive reading.

ER-Central is a not-for-profit organization dedicated to developing an Extensive Reading and Extensive Listening approach to foreign and second language learning. There are wealth of free Extensive Reading and Extensive Listening resources for students.

is an innovative and interactive series of beginner level easy-English graded readers for all ages 11 and up. The series follows an interactive gamebook format, in which the reader takes on the role of the main character and makes plot choices at set points in the story. These choices lead to one of eight different endings.

MReader is a website designed to help schools wishing to implement an Extensive Reading program. It allows teachers and students to verify that they have read and understood their reading.

ERF Graded Reader List is a comprehensive, searchable, downloadable database of graded readers from around the world providing useful information for educators and language learners.
Seven books and articles on Extensive Reading:

1. Day, R. and J. Bamford, 1998, Extensive Reading in the Second Language Classroom, Cambridge University Press.

2. Day, R. and J. Bamford, 2004, Extensive Reading Activities for Teaching Language, Cambridge University Press.

3. Day, R. and Bamford, J. (2002) 'Top Ten Principles for teaching extensive reading.' Reading in a Foreign Language. http://nflrc.hawaii.edu/rfl/October2002/day/day.html

1. Waring, R. The Inescapable Case for Extensive Reading. http://www.robwaring.org/papers/waring_Nova_2011.pdf

2. Maley, A 'Extensive reading: why it is good for our students... and for us.' https://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-students%E2%80%A6-us

Stanley, G. Extensive Reading. https://www.teachingenglish.org.uk/article/extensive-reading

Steiner, J. Reading for Pleasure.
www.orianit.edu-negev.gov.il/english/files/reading/articles/extenrdg.doc
I hope you find the articles, websites and resources useful. Are there any other Extensive Reading resources you've used with your students? Let me know in the comments below!
References
Cho, K., & Krashen, S. D. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 37, 662-667.

Day, R. (1998) Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press.

Day, R. and Bamford, J. (2002) 'Top Ten Principles for teaching extensive reading.' Reading in a Foreign Language.
http://nflrc.hawaii.edu/rfl/October2002/day/day.html
Elley, W.B (1991) 'Acquiring literacy in a second language: the effect of book-based programmes.' Language Learning. 41. 375-411

Hafiz, F.M and Tudor, I. (1989) 'Extensive reading and the development of language skills.' ELT Journal 43 (1) 4-13

Maley, A (2008) 'Extensive Reading: Maid in Waiting' in B. Tomlinson (ed) English Language Learning Materials: a critical review. London/New York.

Maley, A 'Extensive reading: why it is good for our students... and for us.'

https://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-students%E2%80%A6-us (accessed 23 September 2016)

Prowse, P. 'What is the secret of extensive reading?'

http://www.cambridge.org/elt/readers/prowse1.htm (accessed 23 September 2016)

photo credit: Mikhail Pavstyuk

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Seven Benefits of Extensive Reading for English Language Students - Kieran Donaghy

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What is extensive Reading? In simple terms Extensive Reading is reading as many easy books as possible for pleasure, and can be contrasted with intensive reading which is slow, careful reading of a short, difficult text. Day and Bamford (1998), Day (2002), Prowse (2002), and Maley (2008 and 2009) have identified a number ...

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Extensive reading: my opinion and experience so far. 

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Extensive reading: my opinion and experience so far. 

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10 ways to use Technology to build vocabulary 

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10 ways to use Technology to build vocabulary 

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An eVoc strategy is an electronic or technology-based strategy that teachers can use to develop students' vocabulary learning and interest in words. We use the term eVoc both to highlight that the strategies rely on digital tools and resources and to suggest the evoking of learning potential that is possible when technology and media are part of the instructional mix.

As literacy educators, we need to use the tools that 21st-century technologies afford us (International Reading Association, 2009). Nearly 100% of schools in the United States have Internet access (Wells & Lewis, 2006). In 2010, we can assume that access to information and communication technologies (ICTs) will continue to improve with the increased availability of inexpensive mobile devices and the U.S. Department of Education's inclusion of technology in education reform (National Education Technology Plan, 2010).

Although the pervasiveness of ICTs in all aspects of 21st-century life is quite clear and well accepted, it is less clear how teachers might successfully integrate technology into literacy instruction and specifically vocabulary instruction. Improving students' vocabulary is an area of urgent need if we are to develop the advanced literacy levels required for success in school and beyond (Biancarosa & Snow, 2006; Graves & Watts-Taffe, 2008). Vocabulary is also an area where teachers are asking for guidance on instructional approaches, strategies, and materials (Berne & Blachowicz, 2008). We believe that digital tools and media are available in most schools that teachers could harness now to improve vocabulary learning, tools that capture the interest of students and that provide scaffolds and contexts in which to learn with, and about, words more profitably.

The purpose of this article is to highlight 10 eVoc strategies that hold promise for improving vocabulary learning in intermediate grades and that employ digital tools and resources that are readily available and feasible to implement in today's schools. Given the fast pace of technology innovation, not all of these eVoc strategies have direct research evidence; however, they are all supported by research on effective vocabulary instruction, much of it carried out with print materials (National Institute of Child Health and Human Development [NICHD], 2000; Pearson, Hiebert, & Kamil, 2007), and multimedia learning (Fadel & Lemke, 2008; Mayer, 2001).

We encourage teachers to select one or more of these eVoc strategies to try out and adapt to their particular students, curricula, and teaching context. We hope that they share their successes and limitations with their colleagues and with the broader literacy community on the Internet. In the following sections, we first summarize research on vocabulary learning and then present 10 eVoc strategies organized by three principles of vocabulary instruction applied in a digital context. Across all three areas, the role of interest and engagement with words and word learning is addressed.

What does research tell us about vocabulary learning?

Even within our increasingly visual world (Kress, 2003), words remain our pr imar y means of communicat ion. The Nat ional Reading Panel Report (NICHD, 2000) and the RAND Reading Study Group (2002) heightened the importance of vocabulary instruction for student literacy learning. Books and articles on vocabulary instruction are popular (e.g., Beck, McKeown, & Kucan, 2008; Blachowicz & Obrochta, 2005; Graves & Watts-Taffe, 2008), and research on vocabulary is enjoying renewed attention.

Why is vocabulary learning so important? To understand a text, one must understand the words that represent the ideas or concepts. Studies confirm the high correlation (0.6 to 0.8) between vocabulary knowledge and reading comprehension (Baumann & Kame'enui, 2004; Pearson et al., 2007). We also know that there are degrees of word knowledge, from "I've never heard this word before," to "I know this word and can apply it in multiple contexts" (Lubliner & Scott, 2008), as well as metacognitive knowledge about how to apply prior knowledge and strategies to vocabulary learning (Beck et al., 2008).

Of particular concern to educators is the development of academic language. Although we learn oral language that enables us to speak to one another fairly easily, learning academic language is more complex because it involves abstract literacy tasks and language not customarily used in oral speech (Fang, Schleppegrell, & Cox, 2006; Zwiers, 2007). Academic language is a second language, because all literate people must learn it to enable them to access academic content (Solomon & Rhodes, 1995).

For English learners (ELs), academic language may represent the task of learning a third language. Thus, special care must be taken to give them every advantage in learning academic language, particularly in content areas. For example, research suggests that Spanish-speaking students can be taught to recognize cognates (i.e., words with similar meanings that look and sound alike in two languages, such as operation [English] and operación [Spanish]) and use cognate information to comprehend English texts (Lubliner & Grisham, in press; Proctor, Dalton, & Grisham, 2007).

We know that there is a wide range in students' word knowledge and that as early as age 5, there is a 30-million-word exposure gap between "haves" and "have nots" (Hart & Risley, 1995). The results of this gap are manifested in students' literacy learning, particularly reading comprehension. The Matthew Effect, where strong readers get stronger and weak readers get weaker (Stanovich, 1986), as well as the fourth-grade reading slump (Chall & Jacobs, 2003), can be attributed, at least in part, to a less developed store of conceptual knowledge and vocabulary.

The good news is that we can improve vocabulary learning and address the gap by actively and systematically teaching vocabulary to our students (Pearson et al., 2007; Zwier s, 2007). Teaching words, morphology, and word origins is an important component in any vocabulary learning program. It is also necessary to provide multiple exposures to the word in different contexts and to teach word learning strategies, such as using context clues, cognate information, and deciding when a word is important to know and remember. Although teaching can make a real difference in vocabulary learning, explicit teaching of vocabulary is not enough; a dedicated teacher can teach perhaps 300-400 words per year (Beck et al., 2008).

Direct vocabulary instruction is essential, but research indicates that students with well-developed vocabulary learn many more words indirectly through reading than from instruction (Cunningham & Stanovich, 2001; Nagy & Herman, 1985). Two strategies that encourage children to read widely and deeply are to provide an array of reading materials that capitalize on their interests and to set aside time for reading during the school day and at home (Trelease, 2006). Conversations about their reading with adults and peers also strengthen students' word learning (Biemiller & Boote, 2006).

Whether directly teaching vocabulary and word learning strategies, or increasing students' volume of reading, an important research-based principle that applies across the board is to promote a lively interest in words through student expression and participation in a learning community that enjoys playing with words, builds on individual interests as well as curriculum needs, and emphasizes self-efficacy in word learning (Beck et al., 2008; Graves & Watts- Taffe, 2008).

These recommendations to improve vocabulary by encouraging wide reading, teaching words and word learning strategies, and promoting active learning and interest in words are not new. The purpose of this article is to encourage teachers to apply these research-based recommendations in new ways, using digital tools, media, and the Internet-that is, to deploy technology in service of vocabulary learning.

Despite the ubiquity of technology and media, it is not on teachers' priority lists of vocabulary instruction strategies and materials (Berne & Blachowicz, 2008). We address this gap by offering 10 eVoc strategies organized into three instructional areas. First, we offer strategies for teaching words and word learning strategies. Second, we focus on on-demand digital language tools to support just-in-time strategic vocabulary learning and reading. Third, we suggest ways to increase the volume of reading to support students' incidental vocabulary learning. Along the way, we offer ways to stimulate students' interest in words and self-efficacy. Technology, when used flexibly in response to students' varied needs and interests, can and should be part of the solution to the vocabulary gap.

Teaching and learning vocabulary

The first five eVoc strategies focus on explicit teaching of vocabulary and helping students become independent word learners.

eVoc strategy 1: Learn from visual displays of word relationships within text

Developing breadth and depth of vocabulary depends on building connections between words and developing elaborate webs of meaning (Boulware- Gooden, Carreker, Thornhill, & Joshi, 2007). Graphic organizers and visual displays highlight the relationships between words (Baumann & Kame'enui, 2004). Two of our favorite word mapping tools that support visual representation are Wordle and Wordsift.

Wordle is a free Web application that allows you to create a word cloud based on the frequency of words in a particular text. It can be used to stimulate students' thinking about the meaning, importance, and relationship of words as they analyze, create, and publish Wordles. To create a word cloud, you paste text into the applet and then manipulate the visual display by selecting the color scheme, layout, and font. Word clouds can be used to highlight keywords and themes to prepare students for reading, as well as prompt discussion after reading.

For example, we created the word cloud in Figure 1 based on an online National Geographic Kids article about the troubling disappearance of honeybees in North America. Questions about this Wordle might include the following:

What does the word cloud suggest this article is about?

What seem to be the most important words?

How do these words go together?

Why do you think the Wordle designer chose this shape of word cloud? (Hint: Think of what bees look like when they swarm.)

Figure 1: Word cloud for bees using Wordle

Students will most likely conjecture that the article is about bees. Some students may notice the less prominent words-dead and poisons-and wonder if the bees are sick. When asked about the color choice, they may speculate that the author/designer chose bright colors to get your attention, or that black goes with poison. What is important in this kind of prereading discussion is students' close attention to the words and how they might relate to one another and to the larger text that they represent. Students actively engage with meaning as they draw on background knowledge about words and concepts as well as on visual literacy skills.

The same bees word cloud could prompt a discussion after reading the article, guided by questions such as,

Do you think the word cloud captured what was most important to learn?

Are there keywords or ideas that are left out?

What superordinate terms reflect the main ideas?

As students manipulate the word cloud's layout, color, and font, they integrate verbal and visual representations, strengthening the multimedia learning effect (Fadel & Lemke, 2008) while developing an important digital literacy skill in our visual society.

For some students, the creative design aspect serves as the hook to engage them in meaning making; for others, it is the words themselves that entice them to explore meanings and relationships. Although Wordles can be published to the public gallery and printed, another option is to use a screen capture program to save the Wordle as an image, creating a bank of images on your desktop or school server. They can then be inserted into a document, PowerPoint, class blog, or other text.

WordSift is another free word cloud tool available on the Internet. Like Wordle, a word cloud is created based on text that is cut and pasted into the application. Although WordSift does not support artistic design of the display, it offers important learning supports. Each word can be clicked on to show a collection of related images, a word map, and a listing of sentences from the text that present the word in different contexts. WordSift also sorts words by difficulty and identifies academic words. Note that both Wordle and WordSift support several different languages, a feature particularly helpful to ELs (Adesope, Lavin, Thompson, & Ungerleider, 2010).

eVoc strategy 2: Take a digital vocabulary field trip

In the original vocabulary field trip (Blachowicz & Obrochta, 2005), the teacher begins with a large poster of a topic, such as weather. Students are seated on the carpet, and the teacher leads a field trip that includes having students observe and record what they saw as they read books and other materials. As students volunteer weather words, the teacher records them on sticky notes or tag board and puts them up beside the poster. After the observations are concluded, the teacher returns the students' attention to the words, repeating them and linking them to the poster. Next, students sort the weather words into conceptually related groups and engage in other semantic activities.

Teachers can create a digital version of a vocabulary field trip using a free online program called TrackStar (trackstar.4teachers.org). Like the popular WebQuest (Dodge, 1995), TrackStar allows you to collect a series of websites and annotate them so that students follow the online journey.

On the left side of the figure you can see the questions and multiple websites that we selected to guide students in finding out about weather in Alaska, where the Iditarod takes place. We selected a context where weather is extreme to heighten students' interest and to provide a dramatic contrast to their own local weather. We begin with a website featuring photos and video of dogsledding in Alaska and asked students to respond with descriptions of the weather conditions.

Next, students visit a website on the aurora borealis and look for connections between the aurora and Alaskan weather. They complete the virtual field trip with a visit to a website on weather comparisons, where they examine the differences between local weather and Alaskan weather. Throughout this process, they visit several teacher-selected websites and gain knowledge about words through multiple exposures in different contexts and through different media, including reading, viewing, writing, and conversation.

eVoc strategy 3: Connect fun and learning with online vocabulary games

No list of technology applications for vocabulary would be complete without mention of the vocabulary games that are available for free on the Internet. We recommend two sites that offer a variety of activities to engage students in playing with words and word meanings: Vocabulary Games and Vocabulary. Games include crossword puzzles, picture-word matches, word scrambles, and 8 Letters in Search of a Word (a game that can draw you in unexpectedly as you race to create as many words as possible from eight letters within the time limit). The games are supplemented with themed word lists, test preparation items, and activities on prefixes and suffixes. These sites can be bookmarked for students' independent practice and can provide a basis for whole-group instruction.

eVoc strategy 4: Have students use media to express vocabulary knowledge

The previous eVoc strategies all require student interaction, from manipulating a visual word map to taking an online vocabulary field trip. This strategy focuses on students' vocabulary representations in multiple modes-writing, audio, graphic, video, and animation (Nikolova, 2002; Xin & Rieth, 2001). The first set of examples draws on promising research with universally designed digital text (Dalton & Proctor, 2007), suggesting the benefit of having students develop word meaning as they read a definition, view graphics, listen to the word, write or audiotape a personal connection to the word, create a caption for a graphic, and complete an interactive word map (Proctor et al., 2007; Proctor, Uccelli, Dalton, & Snow, 2009). Figure 2 illustrates how students communicate word knowledge as they create a caption for an image. These types of activities offer students different modes of representation and expression and can be created with a variety of composing tools and formats, such as digital stories, photo essays, podcasts, and so on.

Figure 2: Students create captions to illustrate their understanding of contribute

Note. From Dalton, B., Proctor, C.P., Snow, C.E., Uccelli, P., & Mo, E. (2008, September). Improving reading comprehension for struggling readers: Understanding the role of vocabulary development, guided strategy use, and Spanish language supports in a digital reading environment. Final report to the U.S. Department of Education, Institute of Education Sciences.

A multimedia composing and presentation tool that is often underused is PowerPoint. We have certainly seen many poor PowerPoint examples (e.g., the ubiquitous three bullet points and silly clip art approach). However, we have found that PowerPoint can be used creatively for expression. In addition to benefiting from reading and viewing multimodal representations of vocabulary, recent research suggests that students may also benefit from creating multimedia representations of words in PowerPoint slides that are hyperlinked together (Pritchard & O'Hara, 2009). Working with fifth graders, Bridget (first author) created an example of a multimedia glossary item for camouflage, a word from the science curriculum (see Figure 3).

Figure 3: Multimedia glossary example of camouflage using a PowerPoint template

The model elaborates word knowledge in context and illustrates how design influences the message. To provide a structure to guide students in creating their own entries, Bridget created a template that students could fill in and adapt. The template includes a space for the word, a short definition, an explanation for why the word is important, a graphic, an audio recording or sound, and a source. As students create and revise their entries, they reflect on the word's meaning (What does this mean?), its representation (How does this particular graphic and sound effect illustrate this word?) and process (What images did you consider and discard?).

Students' glossary items can be combined into a master document and sorted by word to show multiple meanings and representations (Pritchard & O'Hara, 2009). Another approach to compiling students' individual work is to teach them how to hyperlink their slides so that a view of one version of a word includes hyperlinks to others' versions of that word. Although this example uses PowerPoint as the media format, these types of vocabulary collections can be created in different modes and published online as a word wiki or word blog. This kind of collaborative publication and engagement with an external audience is characteristic of successful multimedia learning (Fadel & Lemke, 2008). There really is no end to the creative possibilities when students use media to develop and celebrate the wonder of words.

eVoc strategy 5: Take advantage of online word reference tools that are also teaching tools

Many online word reference tools are also excellent teaching resources. For example, the Visual Thesaurus website complements its fee-based content with free information such as the Behind the Dictionary and Teachers at Work columns and teacher-created themed word lists. Many use multiple distribution platforms to reach learners wherever they are. For example, the Back in School webpage of Dictionary.com (dictionary.reference.com/studenthandbook) links to Facebook, has an iPhone application, a free toolbar application, a word of the day that is communicated on Twitter or as a text message on your mobile phone, and a free weekly word explorer audio podcast on iTunes.

Develop strategic digital readers with "on-demand" vocabulary help

This section highlights two online tools that provide just-in-time support while reading. Students can develop their strategic learning repertoire as they customize their own collection of supports.

eVoc strategy 6: Support reading and word learning with just-in-time vocabulary reference support

Whether avid or reluctant reader, we all encounter unfamiliar words in our reading and need strategies for what to do when this occurs. Rather than using print dictionaries or asking the teacher, students can learn to use online dictionaries and thesauri. When they have access to word help on demand, at the point of need, both monolingual (Reinking & Rickman, 1990) and bilingual (Yoshii, 2006) students tend to use them more often than print references and improve their understanding. Many of these Internet-based tools are free (they vary in difficulty, so try out different applications to determine the best fit for your students).

Some word reference tools can be mounted on the browser toolbar, allowing you to right click on any word to look it up and have a brief definition display. More comprehensive dictionaries can be bookmarked for easy access while reading on the computer. The increasingly popular e-book readers, which are becoming more common in schools and homes, usually provide dictionary help in the form of audio pronunciations of the word and brief definitions.

Two popular free online dictionaries/thesauri are Reference.com and Merriam-Webster. Tools expressly designed for students include Word Central from Merriam-Webster , Back in School from Dictionary.com, and Yahoo Kids! American Heritage Dictionary of the English Language.

A strength of digital text is its capacity to communicate in multiple modes, enhancing understanding by providing two channels of input, visual/spatial and linguistic (Mayer, 2001). Merriam-Webster offers an online visual dictionary (visual.merriam-webster .com/index.php), and Enchanted Learning provides a picture dictionary for young children. Be on the alert for educational sites that offer specialized picture glossaries, such as NASA's online space picture dictionary. These sites can be added to your browser favorites. And, finally, it is important to teach students to notice and strategically use the vocabulary help that is offered on various sites, such as the word wizard that pops up when students are reading Scholastic News Online.

eVoc strategy 7: Use language translators to provide just-in-time help for ELLs

Successful ELs leverage first-language knowledge to develop their English (Adesope et al., 2010; Jiménez, García, & Pearson, 1996). Online dictionaries often support multiple languages (e.g., the Yahoo! Kids dictionary supports 90 languages), and EL students should be taught to look for this option. Another resource is the language translator. The value of a translator is that it supports learning words as they occur naturally in authentic text and allows students to view bilingual versions of a text side by side so that they can use their first-language knowledge to develop their English vocabulary. You can paste text into the translator field, select the input and output languages, and view the translation (see Babelfish, Google translator, and Bing Translator). You may also download a toolbar extension that translates any webpage automatically. Although these tools are not perfect (and may never be, given the nuances involved in translation), they are a good place to start for ELs. In fact, students often find the translator's mistakes both humorous and an entry point for discussing the nuances of word meanings.

Expand wide reading and incidental word learning with digital text

Reading widely and deeply is important for vocabulary development and reading comprehension. These two strategies help increase students' volume of reading and, indirectly, their incidental word learning (Cunningham & Stanovich, 2001; Nagy & Herman, 1985).

eVoc strategy 8: Increase reading volume by reading digital text

Class libraries, read-alouds, book clubs, and independent reading time during the school day can increase the amount and variety of student reading. However, it is challenging to find the resources and time required to provide up-to-date material, to be responsive to students' interests, and to accommodate readers at different reading levels. Teachers can dramatically expand text options for students by including reading on the Internet and other digital texts. A high percentage of students already use the Internet for homework; we can extend their learning and exploration of words in context as they read and view varied text genres on the Internet, or read texts downloaded onto a class computer, an e-book reading device, or a smartphone.

Increasing the reading of informational text is especially important for learning in the content areas, and informational content reigns supreme on the Internet. To use current events as one example, the currency of information and use of media to communicate the news is unparalleled. To begin, we recommend bookmarking quality sites that students read on a regular basis. Many educational publishers and organizations provide free online content, including articles and media about current events, some of which are generated by students themselves. A few of our favorites include the following:

A recent visit to some of our favorite sites included articles about the top stories in the news, a student blog about animal myths featured in the animated film Fantastic Mr. Fox, and an explanat ion of threesided snowflakes. The texts include graphics, video, and sound, along with written text, providing many ways of engaging with the content. Students can rotate taking on the role of Internet news repor ter, scanning bookmarked sites for interesting news to share with the class or post to a class blog. Students can also pursue individual interests as they read digital text during sustained silent reading.

A second example is based on literature students read in the classroom, generating interest in more reading by developing intertextual connections (Hartman, 1992). Using a digital poster or PowerPoint screen to show a splash of book cover images and screen captures of websites, movie trailers, and blogs invites students to pursue their interests in particular authors, books, genres, popular culture, and media.

For example, a screen displaying a book that the class is reading, such as Kate DiCamillo's The Tale of Despereaux, links to several screens, one featuring her website and online interviews, another to a site with video clips from The Tale of Despereaux movie, and still another highlighting other fantasy books and comics. The splash screens can be printed out to build a wall mural that students expand as they continue reading.

These examples highlight the value of teachers previewing Internet content. However, students will also need support in learning how to search and find their own reading materials on the Internet. This will necessitate teaching Internet safety, something that is now required to obtain E-Rate funding (Protecting Children in the 21st Century Act, 2009), as well as strategies for searching and evaluating Internet content (Henry, 2006).

eVoc strategy 9: Increase reading volume by listening to digital text with a text-to-speech tool and audio books

A common concern among educators is the readability of websites and Internet content. One powerful strategy is to allow students to listen to text with a text-to-speech (TTS) tool or, when available, listen to audio narration. This provides students with access to age-appropriate content and grade-level curriculum, a right mandated by the Individuals with Disabilities Education Improvement Act of 2004. For struggling readers, TTS increases their reading speed, reduces stress, and for some, but not all, improves comprehension (Elkind & Elkind, 2007).

Fortunately, there are free TTS tools that can be mounted on the browser toolbar for easy access while reading, such as Click, Speak for Firefox (click speak.clcworld.net), or downloaded to your desktop, such as the NaturalReader free TTS utility. Balabolka is a PC-based TTS application that can run off a thumb drive. Some e-book readers such as Microsoft Reader are free to download and can be used with public domain content that is part of their e-book library.

There are also commercial TTS tools that range in price depending on the features, such as those from Kurzweil, Aeques, TextHELP, and Recording for the Blind & Dyslexic (RFB&D). Note that students who have a documented print disability may obtain digital versions of core curriculum texts from organizations such as Bookshare and RFB&D. To explore strategies for listening to text, check out the Learning Through Listening website. Johnson (2003) also offered suggestions for using audiobooks in the classroom in her Reading Online article, "Audiobooks: Ear-resistible!"

eVoc strategy 10: Combine vocabulary learning and social service

Many of these eVoc strategies use Web 2.0 technologies to promote social learning. They also tap into students' natural desire to create, to participate in communities, and to develop strategic competence. Recent reports on students' digital literacies highlight the importance of this kind of learning (Ito et al., 2010). This final eVoc strategy is a free online vocabulary game, Free Rice that has attracted millions of users, young and old. We believe it offers an opportunity to promote students' engagement with words while contributing to the social good.

Free Rice presents a word and four answer choices on the screen. For each correct answer, the United Nations World Food Programme donates 10 grains of rice to countries in need. The game adjusts its difficulty level based on the response, filling a bowl with rice as the player adds to his or her score. As a class activity, the teacher could project the website on screen and guide students in playing the game for 5 minutes daily, discussing choices (e.g., "I think it must be 'x' because 'y'") and strategies (e.g., "Any words we can eliminate? Does the root word give us a clue we can use?"). Students can play individually or with a partner, reporting back to class on their rice earnings and sharing intriguing new words.

In closing, we invite you to go digital with word learning. These 10 eVoc strategies use technology to support the wide reading, direct instruction, active learning, and interest in words that we know are essential to vocabulary development. In a digital world, knowing how to use the tools and resources available online is part of becoming a strategic learner. We hope that this list provides a useful and evocative jumpingoff point for integrating technology and media into your students' vocabulary learning experience.

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10 Ways to Use Technology to Build Vocabulary

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Drawing on research-based principles of vocabulary instruction and multimedia learning, this article presents 10 strategies that use free digital tools and Internet resources to engage students in vocabulary learning. The strategies are designed to support the teaching of words and word learning strategies, promote students' strategic use of on-demand web-based vocabulary tools, and increase students' volume of reading and incidental word learning.

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http://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-students%E2%80%A6-us

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An extensive reading program was established for elementary level language learners at the British Council Language Center in Sanaa, Yemen.

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There very interesting games in this articles.

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To celebrate the launch of Project fourth edition, Domino author, Nina Prentice explores the relevance of extensive reading in the upper primary classroom.
School is generally about hierarchies and rules. The teacher is the authority on and dispenser of the syllabus. Students are novices. Their purpose is to consume and learn the year's programme of study and satisfy the requirements of the examination system.

But, if we believe that learning is not just about passing exams, our classrooms need not follow this pattern. We can break the traditional roles of 'teacher' and 'student' following our set tasks and duties quite easily. All we need is a library of graded readers and the enthusiasm and passion to read extensively alongside our class.

The transformation is astonishing. Discussion and debate become the norm. Students, even those who are less able or confident, participate enthusiastically because when people respond to personal reading there is no right or wrong answer. Everyone has a voice and a right to have it heard.

Extensive reading is the opposite of the obligatory 'intensive reading' we practice in school, crawling like snails over texts and leaving inky slime trails of annotation over every page. Reading extensively is about consuming large amounts of texts greedily to know the end of the story, not to dissect the author's style. It is about choice, freedom and pleasure.

When we read extensively, we forget our dictionaries because we are reading well within our comfort zone. Choosing freely what we read (and rejecting it if we don't like it) for our personal enjoyment and interest is liberating, motivating and empowering.

Extensive reading also frees us from daily textbook routines. The class library not only allows us to explore language together naturally through our reactions to the books we are all reading but provides a endless supply of spontaneous activities with which to animate our lessons and engage our students.

The class library allows us to share our reading experiences communally. This collaborative approach, where the normal, formal routines of the classroom are set aside, creates an environment where learning happens naturally through discussion, the expression of opinions and even disagreement! Extensive reading is real language in real use and demonstrates that books will always be the best and most stimulating teachers!

Some examples of practical extensive reading activities

Graded readers provide prompts for classroom activities in ways that many textbooks or undifferentiated material cannot. Books which students have chosen deliberately and are enjoying reading are self-evidently within their competence. Textbook work can never be quite as accessible or as pleasurable. Additionally, students are usually excited about sharing their current reading with the rest of the class and less able students gain confidence when they can perform and contribute in the same way as more able classmates.

Teachers can easily use the class library and students' current reading to extend and practise textbook topics. The brief 5-10 minute activities below are just a few examples of the kind of naturally differentiated tasks which can amplify and support the syllabus.

Cover Illustration Game: Ask students to look at the cover of the books they are reading. Give them thirty seconds to write down as many words as they can think of prompted by the images in the illustration. Then...

Ask students to categorise the words they have collected by word class. Do they notice any patterns? Or...

Ask if the colours they have noticed on the cover suggest anything about the story they are reading. Or...

Ask the students to use the words they have collected to write a 50 to 100-word description of a place they know well.

Ask the students to do this task with the cover of a book they have not read. After they have collected the words (without looking at the blurbs) ask them to use their collections to write 50 to 100 words predicting the story. Students can then compare predictions with the blurbs on the back.

Word Class Hunt: Ask students to find an example each of word classes (e.g. noun, verb, adjective, adverb) from the books they are reading and then:

Making a Statement: Ask students to turn a statement in the book they are reading into a question; or turn a positive statement into a negative; or change the tense or gender; etc.

Talking Text: Ask students to turn a dialogue in the stories they are reading into reported speech or vice versa. Ask them how these changes affect the way the story is told.

Five Words: Ask students to select any five words they like from a page in the book that they are currently reading and use them to write a 50-75 word opening to a new story of their own as in the example below.
Enclosed Signs Flags Meet FinishedThe flags were all hung out in the courtyard where I hoped to meet George and Freya at the end of the day. As I arrived, they had just finished their turns in the enclosed pits where the fights happen. I was worried but the signs were good. They were both smiling and waving at me. George only had a black eye and Freya a long, deep cut on her shoulder. (71 words)

Question Time: Extend this last activity by picking a good example and then asking students to use the 5 Ws and the H to ask questions about the story. For example:

Where is the courtyard?

Why are the George and Freya fighting in pits?

Who is the person telling the story?

When is this story happening: in the present, the future or the past?

What will happen next?

How can George and Freya be happy when they are quite badly hurt?

Sentence Starter: Ask students to pick a sentence at random from any page in the books they are currently reading and create as many new sentences as they can using at least the chosen words but adding more as desired.

Discuss how the sentences have developed.

Extend the task by seeing if they can change the sentence they have chosen to make it humorous, sad, frightening or unexpected.

Ask students to compare their sentences and see how they can be improved.

These are just a few examples of short activities that can be created on the spot using the readers in the class libraries as prompts. These kinds of tasks are useful because they:

Break up the monotony of lessons and create a sense of adventure and unpredictability in your classroom. The unexpected really motivates learning!

Provide a range of differentiated tasks which all students can access and enjoy.

Stimulate interest in the class libraries by getting students to share their reading experiences.

Offer a range of brief do-able activities which persuade students that writing in English is not only something which can be practised and improved but which also can be fun!

Give teachers an opportunity to observe how students are interacting with the libraries while, at the same time, getting students to extend, practice and reinforce textbook tasks with 'real' language.

Don't forget that graded readers span a wide range of ability levels and there is strong emphasis on student choice. This ensures that all students, even the least able, can easily find accessible and enjoyable books for themselves to enjoy both at home and at school.

CDs with the spoken text now accompany the majority of the readers. For students with learning difficulties trying to read in a non-phonetic language like English, this audio input provides vital support to make the decoding process more intelligible. Moreover, research shows that students who regularly listen to recordings as they read become faster and more fluent, whatever their ability level. Pronunciation also improves naturally because of the aural stimulus to word recognition.

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What's the point of Extensive Reading? - Teaching English with Oxford

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To celebrate the launch of Project fourth edition, Domino author, Nina Prentice explores the relevance of extensive reading in the upper primary classroom. School is generally about hierarchies and rules. The teacher is the authority on and dispenser of the syllabus. Students are novices. Their purpose is to consume and learn the year's programme of [...]

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Fremmedspråksenteret har etter gjennomgang av bidragene valgt å tildele førsteprisen i Fremmedspråksenterets språkdagkonkurranse 2023 til Hellerud videregående skole i Oslo.

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Fremmedspråksenteret har etter gjennomgang av bidragene valgt å tildele førsteprisen i Fremmedspråksenterets språkdagkonkurranse 2023 til Hellerud videregående skole i Oslo.

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The reading skill is most often taught by close study of short passages followed by analysis of language.

Extensive reading: An alternative approach

Aims of extensive reading

The characteristics of an extensive reading approach

The value of this intensive reading procedure, with its focus on the teaching of discrete reading skills has been questioned by some, who claim that teaching students reading strategies does not necessarily make them better readers. It is widely believed that people become good readers through reading, and that learning how to read should mean a focus of attention on the meaning rather than the language of the text.

Extensive reading: An alternative approach
Another model for teaching reading exists. This is an 'extensive reading approach' and involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts.

Students are allowed to choose the books they read depending on their interests, and there is not always a follow-up discussion or work in class. In this way students are encouraged to read for pleasure and should become better readers.

Aims of extensive reading
The principal objective of undertaking an extensive reading approach is to get students reading in English and liking it. An increase in reading fluency should be another objective. Because of this, reading should be a pleasurable activity for the student, promoted as much as possible by the teacher.

The characteristics of an extensive reading approach

Reading material
Reading for pleasure requires a large selection of books be available for students to choose from at their level. Here, teachers can make good use of graded readers (books which have been written specifically for EFL/ESL students or which have been adapted from authentic texts).

Setting up a class library is a good way to provide material for students, and because the books are kept in the actual classroom, there is a greater chance that they will be borrowed, and teachers also have more opportunities to refer to them during class.

Motivation
One of the key factors to the success (or not) of an extensive reading programme is motivation. Capturing student interest is the key. If the materials available are interesting to the students, then they will be far more likely to want to read them. These books should also be at a level appropriate to their reading ability. As mentioned earlier, the texts should not be too difficult so students experience the frustration of not being able to understand the books.

Getting the extensive reading programme off to a good start is also vital. The aim is for an initial successful experience so that students discover they can read in English and that they enjoy it. This positive experience should stimulate them to read more, increasing motivation, enjoyment and a desire to read.The teacher's roleConclusion

The teacher encourages and assists the students with their reading, which the students undertake during and /or after class. Occasional summaries (oral or written) can help with this as they show both that the students are reading and also that they understand what their books are about. The activities can also help students improve their writing or speaking ability. Another activity teachers can become involved in is individual counselling - this gives the teacher an opportunity to ask students about their reading experiences and can be done by the teacher while the rest of the class are silent reading. Above all, however, extensive reading should be a student-centred and a student-managed activity.

Day & Bamford (1998) highlight the benefits that have been gained by the undertaking of extensive reading programmes. These include gains in reading and writing proficiency, oral skills and vocabulary, an increase in motivation and positive affect.

Setting up an extensive reading programme should not only lead your students to improve their reading proficiency and other language skills, but will hopefully enable them to take pleasure in reading for its own sake. Further reading

Susser B & TN Robb (1990) 'EFL Extensive Reading Instruction: Research and Procedure' JALT Journal Vol No.2 http://www.kyoto-su.ac.jp/~trobb/sussrobb.html
Day RR & J Bamford (1998) 'Extensive Reading in the Second Language Classroom' Cambridge:CUP
Barnett, M.A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern language Journal, 72, 150-162.

The BBC and British Council are not responsible for the content of external web sites.

Graham Stanley, British Council, Barcelona

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The reading skill is most often taught by close study of short passages followed by analysis of language. Extensive reading: An alternative approach Aims of extensive reading The characteristics of an extensive reading approach Motivation The teacher's role Conclusion

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Write & Improve is a free service for learners of English to practice their written English. Submit your written work and receive feedback in seconds, covering spelling, vocabulary, grammar and general style.

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It's an online interactive English dictionary and thesaurus that helps you find the meanings of words and draw connections to associated words. You can easily see the meaning of each by simply placing the mouse cursor over it.

Why use Snappy Words visual dictionary?

Easy to use dictionary and thesaurus.

Learn how words associate in a visually interactive display.

Get ideas to help write content for your blog, article, thesis or simply play with words!

No registration required.

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

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

It's free and fun!

How do I use it?

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

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

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

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

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

What dictionary does Snappy Words use?

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

Useful Sites

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

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

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http://www.penguinreaders.com/

https://elt.oup.com/teachersclub/subjects/gradedreading/?cc=us&selLanguage=en&mode=hub

http://www.macmillanreaders.com/

https://www.pearsonelt.com/tools/readers.html

http://www.cambridge.org/it/cambridgeenglish/catalog/skills/cambridge-english-readers

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5 tools to improve reading comprehension

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5 tools to improve reading comprehension

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Words are like teenagers.

They are manageable individually, but once they start hanging out with each other, it can be difficult to figure out how they work as a whole.

Any parent or teacher who has taught a child to read will tell you that interpreting a text involves two steps. The first step involves decoding and defining individual words. The second (and more important) step is being able to understand what those words mean when they are grouped together as sentences and paragraphs.

Reading comprehension can certainly be difficult for kids with learning disabilities and differences, such as dyslexia, but there are plenty of students who struggle with novels and textbook chapters that are written at comprehension levels higher than their own.

The following reading tools can all be considered assistive technology for students who need them. However, they are available to all students and can be beneficial to anyone looking to gain a better understanding of a particular book, article, blog post, or any other piece of writing. These resources can also help teachers create inclusive classrooms and implement the principles of Universal Design for Learning.

One of the most innovative websites to be developed in the last several years, Rewordify.com is a free online tool that helps improve students' reading comprehension in multiple ways.

First, a user pastes or imports text into a text box on the site. Rewordify then analyzes this text, looking for words and phrases that may be difficult to understand. Once the site locates difficult or problematic language, it replaces it with simpler words to aid students' understanding. The Rewordifying Engine includes multiple settings so that users can choose from several reading levels. Users can click on the replacement words to display either the original, more difficult language or individual words' definitions (in a variety of forms - in the margins, in separate columns, or superimposed over the initial version of the text).

Students also have the option of reading the original and replaced words with built-in text-to-speech functionality for auditory reinforcement.

After Rewordify identifies the difficult words and phrases, it provides students with a series of activities to help them learn new vocabulary. One way it does this is by collecting troublesome text in a series of flashcards (which also offer integrated text-to-speech). The site can also administer quizzes in different formats (e.g., word bank, matching) to aid in the learning process.

Finally, Rewordify has a collection of classic literature (like Shakespeare's plays) and historic documents (like the Declaration of Independence) that students can access, read, and better understand by using the site's unique comprehension tools.

Created for students and teachers, Snap&Read Universal is a Google Chrome extension that reads language aloud (including text on Flash-based websites that typically can't be copied and pasted) using integrated text-to-speech with synchronized highlighting.

To aid in reading comprehension, Snap&Read allows students to use a text-leveling tool similar to the one found on Rewordify.com. Students can select text that they have a hard time understanding, and the Web browser extension will identify and replace difficult words with simpler ones. The level of linguistic complexity can be adjusted in the Options tab.

In addition, Snap&Read has a unique outlining tool that can also help with reading comprehension. After it is activated, students can highlight the main ideas of a reading, and those passages are automatically extracted and placed into an outline located in the browser's sidebar that can be easily edited. The outline can then be dragged and dropped into a word processor, like Google Docs, for students to integrate into a reading summary.

The idea behind Newsela is simple but powerful, and it can have a big impact on developing the reading comprehension of diverse learners. Newsela is a website that publishes current events articles each day on a variety of topics pertaining to most school subjects. Every article has five versions, each written for students at different reading levels. After a student reads the version that matches her skill level, she can take corresponding quizzes to test her knowledge.

A professional subscription to the site allows teachers to integrate Newsela more deeply and meaningfully into their classrooms. For example, they can gather data and track the reading progress of individual students or entire classes. They can also create and assign writing prompts based on particular articles as a means of further assessing their students' comprehension.

All told, Newsela provides a perfect platform for implementing accessible Universal Design for Learning principles - it invites users of various levels and with a range of abilities to participate fully.

Based on the idea that multisensory activities provide deeper and longer-lasting learning, Immersion Reading is an e-book technology that combines recorded audiobooks with synchronized highlighting of electronic text. The result of a partnership between Amazon.com and Audible.com, it allows students to read books with their eyes and ears at the same time, leading to better comprehension and retention of subject matter. Since it does not rely on synthesized text-to-speech and instead uses the vocal performance of a professional actor or broadcaster, it makes auditory reinforcement of written text a more authentic multisensory experience.

Currently, complete Immersion Reading is available using Amazon's Kindle Fire tablet and the Kindle for Android app. Users can also read and listen to books simultaneously on the Kindle for iOS app, but text highlighting is not supported on Apple devices at this time.

Another multisensory strategy for improving reading comprehension involves electronic graphic organizers, and Inspiration Software provides one of the best platforms for accomplishing this task. Available for both desktop computers and iOS devices, Inspiration allows students to create visual representations of the characters, themes, and plot summaries of works of fiction. It also lets them visually map the details of textbook chapters and current events articles. Any language that is included can be read aloud with text-to-speech technology. In addition, users can add links to Web-based articles and videos to provide supporting materials.

One characteristic of Inspiration that sets it apart from other mind-mapping software is its collection of readymade templates. Templates that can aid in reading comprehension include: Character Traits, Fiction Reading Notes, Plot Analysis, Compare and Contrast, and KWL Organizer (KWL is an acronym explaining what students already know, what knowledge they want to gain, and what they ultimately learned from a reading) .

It can be challenging for students to consume large amounts of written material during their academic careers. Nevertheless, getting through their reading assignments with solid comprehension is a key component of a quality education. Today, there are plenty of technology tools to help.

*Use the Noodle search tool to find a great school near you.

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5 Tech Tools To Aid Your Reading Comprehension - Noodle.com

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If you struggle to understand or remember your reading assignments, Noodle is here to help. Check out these 5 tech tools to improve your reading comprehension.

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https://www.phraseum.com/

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I spend a lot of time looking at different web-based tools and apps and thinking about if and how they can be used for learning. Sometimes it takes some thought and at other times it's really obvious. With Phraseum it was instantly obvious that this was a really great tool for learning.

Phraseum allows you to collect words, phrases and sentences from anywhere on the web while you you browse and organise them into social phrasebooks.

Phraseum is a browser-based tool which can be activated from your browser toolbar. Simply create an account and then drag the 'Clipping button' bookmarklet to your favourites bar on your browser.

Once that's done you can just collect any words or phrases that you find online by highlighting them and then clicking on the bookmarklet. This opens up a window where you can add tags to the phrase and add your own private notes and annotations. The tags could be a definition, translation, part of speech or something about the context in which it could be used. You can then save the phrase into one of your phrasebooks. The phrases and phrasebooks can be private or they can be made public and so shared with others.

If you want to include specific words or phrases from a word document or PDF, you can also just type in the words or phrases you want to include in your phrasebooks, but if you save them from the web then Phraseum also stores a link back to the original source, so you can go back and see how the word or phrase is used in context. You can also get a link from the phrase to a translation from Google Translate.

Phraseum is social, so you can share phrases and phrasebooks with anyone else on the site and follow other people if you like the kinds of things they are saving and sharing. You can also click on any of the tags on your phrase to find other related words or phrases which have been saved by other users and add those to your own collection.

If you use social media with your students you can post the phrases you save through various social media channels so this is a great way to feed information and activities into something like a Facebook group or page or a Twitter feed that you use with students.

All of the entries you make to Phraseum can be edited and changed, so students can always add additional tags, change them and add the same entry to multiple phrasebooks.

Phraseum also enables you to follow people in a similar way to Twitter or Pinterest. If you follow people you can see their public phrasebooks and keep up-to-date with what they are saving.

This is really useful if you are using it with students, as by following them you can easily monitor their work and use the comments feature if you need to help, support or encourage your students.

Here are a few examples of phrasebooks I've created:

How to use Phraseum with students

You could get started just by creating a few of your own useful phrasebooks and sharing them with your students.

If you like to pre-teach vocabulary, a good way to do this would be to create a vocabulary phrasebook from a particular online article you would like your students to read. They can look at the phrasebook before they read and check they understand the vocabulary, or use it as a reference while or after they read.

You could also collect a phrasebook with a collections of more random words and phrases and see if the students can predict the genre or kind of text the phrases came from.

You can collect phrases into a phrasebook and ask students to suggest appropriate tags to add.

If you train your students to use Phraseum then they can start using it to create phrasebooks while they read. They can sort new words into specific groups. They could be grouped according to the source or topic or they could group words according to word classification such as parts of speech or types of collocation.

You can get students to share phrasebooks and crosscheck so that they share vocabulary and check that they have similar definitions or translations of the words.

You can send students on treasure hunts for specific things, for example searching for business related collocations. If they use this as the tag they will then be able to share their results together (any tag you click on shows you all other words and phrases which share that same tag).

Get students to use the phrasebooks to revise and review their vocabulary.

What I like about Phraseum

I love that it works in the browser tool bar. This makes it really easy and quick to access at any time you are online.

I really like the social aspect too. Being able to share and compare phrasebooks with other people is really useful.

It's great that it makes it easy for students to go back to the source of the word or phrase.

Saving phrases really encourages students to think about words within lexical chunks rather than as independent entities.

Phraseum can be used in multiple languages.

It's free.

I think this is a great tool to support more of a lexical approach to online learning. It can also support students digital literacy and study skills. I hope you and your students find Phraseum useful. Be sure to share in the comments any ideas you have for using it with your students.

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Creating social phrasebooks with Phraseum

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I spend a lot of time looking at different web-based tools and apps and thinking about if and how they can be used for learning. Sometimes it takes some thought and at other times it's really obvious. With Phraseum it was instantly obvious that this was a really great tool for learning.

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I had already planned this lesson plan some time ago because I would have liked to carry this out but I couldn't. So this was the chance to try to carry it out again. I edited it, changed some activities because I have different students and andtried to add some CLIL activties as well. I will cary out this activity it next term.

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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).

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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.

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

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clil; call; teacher training; teaching-learning of foreign languages; internationalization; clil; call; formazione docenti; insegnamento-apprendimento delle lingue straniere; internazionalizzazione

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CLIL and CALL for a teacher's expertise: an international training experience | Cinganotto | Form@re - Open Journal per la formazione in rete

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

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The role of videos in the teaching and learning of content in a foreign language | Cinganotto | Journal of e-Learning and Knowledge Society

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

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Find out how your institution is adapting to digital improvements SELFIE helps students, teachers, trainees and education professionals understand their facility's strengths and weaknesses in promoting digital-age learning.

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

One of the most significant differences between Web 2.0 and the traditional World Wide Web ( WWW, 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 forums, microblogging, social networking, social bookmarking, social curation, and wikis.
Elements of Web 2.0

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

The increasing prevalence of Software as a Service (SaaS), web apps 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 Facebook, Twitter, LinkedIn and Google+.

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

Unified communications (UC): 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 Reddit, Digg, Pinterest and Instagram.

The History of Web 2.0
The foundational components of Web 2.0 are the advances enabled by Ajax and other applications such as RSS and Eclipse 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 extranet 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, also known as the Semantic Web.

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. Web 3.0 will involve the publishing of web resources in languages intended for data (such as XML, RDF, OWL and XHTML) to supplement them with metadata that will allow software to analyze, classify and deliver content for more personal relevance. The Semantic Annotations for Web Services group at W3C is defining the specifications for the Web 3.0.

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

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

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Happy to have read this article by chance some weeks ago! 

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Happy to have read this article by chance some weeks ago! 

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Techno-CLIL: come coniugare metodologia CLIL e tecnologie di apprendimento - Tuttoscuola

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E' in fase finale la preparazione del corso di formazione per docenti "Techno-CLIL 2017". Si tratta di un percorso formativo interamente online e gratuito, promosso da una comunità di pratiche internazionale, EVO, Electronic Village Online. Ogni anno EVO organizza sessioni di formazione su tematiche diverse che ruotano principalmente intorno alla didattica delle lingua inglese e ...

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Using CLIL means also using another language to teach and this way students will improve their foreign language competence. My experience so far also let me say that students are more motivated both in learning the subject and in using English as a “lingua franca”.  They are more exposed to the language and their interest increases when the focus is on the content. AS a teacher I think that one of the pro of using CLIL is cooperation among teachers both when planning and when teaching: this makes learning more effective.

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I'm a teacher of English in a lower secondary school and sometimes I carry out CLIL activities together with my colleagues, especially of ARt, Geography and History. I'm also an etwinner and all my 6 classes are involved in etwinning projects, this allow me to let them experience several teaching methods: flipped classroom, PBL, CLIL, cooperative learning. I love working like this because I learn together with them, we all improve our competencies and the everyday work is more creative and fun for both my students and me!

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Issuu is a digital publishing platform that makes it simple to publish magazines, catalogs, newspapers, books, and more online. Easily share your publications and get them in front of Issuu's millions of monthly readers.

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The Journal of Teaching English with Technology

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Do Coyle - What is the 4 Cs teaching framework? 4/7

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

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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

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Content and Language Integrated Learning

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In ELT, forms of CLIL have previously been known as ' Content-based instruction', 'English across the curriculum' and 'Bilingual education'. Why is CLIL important? With the expansion of the European Union, diversity of language and the need for communication are seen as central issues.