Intro to CLIL ‘Teaching and learning approaches arise from societal needs and surging problems, CUILs offered as fullimmersion and partial immersion modules. Carried out by non-native subject specialists or English language teachers English isthe means not the purpose ofthe lessons: itis to learn new information. Dual focus fn learning content and language (Marsh) {doesn’t comply wit functional language or progress language checks <— they are by- products of CUL Advantages Fosters profciency In sil in target language Confident learners enhances academic and cognitive processes and communication sil. Prepares students for future study and workplace use of English to operate "More motivating to lear language through content rather than language. Develop a "can de" atu towards themes in LL. Probem saving and tack ulsimentn St. Principles 1 Language suse olan content but as need o comprehend anc mine the typeof anguago tobe loam vocab structures Ssoouse, sis) ‘3 Flieney more important than grammatical and Inguste accuracy {Seateding needos to pay atonton to anguage ears where commuricaton, poucton and comprehension can beak down) Coyle 4 C's to have in a CLIL lesson ‘Content -krowtedge, sil and comprenention of spect lps ‘Ganmunicaten uso of anguage oar contort and earn is sooo. ‘Eagaiion- develop cognitive sll onklangusge, knowledge ane concepts ‘Gaus exposure to diferent perspectives and shared knawedge fr Bwareness of sl and hos CLIL Methodology and strategi +. Student centered integration and cooperation by negotiating topics and homework using aunenie exampes ana stuaton os carta, going ram Speco poner dong tasks for projects 2. Flexi and acting teaching o adress cfeent ering ses by using Sporopra txts. pacing aural ang reading comprehension, sing Lt and 2 feng, employing ingutc and paraingiste smoges 3. tnteractve and auonomaus eamna:by group and pal work, covery Iesming, mesning nagetston actvles, traning on comprehension sieges, 4. Using tote (TC) fora eh and varied conten, Patorms, bogs, wiki, podeass, videos, oxs. 5. Leaming focused on process and ass tat remote contenteaming and emmunicatve language use. ost text! into aur. rang and toning comprohanson i Prevalent Focus on vocabuay rather than grammar. Stat wi ey tasks that ‘low soto aod feeling frustatoa ‘Seafolting ‘ZPO. CLL t's suppon stages or actuites mal osterknowedge ‘Dad's pe of selina Recaptve- ress geting relevant and necessary ifomaton? Guided [Ssoovery. Fars to process and comprahend ino “Transformative -powcesateoes a helps apa infrmaton in new ways toeampare, contac and find pttorns ameng te he. Productive proving oxampes hen 3 hav to produce a txt ‘Wntving the anguage in CLIL LESSON, Types ol text cscouse, vocabulary, expressions, phrases that are win he anton of he subject. Irvoovce voeabutary or sructure the Lz clas o LIL lesson Cusine: BosicnerprsonalGommnictvestils and ‘GognitveacademchanguageProtoency. Identity academic and specie vocabulary Regula vero ansos and mada Propostons, canned, savers, oe “Type af sscoure. normative, argumentative, descriptive ext Correrunicatve sls bong fostees Homawerk must bo Relsteto the abocve of the curate Focused on sartent ana meaning Flex nd open, Realistic ond relevant to 26 Evatatedingrocess and prosuct DODO ‘CLI ESSENTIALS