Suggestions for creating and developing dynamic CLIL EFL materials

1. CREATING DYNAMIC CLIL TEACHING
MATERIALS from AUTHENTIC TEXTS
Augmenting
the CLIL Professional’s
“Bag of Tricks”
Prof. Larry M. Lynch
Santiago de Cali University
proflmlynch@gmail.com

3. Why We Need to Adapt Materials:
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Unsuitable material level
Too difficult
Inappropriate length or duration
Contextual use of grammar or language
Explore relevancy
Adapt for specific application
Adapt to student learning styles (*MITs)
*Theory of Multiple Intelligences
H. Gardner, 1988

5. Why CLIL Scaffolding?
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Encourages participation
Links existing knowledge to new knowledge
Focus is on learning goals
Helps teachers get to know learners

6. Some Key CLIL Features:
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activates schema of learner
Repackaging of information to be user-friendly
Addresses different learning styles
Promotes creative and critical thinking
Challenges learners to move forward

7. Use CLIL Content Repackaging to:
• Create opportunities to engage learners at
all levels
• Make materials more exciting and relevant
• Reinforce learning
• Permit learner reflection on lesson
materials inside and outside of class
• Extend learning beyond the class room
• Allow expression of teacher expertise
Mehisto, Marsh & Frigols, 2008

8. Repurposing of information to
facilitate understanding / retention
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Images
Charts and graphs
Audio / Video
Multimedia
Lists
Diagrams
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Drama
Simulations / Role play
Games / Puzzles
Interactive online content
Dialogues – conversations
Manipulatives
Ref. Krashen’s Input Hypothesis, 1980

9. “Improvement comes from
supplying communicative
and comprehensible
input”
“The best methods are
therefore those that supply
comprehensible input in low
anxiety situations, containing
messages that students
really want to hear.”
“Language acquisition does
not require extensive use
of conscious grammatical
rules, and does not
require tedious drill.”
Stephen Krashen
Input Hypothesis, (1980) &
Affective Filter Hypothesis

10. Language Learner Typical Resources
DVD player
MP4 player
MP3 player
laptop
tablet
Serie3
digital camera
Serie2
voice recorder
Serie1
iPod
camcorder
cell phone
0
5
10
15
20

11. Language Learner Digital Resources
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15
10
Serie1
Serie2
5
Serie3
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eo
ga
m
itt
er
Tw
ok
Fa
ce
bo
pa
ce
id
eo
s
M
yS
vid
Yo
u
Tu
b
ev
em
ail
0

12. Learner-Centered Digital Resources
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Cellular phones
iPod
Tablet
Blackberry
Laptop or desktop access
Email
Twitter
Facebook

13. VLE - Virtual Learning Environments
• Quia (www.quia.com)
• Dokeos
(http://sourceforge.net/projects/
dokeos/)
• WiZiQ (www.wiziq.com)
• Blackboard
(www.blackboard.com)
• Moodle (http://moodle.org/)
• Xerte
(www.nottingham.ac.uk/xerte/)
• Wikieducator
(http://wikieducator.org/Main_P
age)

14. The CLIL Strategy:
Content Goals Supported by Language Goals
• Repurposing of
information to facilitate
understanding
• Drawing out of key
concepts and terminology
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In context vocabulary
Charts / diagrams
drawings / imagery
Hands-on activities
Mehisto, Marsh & Frigols, 2008

15. T/L Input Content Sources
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Audio-Visual Content
Comics
TV series – Movie clips
Realia
Puppets / manipulatives
Adaptive games
Podcasts
Gardner, 1988
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Printed Content
Newspaper articles
Books
Magazines / e-zines
Journals
Brochures
Web pages
Blogs

16. CLIL Cognition includes:
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Perceiving
Recognizing
Judging or Assessing
Reasoning
Conceiving and
Articulating
• Imagining
• Long-term retention
requires that we
experience the
application of new
knowledge and the use
of related skills in a
meaningful context
Richards and Rodgers, 2001

17. TYPES OF ADAPTIVE EXERCISES WHICH
PROVIDE MEANINGFUL CONTEXT :
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Brinton, Snow & Wesche, 1989
Stryker and Leaver, 1997
COGNITIVE PAIRS
CLOZE EXERCISE
FILL IN THE BLANKS
WORD OR LETTER UNSCRAMBLE
RE-ORDERING A SEQUENCE
TRUE or FALSE
GIVE A DESCRIPTION
EXPOSITORY WRITING
COMPLETE THE PHRASE or SENTENCE
ERROR CORRECTION
COMPREHENSION QUESTIONS
WRITE THE QUESTION
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COMPLETE A CHART or GRAPH
MULTIPLE CHOICE
SELECT AN ITEM FROM A GROUP
RE-WRITE or RE-STATE
GIVE AN OPINION
A COMBINATION of EXERCISES

18. CREATING DYNAMIC CLIL TEACHING
MATERIALS from AUTHENTIC TEXTS
Let’s Try Some CLIL
Repurposing
ACTIVITIES

19. CLIL Repurposing Activities
• “Find Someone Who …”
(reviewing / accessing existing knowledge
-connecting to personal experience)
• Graph the Richter Scale (text to graphic data
conversion)
• Earthquake Aftermath Photo Discussions
(content analysis - developing critical thinking
skills)
• Earthquake Tracking Worldwide Online
(group work and sharing of online content)
• Filming Peer Experience Interviews
(Oral production to audio-visual input / output)

20. NAME &
From Where?
Did you feel last
Sunday’s tremors?
Where were you?
What happened
when you felt the
tremors?
How did you feel?
Has this happened
to you before?
Was it different
than others you’ve
experienced?
Interview Data

21. C:UsersCLIENTEDesktopEQMapQuickTips.gif

22. Earthquake Damage

23. Earthquake Aftermath for each image consider the following:
• Describe the scene:
• What probably
happened?
• How could you help
survivors?
• What could you do about
lost services, destroyed
buildings and bodies?
• What about future
prevention plans?
• Prepare a sequence of
events for an earthquake
occurrance

24. The Richter Scale
The original formula developed by
Charles Richter in 1935 is:

25. “CREATING DYNAMIC CLIL TEACHING
MATERIALS from AUTHENTIC TEXTS”
Thank You
Attendees!
For more information email:
Prof. Larry M. Lynch
proflmlynch@gmail.com