How create a CLIL project in a Middle School to optimize resources

1. Implementation of
multilingual teaching
BELEN ALVAREZ GARCIA programmes using
Spanish Learning Leader in
an International Spanish CLIL / AICLE
Academy. approaches
Calgary Board of Education

2. OUR SCHOOL: Senator Patrick
Burns School
 Grade 5 to 9
 English Program
 NSA Program
 Spanish Bilingual Program (International
Spanish Academy)
 Inquiry Learning
 Develop Critical Thinking
 CTF Program (Career and Technology
Foundations)

3. CTF

4. OPTIMIZE RESOURCES
INQUIRY
SPANISH CTF REGULAR LEARNING /
PROGRAM PROGRAM PROGRAM CRTICAL
THINKING

6. CLIL
 CLIL is not language teaching
 CLIL is not content teaching
 Content and Language Integrated Learning Is an
approach to foreign language learning that requires
the use of a second language to practice content.
 CLIL is flexible and there are many different models
depending on a range of contextual factors.
 CLIL promotes learner progression in both language
skills and knowledge construction
 CLIL helps to redefine the curriculum, sharpening the
focus on the interconnections between cognition
and communication – between language
development and thinking skills.

7. CLIL Models
 Cross curricular project (language
teachers and subject teachers): Al-
Andalus
 Language teachers developing a more
content-type approach to a theme:
Spanish Language Arts and Electricity
 A global project where identical topics
are studied by learners in different
countries and languages and then the
results compared.
THE KEY WORD: FLEXIBILITY.

8. Content Language

9. PLANNING A CLIL
LESSON
The CLIL TOOL
KIT
Do Coyle, Philip Hood, David
Marsh
CLIL: Content and Language
Integrated Learning, 2010

10. The 4Cs Framework

13. THEME: Heat and Temperature
A Career Inquiry
Big Question: What
knowledge of heat
and temperature is
necessary to carry
out the duties/tasks
involved in your
chosen career?

14. CONTENT
 t’s the starting point
 CLIL provides learning contexts which are
relevant to the needs and interests of
learners
 CLIL supports the integration of language
into the broader curriculum

15. Types of heat
transfer
(conduction,
radiation,
convection)
Organize and create
career fair to present Understanding the
project. difference between
heat and
temperature
CONTENT
Research and
investigate heat Understand how heat
technologgy and how it and temperature relate
has involved to a career
Organize, research and
present a summary

16. COGNITION
 It must challenge the learners to think and
review and engage in higher order thinking
skills.
 It’s not a transfer of knowledge
 It’s about allowing individuals to construct
their own understanding and be challenged.
 Which tasks will we develop to encourage
high order thinking?
 Use Bloom’s taxonomy as a checklist (for
teachers and students).

17. Bloom’s Taxonomy

18. Represent heat transfer and
heat technology relates to a
Career
Carry out a research
Create materials that investigation
reflect learning COGNITON
(presentation and
Career fair)
Understand and explain
the difference between
heat and temperature

19. The relationship
between cognition
and language
(J. Cummins )
http://archive.ecml.at/mtp2/cli
lmatrix/EN/qMain.html
This post is a tool created by an
international team of CLIL
experts, which cross-combines
content, language, integration
and learning with culture,
communication, cognition and
community. The ensuing 16
indicators lead to examples
and a number of questions for
CLIL teachers to answer about
their own teaching.

20. COMMUNICATION (Learning to
use language and use language to
learn)
 It involves learners in language situations
in a way which is different from “language
learning lessons”
 Interaction, language using to learn
 It goes beyond the grammar system
 Language to interact with teachers and
peers (discussions, classroom activities,
presentations)

22. LANGUAGE OF LEARNING
 Vocabulario: partículas, energía solar,
sólido, líquido, gaseoso, radiación,
conducción, convección, calor,
refrigeración, sol, etc.
 Uso de los verbos ser, estar, hacer
 Uso de las preposiciones debido a,
convertirse en, transformarse en,
relacionar con, etc

24.  Complete the daily self-assessment at the
end of each class work period (see D2L)
 Have a minimum of 3 check-ins with the
teacher to discuss your progress on the
project.
 Your class presentation

26. CULTURE
 Tolerance and understanding
(Pluricultural and plurilingual world)
 Otherness is a key concept
 Can be wide interpretation
 Self and other awareness citizenship
 What are the cultural implication of the
topic?

27. Careeer Fair
Celebration of
Learning Spanish
CULTURE Program
Career presentation:
Professionalism

28. HOW DO YOU FEEL?