1. DIAPOSITIVA 1

2. DIAPOSITIVA 2

3. DIAPOSITIVA 3

4. The non-native
teacher of
CLIL/EFL
Oh, my!
How will I
hold the
reins?
riding several horses at once…
DIAPOSITIVA 4

5. Verbalisation
of graphic
information
AmE/BrE
(In)formal
varieties
REGISTER &
DIALECTAL
VARIETIES
DISCIPLINARY
VOCABULARY
class
in a FL
Asking, interrupting,
ordering, persuading,
criticising, proposing,
rejecting proposals,
distributing materials,
thanking, greeting, etc.
Subgenre
conventions
GENRE
CONVENTIONS
Situational
interactions
Expression of
emphasis
(lexis & syntax)
All-situ
ation
interac
t iv
functio e
ns
Rhetorical
structure
Markers of framing,
transition, glossing,
attitude,
evidentiality,
exemplification,
conclusion, etc.
DIAPOSITIVA 5

6. The non-native
teacher of
WHOOOA, Situation!
GIDDY UP, GIDDY UP,
Metadiscourse!
Situation
Terminolog
y
Genre
Metadiscour
se
CLIL/EFL
Goody,
goody!
Now I can call
them by their
names…
Varieties
riding several horses at once…
DIAPOSITIVA 6

7.  I rule and control MY class
 I am THE expert
 I decide contents & assessment
 I monopolize talk-time
 I am authoritarian
 I censor, penalize & evaluate
 I facilitate (re)sources
The traditional messianic
teacher
DIAPOSITIVA 7

8. HABITUAL ROUTINES IN THE CLIL CLASS
DIAPOSITIVA 8

9. TEAM/PAIR
PROBLEM
SOLVING
CLIL CLASS-START
ROUTINES
H
AP ARY
GR ENT
M
OM
C
DY
TU ON
S I
SE USS
CA SC
DI
DISCUSSION
PRE-CLASS
READING PIECE
ELICITATION
What do you
know…?
MULTIPLE CHOICE
AS WARM-UP
I NG
RM
TO
INS
A
BR
DIAPOSITIVA 9

10. HABITUAL ROUTINES IN THE CLIL CLASS
Exchangeable roles
Mutual scaffolding
TEAM-TEACHING
GOAL-ORIENTED
LEARNING STYLES
KNOW-HOW
TECHNOLOGIES
HANDS-ON
COOPERATION /
INTERDEPENDENCE
SHARED EXPERT ROLE in
KNOWLEDGE CO-CONSTRUTION
Broader immersion outcome
AUTHENTIC TASKS
TOP-DOWN
STUDENT-FOCUS
NEGOTIATION
TAILOR-MADE
TRANSVERSAL SKILLS
PEER FEEDBACK
PEER WORK
LEARNER AUTONOMY
INTEGRATED LEARNING:
Language + Skills + Content
LEARNING AWARENESS
LEARNER RESPONSIBILITY
DIAPOSITIVA 10

11. Teacher Target Model
COMPONENTS
Teacher’s discourse
CALP
BICS
Students’ discourse
CONVERGING DISCOURSES IN THE LECTURE
DIAPOSITIVA 11

12. A COMMUNITY OF PRACTICE
‘The way we do things’
‘We engineers are visual people’
DIAPOSITIVA 12

13. 6 interrelated parameters
Teaching style (Ogborn et al 1996)
Visualizer
Co-thinker
Storyteller
Verbalizer
Operator
Embedded genres
Conversation
Story/anecdote, joke
Procedural description
Demo
Problem-solving
Case study
Discussion
DIAPOSITIVA 13

14. Academic functions (Dalton-Puffer 2007, Hyland 2005)
Definition
Clarification/explanation
Exemplification
Inference
Enumeration
Contrast
Relevance-marking
Problem-solving
Metadiscourse functions (Hyland 2005)
Goal announcement
Sequence
Stage-labelling
Endophoric signalling
Topic shifting
Code glossing
DIAPOSITIVA 14

15. Structural phases of the lecture (Young 1994, simplified)
Start
Inductive
Deductive
Tangible or ‘hands-on’
Introduction
Elicitation
Brainstorming
Problem- or task-solving
Teacher’s monologue
Conversation Teacher-Students
Content delivery
Contrastive
Argumentative
Descriptive
Narrative (chronological, cause and effect, problem-solution pattern)
DIAPOSITIVA 15

16. Recapitulation
Progressive
Final
Closure
Visual
Verbal
Stereotyped vs. Self-made formulas
Round-off summary
Assignment
DIAPOSITIVA 16

17. DIAPOSITIVA 17