Here are the key points about communication in CLIL:- Language is used to communicate and learn content. Students learn language by using it to learn content. - There is language of learning (vocabulary and structures directly related to the content), language for learning (language needed to complete tasks and activities), and language through learning (language that emerges naturally during the learning process).- Teachers need to identify the key vocabulary, language functions, and grammar structures related to the content and tasks. But language through learning is more difficult to predict in advance. - Scaffolding is important to support students' language development. This includes modeling language, providing prompts and cues, allowing collaborative work, etc. to help students communicate about and
Similar to Here are the key points about communication in CLIL:- Language is used to communicate and learn content. Students learn language by using it to learn content. - There is language of learning (vocabulary and structures directly related to the content), language for learning (language needed to complete tasks and activities), and language through learning (language that emerges naturally during the learning process).- Teachers need to identify the key vocabulary, language functions, and grammar structures related to the content and tasks. But language through learning is more difficult to predict in advance. - Scaffolding is important to support students' language development. This includes modeling language, providing prompts and cues, allowing collaborative work, etc. to help students communicate about and
Similar to Here are the key points about communication in CLIL:- Language is used to communicate and learn content. Students learn language by using it to learn content. - There is language of learning (vocabulary and structures directly related to the content), language for learning (language needed to complete tasks and activities), and language through learning (language that emerges naturally during the learning process).- Teachers need to identify the key vocabulary, language functions, and grammar structures related to the content and tasks. But language through learning is more difficult to predict in advance. - Scaffolding is important to support students' language development. This includes modeling language, providing prompts and cues, allowing collaborative work, etc. to help students communicate about and (20)
Here are the key points about communication in CLIL:- Language is used to communicate and learn content. Students learn language by using it to learn content. - There is language of learning (vocabulary and structures directly related to the content), language for learning (language needed to complete tasks and activities), and language through learning (language that emerges naturally during the learning process).- Teachers need to identify the key vocabulary, language functions, and grammar structures related to the content and tasks. But language through learning is more difficult to predict in advance. - Scaffolding is important to support students' language development. This includes modeling language, providing prompts and cues, allowing collaborative work, etc. to help students communicate about and
2. Temes de debat: AICLE en el
PILE
• Compartir i millorar Pla d’actuacions.
• CLIL...Què i per què? Context (Enfoc competencial).
• Marc Teòric: Enfocament 4/5Cs. Conceptes generals.
• Aprofundiment de Content i Communication.
• Language of / for / through. Scaffolding.
• Anàlisi de l’activitat pròpia.
• Estratègies AICLE: Programació per principis.
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• Anàlisi de materials.
• Recursos i Tasca.
3. CLIL… què i per què?
CLIL : Content and Language Integrated Learning
CLIL is a dual-focused educational approach in which
an additional language is used for the learning and
teaching of content and language with the objective of
promoting both content and language mastery to
predefined levels.
Ref: Maljers, Marsh, Wolff, Genesee, FrigolsMartín, Mehisto, (2010). http://tiny.cc/51k1dw
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…and with the objective of promoting learning strategies,
creative curiosity, cognitive growth, active participation,
social engagement, active citizenship, enterpreneurship...
Ref: http://ow.ly/f7qDP, slide 26
4. Context : Alineació amb Europa
On 25 October 2011, the Council of Europe
concluded to:
“Encourage innovative forms of European co-
operation, experimentation and new approaches
to language teaching and learning, such as
content and language-integrated learning
(including in bilingual schools), opportunities for
language immersion mobility and, where
appropriate, more extensive use of ICT also in
creative language learning environments.” Neus Lorenzo
Ref: Council (2011). Council Conclusions on Language Competences to Enhance Mobility., Official Journal of the European Union.
Council of the European Union.. EDUC 256 SOC 891 CULT 83, 20.12.2011 (2011/C 372/07) Retrieved from:
http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0027:0030:EN:PDF
5. Context : Gestió plurilingüe al PILE
(Catalunya, 2012-2014)
Convocatòria PILE 2012:
-Ampliació de les situacions d’aprenentatge en llengua estrangera
Modalitat a1). Primària,12%, L3: llengua i AICLE.
Modalitat a2). Primària, (L4) en AICLE o projectes temàtics.
Modalitat b). A l’ESO, 15 %, L3 o L4: llengua i AICLE
Modalitat c). FP, L3: llengua o projectes temàtics.
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Modalitat d). Pel Batxillerat, 18 % (L3 o L4), autonomia, emprenedoria, i
AICLE.
(Batxibac: 33% del currículum Batxillerat (Llengua, Literatura, Hª + altres)
ORDRE: ENS/102/2012, de 5 d’abril, per la qual s’aproven les bases generals per a la selecció de projectes de centres educatius públics i
privats concertats de Catalunya per participar en el Pla integrat de llengües estrangeres (PILE), en el marc d’un projecte lingüístic
plurilingüe, i s’obre la convocatòria pública per a l’any 2012.
6. Aprenentatge
Integrat de
Contingut i
Llengua
Estrangera
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Marc Teòric
Ref: Imagtge a http://ow.ly/f1Wud
7. Marc teòric: 4C
• Content /subject matter/project/theme
• communication/language
• cognition/thinking skills
• culture/citizenship/community
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9. 4Cs framework
Communication
CLIL
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Content Cognition
Culture
Do Coyle
10. 4/5Cs framework
Communication
(comunicar, interactuar)
COMPETENCES Neus Lorenzo
Content Cognition
(saber -conceptes, fets-,
saber fer –procediments)
Culture (saber ser, saber pensar)
(saber estar, participar)
(Ref: Adaptat de Do Coyle)
11. AICLE, dimensió competencial
altres visions sobre el tema
CREATIVITAT
per la presa de decisions
criteri i judici, avaluació i acció , actuació fonamentada
Cognició
(saber ser, saber pensar) Comunicació
(saber fer, projectar-se, interactuar)
AICLE
Comunitat competencial
(saber estar, participació cultural
Continguts Neus Lorenzo
(sabers)
(dades, informació, i coneixement)
COMPLEXITAT
6-C Diamant competencial de les 6-C
Ref: ICE-UB: Group 6.Sis 2009 diversitat, pluralitat, globalitat
12. Content
• At the heart of the learning process lie
successful content or thematic learning
and the acquisition of knowledge, skills
and understanding.
• Content is the subject or the project
theme. Neus Lorenzo
13. Content selection
WHY
Appropriate:
Procedures
WHAT WHEN
According to the level
Syllabus content
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Subject methodology Takes longer
HOW HOW LONG
14. Thanks to eLibrary,
Consolate of USA in Barcelona
Models de qualitat: aprenentatge silent
Many animal behaviors are instinctive.
This means the animal knows how to do
something when it is born.
An example of an instinctive behavior is
a bird building its nest. Birds do not need
to learn how to build nests. They are born
knowing how to do it.
Another type of instinctive animal behavior
is called imprinting.
Animals do not have to learn this kind of
behavior.
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An example of imprinting is when geese
babies learn to follow their mother. A
goose baby follows the first thing that
makes the call of a goose and that moves.
Ref: http://ow.ly/exzNU
Learning to organise ideas
15. Communication
• Language is a conduit for communication
and for learning.
• learning to use language and using
language to learn
• Language of learning (linked to the
content)
• Language for learning (linked to tasks-Lorenzo
Neus
scaffolding)
• Language through learning (emerging
during the learning process)
16. Communication
Language functions (discussing,
Key vocabulary and
giving reasons, reporting,...)
specific language and
Language needed for task
grammar structures.
completion and classroom
management
for
Language Learnin
of
through g
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Language that
comes up in the
process.
Difficult to predict before carrying out
the activities.
17. Suport lingüístic: centrat en l’alumnat
From bottom-up & from top-down
Cal identificar les accions concretes (verbs)
Cal diferenciar contextos de precisió
-”Water and salt go up the roots”... (col·loquial)
-“The map is very big” (conversa informal) Vs
Vs. -“ Water and salt are absorved by...” (científic)
- “The scale of the map allows to see
small details” (text formal)
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http://goo.gl/zCto2
Cal evitar tautologies (Causalitat-Seqüència) Cal objectivar l’observació (no personificació)
-”Trees grow because they add branches and leaves every day ”... -”Crassa plants like living in dry weather”...
Vs. Vs.
- “Trees grow when they obtain mineral salts and water, in sunlight...” - “Crassa plants are adapted to dry weather”
Ref: https://clilingmesoftly.files.wordpress.com/2012/03/l4c-model.png
18. La interacció:
estructures per a compartir.
And... Or...
Such as...
TO DESCRIBE
First... Second...
When... then
TO EXPLAIN If... then....
Despite /Despite of...
Because... Lorenzo
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TO JUSTIFY In order to...
Whenever...
As we can see at...
TO GIVE EVIDENCE So it happens when...
Therefore...
Ref: Adaptat de Neus Santmartí, http://www.slideshare.net/francescvilabatalle
19. Les bastides:
visualització i planificació
del discurs argumental
•Mind maps (association)
•Concept map (relationship)
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•Thinking maps (flow)
Ref: http://abrahams.wikispaces.com/file/view/thi_map.gif/158780729/thi_map.gif
21. TIPS for LANGUAGE SCAFFOLDING
• Teacher-talk: language used, use of questions, check regularly
whether students understand, signal the organization of their
talk clearly, summarize regularly.
• Use of visuals and body language pictures, diagrams,
:
charts, flashcards, power point presentations…
• Task design: matching, sequencing, chart-filling, speaking and
writing frames, lists of useful words and phrases, etc.
Forms of Neus Lorenzo
• : whole-class, pair work, small groups.
interaction
Cooperative work.
• Learning strategies: explicitly taught. Note-taking, using
dictionaries, doing research, planning for writing, etc.
22. Thanks to eLibrary,
Consolate of USA in Barcelona
eLibrary
The digestive system
in one animal,
such as a fish,
is very different
from the digestive system
in another animal,
such as a bird.
Neus Lorenzo
This is because animals
have very different bodies,
eat different food, and use
the food differently.
23. Thanks to eLibrary,
Consolate of USA in Barcelona
The solar system is
the part of space
around the sun.
The solar system
includes Earth, the
other planets, and
many other things in
space. Neus Lorenzo
Planets are large
objects that orbit, or
go in a circle around,
the sun.
Ref: http://ow.ly/exzNU
24. Thanks to eLibrary,
Consolate of USA in Barcelona
• The two most important chemical processes in the
living world are photosybthesis and glycolysis.
These processes happen over and over again while
an organism is alive.
• Photosynthesis is a chemical reaction that creates
energy for plants. Photosynthesis usually takes place
in the leaves of plants. The leaves get energy from
the sun. Photosynthesis turns the sun's energy into
chemical energy for the plant. The process of
photosynthesis builds sugar. Sugar is a kind of stored
energy in plants. Plants need photosynthesis to live.
• Plants also need glycolysis to Neus Lorenzoa
live. Glycolysis is
chemical reaction that breaks down
sugars. Glycolysis happens in most living things,
including humans.This process gives energy to
the cells in the organism. Cells are the smallest living
parts of organisms. Some tiny organisms are made
up of only one cell. Humans are made up of billions of
cells. Without photosynthesis and glycolysis, plants
could not stay alive
Ref: eLibrary http://ow.ly/ezvXI
25. Polítiques lingüístiques d’aprenentatge integrat
de llengües i continguts (2012)
El professorat ha de proporcionar:
[+] Aprenentatge actiu - Learning by doing
[+] Participació cultural i activisme social
[+] Ús significatiu i contextual de la llengua.
[+] Adquisició integrada de continguts
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[+] Comunicació efectiva, interacció
[+] Estratègies d’aprenentatge de llengua
[+] Pensament crític, ments inquisitives...
Framework web: http://tiny.cc/spf0dw & http://clil-cd.ecml.at/ On line Framework: http://tiny.cc/4sk1dw
26. Tasca 2
• Compartir materials al Wiki (Recursos).
• Revisar l’activitat segons els criteris treballats.
Incorporar scaffolding (suport lingüístic).
• Afegir alguna activitat d’avaluació.
• Caldrà lliurar l’activitat.
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Humboldt remarked two centuries ago: “languages cannot be taught, we can only create the condition for somebody to learn them”. Ref: http://ow.ly/ePCi7 “ The first programm for bilingualism was launched in Canada in 1965” pag. 21. Ref: http://is.muni.cz/th/53866/pedf_d/Iva_Slezakova.pdf”
Si analitzem el que demanem als alumnes veiem que els demanem que descriguin, que expliquin, que analitzin. Tots això són habilitats cognitives ja que han d e posar en joc sistemes de raonament i alhora habilitats lingüístiques perque han de demostrar que saben escriure els diferenst tipus de text associats. En la pràctica s’ha comprovat la importància de cpmpartir amb els alumnes les regels de joc del que volem que afcon quan els demanem que descriguin, que expliquin o que justifiquin. Aquestes definicions de les diferenst habilitats són les que es van fer en el marc d’un grup interdisciplinars a l’iCe de la UAB. Un problema important és l’ambiguitat del terme “explicar”. Un text explicatiu des de les classes de llengua pot ser explicar una pel.licual, que has fet avui, Sense fer cap referència a la teoria. Quan a classe de cie`ncia demnaem que xpliquin volen que ens diguin el perquè
