WORKSHOP AIMS

TEACHING SCIENCE
IN ENGLISH
Get some ideas for teaching
CLIL APPROACH Science in English
SEKOLAH KHADIJAH Know what it needs to do it
SURABAYA Do a model lesson
August 2023 Improve confidence to do it
By Johansyah

PRESENTATION PLANS What is CLIL?

CLIL: Content and Language

What is CLIL ? Integrated Learning
What are the main aims?
Why is it important to you
Some characteristics
…and to your students?
What you (Science teachers)
can do in your lessons
Student-centred activities

What is CLIL? What is CLIL?

Subject teaching through and with a foreign

CLIL refers to situations where subjects, or parts
of subjects, are taught through a foreign
language with dual-focused aims, namely the
learning of content, and the simultaneous
learning of a foreign language.
Marsh (2002)
language
Driven by subject - this always comes first
Active student learning, which requires:
Cognitively-engaged learners
Scaffolded (supported) learning

1
 The learning of a subject, and …
What is CLIL?

So, CLIL refers to situations where subjects

are taught through a foreign language.
There is a dual focus the learning of a foreign language

What is CLIL NOT ? CLIL vs ESP

Just changing the language of
instruction
Abandoning all language teaching
methodology that has worked so far
ESP
CLIL: Content - Language Integrated
Learning
 Dual focus on the content and language
 The students don’t have the content
knowledge or skills yet
ESP: English for Specific Purposes
 Focus on the language (English)
 The students have the content knowledge
or skills

CLIL MAIN AIMS

The 4 Cs of CLIL
LANGUAGE
CONTENT Content

ESP Communication

CONTENT Cognition
LANGUAGE

Culture

2
 Content Content

 The subject or theme of the lesson or

course.
 Examples: science, history, mathematics,
geography, etc.
 The main principle, as the other three
depend on it.
 CLIL is not possible if the content is not
clear.

Content Content
 Multi-modal: content can come from  Connect new content to students’ prior
multiple sources. knowledge
 Textbook is a guide, not the ONLY  KWL: Know, Want to know, Learned
source  Scaffolding: help the students to learn the
 Examples: Authentic materials, content and language more easily
illustrations, maps, demonstrations,
photos, video clips, etc.
 Google them, get exemplars, Youtube
 Rich input: meaningful, authentic and
challenging

Communication Communication
Teacher and students using the target
language to communicate their thoughts,
opinions, attitudes, and discoveries related
to the lesson content.

Both speaking and writing are emphasized

as students “learn to use the language and use
the language to learn”. (Coyle)

3
 Communication The Language OF learning
The Language OF learning =
The Language FOR learning The Language of the CONTENT
The Language THROUGH learning =
Content-Obligatory language
=
Subject specific vocabulary + necessary
grammar points

The Language OF learning The Language FOR learning

The Language of the CONTENT
The Language FOR WORKING with the
content
=
Content-Compatible language
(Everyday social and conversational
language)

Which one is: The Language THROUGH learning

(A) Content-obligator y
(B) Content-compatible The Language EMERGING from learning
the content and using the language
=
New language, new meanings to be
In / ve r t e br a t e Short-long captured, recycled and developed for
En dosk eleton -exosk eleton progression of learning and knowledge
H e a d , b o d y, t a i l Te r r e s t r i a l
Aqu atic Lay eggs
Catch fish

4
 The Language THROUGH learning Examples of Contents/Subjects
and Language Aspects

 History – Past tense:

Indonesia became independent in 1945.

 Economics – Modal verb:

Inflation might rise next year.

 Biology – Passive voice

Carbon dioxide is absorbed by plants.

(Coyle, Hood, Marsh, 2010)

What you should do Cognition

 Think about your subject

 Think about these grammar areas:

• Present, past or future
• Modal verbs
• Passive voice
• Conditionals (If…)

 Think of a sentence related to your

subject that uses the grammar area

Cognition Cognition

Cognition refers to the critical thinking skills

that students use to engage with and
understand course content, to solve problems,
and to reflect on their learning.

5
 Cognition
Let’s look at some examples of thinking
skills.
Do you use higher or lower order thinking
skills to answer these questions?
The lartey frimps krolacked
blinfly in the detchey shilbor.
Read the sentence above and answer the following:
1. What kind of frimps were they?
2. What did they do?
3. How?
4. In what kind of shilbor did they krolack?
5. Which word is the subject in this sentence?
6. Which is the verb?

Culture
The lartey frimps krolacked
blinfly in the detchey shilbor.

1. Explain why the frimps were krolacking in the

detchey shilbor. Be prepared to justify your claims
with reasons and support.

2. If you had to krolack in the shilbor, which one item

would you take with you and why?

Culture
Through learning in the language of another
culture, cultural awareness will be increased.
This may be through the content, language or What do you remember?
cognition.

With a partner, try to recall the

important points you have learned.

6
 LANGUAGE and CLIL
What’s important?

Comprehensible input
Challenging spoken and written output
A Model Lesson
Interaction with peers and in groups
Content- specific language is necessary
for content learning

What YOU can do What YOU can do

Teacher vs Student Talk Keep it Student-centred

 Adjust teacher talk
Interactions of all kinds are important
 Allow students more time to speak
 Elicit student talk
Discussions
 Provide more thinking time
 Ask open-ended questions
Cooperative group work
 Activate top-down and bottom-up
knowledge

What YOU can do What YOU can do

Use Visual Aids

Realia, graphs, charts, photos, objects

Authentic material, illustrations, maps,
demonstrations, photos, video clips
Time lines
Flow charts
Mapping

(Coyle, Hood, Marsh, 2010)

7
 A Possible Lesson Outline CLIL Elements:
Start with familiar content, familiar
Activating prior knowledge
language,
Offering a motivational context to arouse
but tell the students that this is revision
students’ interest or curiosity in the subject
Introduce new language,
Breaking a complex task into easier, more
but don’t turn it into a language lesson
"doable" steps to facilitate student
Introduce new concepts, achievement
but don’t “dub down” the content
Showing students an example of the desired
Use the new language to extend outcome before they complete the task
knowledge of the new content,
but don’t over-challenge the students

CLIL Elements: CLIL Elements:

Using verbal cues to prompt student answers
Facilitating student engagement and
participation
Using graphic organizers to offer a visual
framework for assimilating new information
Teaching key vocabulary terms before
reading
Guiding the students in making predictions
for what they expect will occur in a story,
experiment, or other course of action
Asking questions while reading to encourage
deeper investigation of concepts
Suggesting possible strategies for the
students to use during independent practice
Modeling an activity for the students before
they are asked to complete the same or
similar activity
Asking students to contribute their own
experiences that relate to the subject at hand

References

 Coyle, Hood & Marsh. 2010. CLIL: Content and Language

Integrated Learning. Cambridge University Press
 Järvinen, Heini-Marja. 2007. Content and Language
Thank you very much
Integrated Learning in Tertiary Education, accessed 12 April
2012, University of Turku fjohansyah@gmail.com
 Marsh, D. 2002. Content and Language Integrated Learning:
The European Dimension - Actions, Trends and Foresight https://www.linkedin.com/in/johan-syah-336b3444/
Potential.