Which language should we cater for? How can we support our students' language?

1. LET’S CLIL
SESSION 5 & 6
The 4 Cs: Communication
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2. Let's CLIL

3. Find someone who ...
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4. ICEBREAKER

5. CONTENTS

Communication


BICS and CALPS
Language





Language for
Language of
Language through
Scaffolding
Cummins Matrix
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6. COMMUNICATION
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7. 1.- Content
2.- Cognition
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3.Communication

8. Let's CLIL

9. Make your students use English
communicatively and effectively
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10. 
What’s the point
of knowing when
to use a verbal
There si no point in learning howis not
tense if it to
use the verbal tenses used in
if they don’t
know how to use them
communication?
communicatively
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11. Which language?
CLIL is NOT simply
“translating“ content
learning from the first
language into another
language.
So, what is language
learning in CLIL?
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12. Communication
Many CLIL learners have a
cognitive level higher than their
linguistic level of the vehicular
CLIL language.
So, what can we do to allow our
learners to access language
fully and use it?

13. Communication
CLIL teachers need to
give a special
support for language,
and, therefore,
plan language
carefully, analysing
what kind of
language learners will
be using.

14. Using language
demands teachers systematically plan for,
teach, monitor and evaluate
Language of
Language for
LEARNING
Language through
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15. Let's CLIL

16. 3 stages: Analyse, Add & Apply
ANALYSE



Analyse content for the language needed
Identify key words (specialised contextualised
vocabulary)
Identify phrases, grammatical functions for
concept formation and comprehension.
language of learning
stage 1.

17. 3 stages: Analyse, Add & Apply
ADD

Language experiences which enable the learner to
operate effectively in a CLIL setting (eg strategies
for reading & understanding a difficult text).

meta-cognitive or learner strategies, classroom
talk, discussion, task demands

scaffold e.g. through the use of language frames
language for learning
stage 2 (puts the focus on the learner)

18. 3 stages: Analyse, Add & Apply
APPLY / ASSURE




Emerges from the active involvement of learners thinking and
asking.
Spontaneous language
Captured during the learning process, then recycled and
developed later
It cannot be predicted in advance
language through learning
stage 3.

19. BICS or CALPS
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20. BICS and CALPS
Basic Interpersonal
Communication Skills
Cognitive Academic
Language Proficiency
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21. BICS and CALPS
Basic Interpersonal
Communication Skills
The language necessary for day to day
living, including conversations with
friends, informal interactions.
Cognitive Academic
Language Proficiency
The language necessary to understand
and discuss content in the classroom
.
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22. It’s all abour CALP


Specific subject-related discourse
(‘photosynthesis’/’hypotenuse’)
 General academic discourse,
(‘thus/whereas’)
Formal, abstract, context reduced.
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23. And what about BICS?
It helps for interaction……
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24. School to university
is a gradual
process of
increasing CALP
(input & output)
Without CALP,
students fail.
We have to make
CALP salient
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25. - The 3rd harmonic in the inverter output voltage
-
-
-
disappears
It’s a real feat of engineering.
The ship? There she would be today, but for the
controversy stirred up by Greenpeace.
The CDIO initiative is an educational
framework for producing the next generation of
engineers.
What is a toxic substance ?
It drives me nuts to see someone take a
data point from a 2-inch 0-10000 psig pressure
gauge as 119.547 psig when it is calibrated in
250 psig increments
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26. BICS or CALPS?

a. Our names are Imma and Montse.

b. I am thirsty. May I please have a drink of water?

c. After we finished school in June, my family spent
our summer vacation visiting relatives in Eritrea.
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27. BICS or CALPS?

d. Worms are called decomposers.
They have a special job, which is to
eat leaves, grass, and other things in
nature to help break them down into
smaller pieces. We are going to study
worms more closely by making a
compost bag.
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28. BICS or CALPS?

e. Your math homework sheet is a
review of everything we have learned
so far this year: working long-division
problems with double-digit divisors,
calculating the area and perimeter of
various quadrilaterals, working with
fractions and decimals, and calculating
averages.
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29. Issues of acquisition

CALP skills take a lot longer to develop than
BICS skills.

Learners with fluent BICS may be
surprisingly slow in the subject classroom
because they haven't yet developed L2
CALP.

CALP skills transfer from one language to
another.

Explicit CALP teaching in L1 is good for all
learners, but especially for those learning in
L2.
Adapted from http://www.onestopenglish.com/clil/methodology/articles/article-skills-for-clil/501230.article

30. LANGUAGE OF LEARNING
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31. Language of learning
Linked to the content - linked to an analysis
of content, thematic, syllabus demands grammar, vocabulary, structures, functions
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32. Language of learning



Type of language (genre)?
Content-obligatory language?
Effective way of teaching?
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33. LANGUAGE FOR LEARNING
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34. Language for learning
Linked to the task. Classroom
language
builds up learner
repertoire linked to
meta-cognitive skills
& talk for learning in
contexts real for the
learners
CLASS-TALK
MUMIS-ENGLISH
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35. LANGUAGE THROUGH
LEARNING
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36. Language through learning



Emerging
through
language.
Unexpected
emergent
knowledge building
& skill
development,
cognitive
development
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37. Analyse the language of
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38. SCAFFOLDING
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39. Defining scaffolding
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40. Scaffolding

teaching technique that involves providing
students with the supports needed to
complete a task or facilitate their learning
of new concepts.
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41. Do we need to plan scaffolding?
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42. Yes!!!!
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43. Need to scaffold learning
Need to provide the students with:
The need of scaffolding is essential for CLIL, because 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.
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44. Language Support for Speaking + Writing
• What language the task requires?
(Language Demands)
• Which strategies will you use to help
them to use English to perform the task?
(Language Support).
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45. Language Support for Reading + Listening
1.
Filling the gaps exercises are ideal to focus on key words or on
critical information of a text.
2.
Matching exercises are good to reinforce the information of a text,
and help to retain it in a more permanent way.
3.
Fill in a chart provide one of the best reading or listening scaffolding.
They are perfect to have a sense of the connections between the
relevant information of a text, and to explore the way it is organised.
Flow charts are usually harder to prepare than matrices.
4.
Pictures / Diagrams / Maps: 'Labelling' exercises are perfect to have
a visual support of what is listened of read on a text ('a picture is
worth a thousand words'). They also highlight the most relevant
information of a text.

46. Language Support for Reading + Listening
5.
'Taking notes' Consists basically on writing frames. They are a good
support to pay attention in advance to the information of the text. They are
also good to establish relations between key sentences.
6.
'Sequence' exercises force the learners to read a text more than once.
Therefore, they provide a good support to retain the information longer.
They are also good to think about the coherence of a text when trying to put
the different paragraphs or sentences in the right order.
7.
'Sorting cards' exercises imply classification of information in most of the
cases. They are therefore high order thinking tasks, and are usually a
challenge for learners. Often, more than one answer is possible
8.
'Text marking' exercises are the easiest tasks to prepare, and do not
even require extra handouts. You can make learners highlight key words or
relevant information.

47. Make language salient

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Highlight the
language
 to learn
 for learning
 through
learning

48. Control Teacher Talk



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

Use body language
Use simple language
Question ALL students
Check understanding
Signposting
Summarise
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49. Grade tasks, not texts


Give a reason for reading / listening to
the text
Make them pay attention to what they
already know (key words, context,
grammatical knowledge, etc)
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50. Difficult text?

On the theory of relativity
Einstein stated that the theory of relativity belongs to the class of
principle theories. As such, it employs an analytic method. This
means that the elements which comprise this theory are not based on
hypothesis but on empirical discovery. The empirical discovery leads
to understanding the general characteristics of natural processes.
Mathematical models are then developed which separate the natural
processes into theoretical mathematical descriptions. Therefore, by
analytical means the necessary conditions that have to be satisfied
are deduced. Separate events must satisfy these conditions.
Experience should then match the conclusions.
The special theory of relativity and the general theory of relativity are
connected. As stated below, special theory of relativity applies to all
physical phenomena except gravity. The general theory provides the
law of gravitation, and its relation toLet's CLIL forces of nature.
other

51. Give Receptive Skills Strategies





Prepare the context
Pre teach key vocabulary
Ask them to infer & predict
Set task in advance
Use reading techniques
explicitly
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52. Guide input
Complete the
mind map by
reading the
text.
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53. Provide productive skills strategies





Provide models
Highlight key words
Use visual organisers
Use word banks, tables or sentence
starters
Encourage collaborative
work
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54. Support output
GOOD OR BAD ENERGY?
Before you can fill in the table below, you need to consider some criteria for judging the issue of
positives and negatives. Use these Five:
(a)Ecological consequences
(b)Availability
(c)Renewability
(d)Expense
(e)Practicality
So, for example:
Looking at Hydro-Electric energy, we could work through the
criteria then try to decide whether it is a ‘Candidate
for the future’. In other words, does it have a valid future
as a source of energy?
(a)Ecological consequences?
Seems ok. Uses naturally flowing water to generate electricity. Does not cause any
pollution. Dams sometimes cause controversy because they divert rivers.
(b) Availability?
It depends on the country and its type of landscape. Mountains and rivers are needed.
(c) Renewability?
Good.
(d) Expense?
Cheap, because it uses a natural resource. Let's CLIL
(e) Practicality?
(c) Phil Ball

55. Work in groups on other energies
Energy
Advantages
Disadvantages
A candidate for
the future
Hidro-electric
No pollution,
cheap, abundant,
…
Only in some
countries
yes
geothermical
Although hydroelectricity has some
disadvantages such as the problem of needing
mountains and rivers, it has many more
advantages such as ...
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56. Scaffolding and embedding
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© Keith kelly

57. Let's CLIL

58. Diet and disease – core content
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59. Let's CLIL

60. Visuals: flow charts,
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61. Visual: graphic organiser
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62. Frames
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63. Speaking Frame (PE lesson on long jump)
Your
Run up
Take off
Position in the air
landing
is
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Too slow
Unsteady
Too early
Too late
With the wrong foot
Too high
Not high enough
On one foot
Excellent
Good
Fine
perfect

64. Resources to create own reading /
listening scaffolding tasks

Teacher's Pet is a toolbar for word processor for making fun and
effective worksheets in DOC or PDF format. This resource allows you
to create:




Pair-matching puzzle (matching heads and tails)
Paragraph breaker (sequence)
Move selected words to the end (fill in gaps)
Hot Potatoes enables you to create interactive Web-based
teaching exercises which can be delivered to any Internetconnected computer equipped with a browser.

65. Visuals
Visual aids can be used to:
Provide interest and
motivation for students.
Increase retention of
information and learning.
Clarify something difficult.
Aid communication
Help students to organise concepts and ideas.
Save instructional time and preparation
time because they can be reused.

66. Possible sources:
Graphic organisers
Flow charts
Diagrams
Maps
CD-roms
Flashcards

67. To Sum up
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68. CUMMINS’ MATRIX
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69. Teacher’s tools in clil
 4Cs framework – a guide for subject
matter/project/theme
 3As lesson planning tool
 Cummins’ matrix – a tool for task and materials
design and evaluation

70. Cummins Matrix
The CLIL Matrix adapted from Cummins (1984) by Coyle et al (2010:43-44) is
a useful tool which enables the teacher to balance linguistic and cognitive
demands, generally aiming to avoid either low or high cognitive demands on
both content and language at the same time, and thus to prevent
demotivation being caused by tasks which are either too easy or too
difficult.
3
High cognitive
demands
4
Low linguistic
demands
High linguistic
demands
1
2
Low cognitive demands

71. CUMMINS MATRIX
High cognitive demands
new language and new content
recycled language
introducing abstract concepts
whilst using visuals
Low linguistic
demands
familiar work
practise the new language in different ways
3
4
2
1
cooperative group work
instilling confidence
Low cognitive demands
High linguistic
demands

72. CLIL – Language Matrix
High cognitive
3
4
Low
Linguistic
High
Linguistic
2
1
Low cognitive
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73. Analysis of activities
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74. Let's CLIL