What is Content and Language Integrated Learning? - English ...

Content and Language Integrated Learning (CLIL) is an approach where students learn a subject and a second language at the same time. MainMenu Catalogue BusinessEnglish EnglishGradedReaders EnglishSkills ExamPrep GeneralEnglish LongmanDictionaries PearsonEnglishAcademies Primary ProfessionalDevelopment Secondary Assessment BenchmarkTest EnglishBenchmarkYoungLearners InternationalCertificate LevelTest ReadinessTest WarmUpapp Samples Resources Experiences COVID-19support ESAP:onlineteachingmethodology PearsonEnglishPodcast Educatorresources Learnerresources Events Webinars LiveClasses Digitaltools PearsonEnglishPortal PearsonPracticeEnglishApp MyEnglishLab eText ActiveTeach Reader+ Aboutus GlobalScaleofEnglish Pearson&BBCStudiospartnership Pearson&Disneypartnership PearsonEnglishBlogWhatisContentandLanguageIntegratedLearning? WhatisContentandLanguageIntegratedLearning? By JoannaWiseman July25,2018 374 136938 ContentandLanguageIntegratedLearning(CLIL)isanapproachwherestudentslearnasubjectandasecondlanguageatthesametime.Asciencecourse,forexample,canbetaughttostudentsinEnglishandtheywillnotonlylearnaboutscience,buttheywillalsogainrelevantvocabularyandlanguageskills. It’simportanttonotethatCLILisnotameansofsimplifyingcontentorreteachingsomethingstudentsalreadyknowinanewlanguage.CLILcoursesshouldtrulyintegratethelanguageandcontentinordertobesuccessful–andsuccessisdeterminedwhenboththesubjectmatterandlanguageislearned. WhoisCLILfor? CLILcanworkforstudentsofanyage,allthewayfromprimaryleveltouniversityandbeyond.Solongasthecoursecontentandlanguageaimsaredesignedwiththestudents’needsinmind,thereisnolimitastowhocanbenefitfromthisteachingapproach.However,itismostcommonlyfoundinprimaryandsecondaryschoolcontexts. WhatarethemainbenefitsofCLIL? ManyteachersseeCLILasamorenaturalwaytolearnalanguage;whenasubjectistaughtinthatlanguagethereisaconcretereasontolearnbothatthesametime.Andasstudentshavearealcontexttolearnthelanguagein,theyareoftenmoremotivatedtodoso,astheycanonlygetthemostofthecontentiftheyunderstandthelanguagearoundit. Moreover,beingcontentfocused,CLILclassesaddanextradimensiontotheclassandengagestudents,whichisespeciallyadvantageousinsituationswherestudentsareunenthusiasticaboutlearningalanguage. CLILalsopromotesadeeperlevelofassimilation–asstudentsarerepeatedlyexposedtosimilarlanguageandlanguagefunctionsandtheyneedtoproduceandrecallinformationintheirsecondlanguage. Furthermore,ithastheadvantagethatmultiplesubjectscanbetaughtinEnglish,sothatstudents’exposuretothelanguageisincreased,meaningtheirlanguageacquisitionisfaster. CLILalsoencouragesstudentstodevelop21stCenturyskills,includingtheabilitytothinkcritically,becreative,tocommunicateandcollaborate.Readmoreabout21stcenturyskillsinourpostSevenessential21stcenturyskillsforsecondarylearners. WhatarethechallengesofCLIL? AsCLILissubject-focused,languageteachersmayalsohavetodeveloptheirownknowledgeofnewsubjectsinordertoteacheffectively. Theymustalsostructureclassescarefullysothatthestudentsunderstandthecontentofthelesson,aswellasthelanguagethroughwhichtheinformationisbeingconveyed. Andwhenitcomestoclassroommanagement,educatorsneedtobeveryawareofindividualstudentunderstandingandprogress. It’sthereforeimportanttoconsistentlyconceptcheckandscaffoldthematerialstobesureboththelanguageandcontentarebeinglearned. HowcanyouapplyCLILtoyourclass? It’simportanttohaveastrategyinplacewhenapplyingCLILinyourcourses.Oneofthekeythingstorememberisthatthelanguageandsubjectcontentaregivenequalweightandthatitshouldn’tbetreatedasalanguageclassnorasubjectclasssimplytaughtinaforeignlanguage. AccordingtoCoyle’s4Cscurriculum(1999),asuccessfulCLILclassshouldincludethefollowingfourelements: Content–Progressioninknowledge,skillsandunderstandingrelatedtospecificelementsofadefinedcurriculum Communication–Usinglanguagetolearnwhilstlearningtouselanguage Cognition–Developingthinkingskillswhichlinkconceptformation(abstractandconcrete),understandingandlanguage Culture–Exposuretoalternativeperspectivesandsharedunderstandings,whichdeepenawarenessofothernessandself. Usinganumberofframeworkscanhelpyouprepareyourlessonsandmakesureactivitiesarechallenging,yetachievableforyourlearners. Bloom’sTaxonomy,forexample,classifieslearningobjectivesineducationandputsskillsinahierarchy,fromLowerOrderThinkingSkills (LOTS)toHigherOrderThinkingSkills(HOTS). Inthediagrambelow,youcanseethelevelsincreasingincomplexityfromthebaseuptothetriangle’speak. Theframeworkshowshowdifferenttasksrelatetodifferentlevelsofassimilation.It’sfairlyintuitive,butapplyingthisinformationtoyourlessonpreparationisnotalwayssostraightforward. That’swherethehelpfulBloomingVerbslistcomesin.Thefollowingchartshowsyouhowdifferentverbscancorrelatetothedifferentstagesinthetaxonomy,allowingyoutoformulatequestionsanddesignactivitiesthatdevelopyourCLILclassesinalogicalway. Byusingtheverbsinthefirstcolumnyou’llseehowmuchtheyrememberaboutatopicyouhavecoveredpreviously.Examplesmightinclude: Canyounamethreedifferenttypesofjungleanimal? Canyoutellmehowoftenapythoneatsfood? Canyoudescribewhatit’slikeintherainforest? Youcanthendothesameforthesubsequentstagesofthetaxonomy. Theverbchartcanalsohelpyoudesignaclassprojectorseriesofactivitiesthatfollowalogicalsequenceusingthe“Studentswillbeableto…”(SWBAT)framework.Thiswillhelpyousetclearobjectivesandcheckprogresstowardstheendofaclass,seriesofclassesorcourse. Here’sanexampleofhowyoucandevelopasetofobjectivesusingtheverbcolumnstohelpyounavigateBloom’sTaxonomy: SWBATname10differentanimalsthatliveintherainforest SWBATpredictwhatanimalseat SWBATcompleteasimplefoodchain SWBATcategorizeanimalsintodifferentclassifications(mammal,reptile,fishetc.) SWBATrecommendwaystoprotectanendangeredspecies SWBATcreateanewhabitatforanendangeredspeciesoftheirchoice Inthiswayyouwillbeabletoscaffoldyourmaterialstoensurethatyourstudentsaresupportedstepbystepwhilelearningsubjectmatterandachievinglanguagelearningobjectives. BigEnglish–youropportunitytoteachwithCLIL IfyouareinterestedinteachingyourstudentsthroughCLIL,BigEnglish2ndEditionisagreatwaytogetstarted. Thisintensive6-levelcoursecomeswithonlineresourcesforstudentsandteachersandisaimedatprimarystudentsaged6-12.ItoffersacurriculumthatdeliverscomprehensiveEnglishlanguageacquisitionexercises,alongsideCLILandlifeskills. BigEnglishisbasedonthefollowingthreepillars: CLIL ThecourseincludesnewContentConnectionandCultureConnectionpages,whichwillnotonlyintroduceyourstudentstorelevantlanguage,butwillalsohelpthemlearnaboutnewculturesandtraditions. AssessmentforLearning(AfL) Withastrongfocusonmeasuringprogress,BigEnglishoffersanewlookatAfLthoughchecksandtestsintheStudent’sBookandtheWorkbook. 21stCenturySkills Finally,21stCenturyskillsformthebedrockofthiscourseandthe“ThinkBig”sectionsaredesignedtohelpstudentsdevelopessentialcriticalthinking,collaboration,communication,creativityanddigitalliteracyskills. Headovertothewebsitetodownloadafreesampleandgetstartedtoday. IfoundthishelpfulIdidnotfindthishelpful Inthisarticle21stcenturyskillsEnglishTeachingTrendsLearningfortherealworldMustreadsPrimaryWaysoflearningBigEnglishBigEnglish2ndEditionCLILContentLanguageIntegratedLearningmethodologyPrimaryTeachingapproachesTeachingMethodologyTeachingMethods JoannaWiseman PrimaryMarketingManager-PearsonEnglish ShowMore ReadTheseNext Buildingareadinghabit:DotheChallenge! Hopefully, you’vebeen followingourdiscussionaroundtheimportanceof buildinga readinghabit inyounglearners. Ideally,you’vealsomanagedtoencouragesomeparentsofyourstudentstotakepart... By RachelWilson February22,2022 PearsonEnglishInternationalCertificate:Preparationvsfamiliarization ThenewonlinePearsonEnglishInternationalCertificateisanassessmentthattestsacandidate’sEnglishlanguageabilityacrossallCEFRlevelsfromA1toC2.... 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