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20141219171200strategy CLIL
20141219171200strategy CLIL
CLIL:successful planning
and teaching strategies
Oliver Meyer
Catholic University of Eichstaett,
Germany
Abstract
HOW to develop a
comprehensive &
integrative CLIL
methodology?
Establish
quality criteria
for sustainable
& successful
CLIL T&L
Introduce a
flexible
planning tool
based on 4Cs
Framework
Insights from
CLIL-Research
Research indicates:
CLIL has
positive
effects on
language skills
(well ahead of
non-CLIL)
Learning of
content does
not suffer this
process, CLIL
students even
outperformed
non- CLIL
CLIL students
are equally/
more successful,
at learning
subject than
students who
learn in L1
Hence,
CLIL is
mutually
beneficial for
both content
& language
subjects
COGNITION
CONTENT
COMMUNICATION
- Learning through
language
- Interaction in learning
context through the
medium of FL
CULTURE
- Intercultural
awareness is
fundamental of CLIL
- Core of CLIL
Strategies
Strategy No. 1:
StrategyNo.
No.6:3:
2:
Strategy
Strategy
No.
Strategy
No.
5:
Strategy No. 4:
Rich Input
(Inter-)
Scaffolding
Learning
Sustainable
Learning
Rich Interaction
Pushed Output
Make itand
H.O.T
cultural Dimension
Strategy No. 1:
Rich Input
(Meaningful, challenging &
authentic content)
Content: Meaningful
Classroom content focuses on global
problems mankind faces
Connects with daily lives of the students and
their areas of interest
Subject learning through FL works best when:
New topics are
presented when
students can link
new input to prior
knowledge
Content: Challenging
Video
clips
Flash
animations
Web- quests
Pod-casts
Other
interactive
materials
Content: Authentic
Actively shows
how to perform
language
operations
A language
role model
Function
of CLIL
teachers
Role of teacher
Reevaluate the role of
teacher
Enable teacher to
provide necessary
scaffolding and
motivation
Need an
appropriate balance
of teacher-directed
and learnerdirected activities
Teacher feedback &
systematic error
treatment is crucial
for successful
learning
Selecting materials
Selecting materials
Promote visual
literacy
Diversified
teaching
Enable deeper
understanding
Various ways of
presenting
subject
(maps,
diagrams)
Illustrate and
clarify complex
matters
presented in
FL
Strategy No. 2:
Scaffolding Learning
Scaffolding
To make sure input becomes intake,
students need ample support
Students need scaffolding to help
them cope with language input
Scaffolding can be reduced as
students language skills advance
Supportive
structuring
Supports
language
production
Reduce load
of the
content/
input
Purpose of Scaffolding
Strategy No. 3:
Improve fluency,
accuracy &
complexity of
language production
TBL
T
Bring authentic
communication
into classroom
An integral part
of CLIL teaching
TBLT
* Authentic and meaningful
content is used to create
motivating/ challenging tasks
CLIL
* Authentic
communication
enables greater depth
of content learning
Symbiotic relationship
TBLT vs CLIL
Gap
Principl
e
Transfer information
from:
i) A text to table
ii) One pupils to
another
Reasoning
gap
Opinion
gaps
Deduce a teachers
timetable from a set of
class timetables
Work out an optimum
course of action given
different variables
Task
Repetitio
n
Efficient for
communication skills
Multiple-performance Task
Strategy No. 4:
Strategy No. 4:
Adding
(Inter-)cultural
Dimension
Intercultural Dimension
Interaction in globalization
People willing to cooperate better when they
know each other
Aspects of culture:
- view of itself
- perceptions of time
- verbal & non-verbal communication styles
Need to be aware of hidden cultural codes
Communicate w/o offending the partner
Strategy No. 5:
Make it H.O.T
From 80 000
questions, 80%
are at lowest
level of thinking
Strategy No. 6:
Sustainable Learning
Sustainable Learning
Lexical
approach in
teaching
Create connections
with students
attitudes,
experience and
knowledge
Ways to
create
Adopt
translanguaging
approach to
multilingualism
Results of group
work are shared
with all students
Promote
autonomous
learning and
introduce
portfolio work
CLIL Pyramid
Intercultural
communicatio
n is taken
seriously
Very flexible
Enables
multifocal lesson
planning (links
4Cs)
Advantage
s
Higher Order
Thinking become
an integral part
of CLIL lessons
Scaffolding,
study skills &
learning
strategies are
essential
parts
Content
Language
Is needed to transcend
the TRADITIONAL
DUALISME
between
Holistic
methodolog
y
Conclusion
Conclusion
from knowledge transmission
to knowledge creation.
Shift
SHIFT
Knowledge
transmission is:
-understand new
knowledge in L1
Knowledge
creation is:
-construct meaning
using L2/ other
language
Conclusion
Responsibility
towards
excluded
groups
Willingness
to learn from
other
cultures
Develop
values
Teacher
should
FOCUS
on
Cultivate
cosmopolitan
identity which
shows tolerance of
races and genders
Emphasize
emotional and
cognitive
learning
Build
commitment to
group life
(not just shortterm teamwork)
Conclusion
Make study skills and literacy
explicit, it will change about
curriculum planning & ways
to structure classroom
learning in the future