Máster Universitario en Educación Bilingüe

05MEDB. Unidades de
aprendizaje integrado:
Propuestas y materiales didácticos
SESSION 2

Verónica Asensio Arjona

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Session 2

Chapter 2:

Advanced strategies for CLIL lesson planning

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CLARIFICATION OF CONCEPTS

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CLARIFICATION OF CONCEPTS
★ Curriculum: “academic plan” (University of Michigan,
2016) - learning outcomes and assessment must be
measurable and transparent. For compulsory education,
a national/regional curriculum will be established by the
educational authorities.
★ Syllabus: the application and detailed implementation of
the curriculum guidelines in a given subject by teachers.
★ Lesson-planning: contextualized preparation for the
actual class.
★ Materials: “anything which can be used to facilitate the
learning of a language, including coursebooks, videos,
In CLIL?? Same graded readers, flash cards, games, websites and
criteria + mobile phone interactions” (Tomlinson, 2012, p.143).
authenticity

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2.1.2. CURRICULUM, SYLLABUS AND MATERIALS DESIGN

Key factors in curriculum (really meaning syllabus) design according to Coyle, Hood and Marsh (2010):

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SYLLABUS DESIGN: THE 4CS FRAMEWORK
Any CLIL syllabus must revolve
around these four elements:
1. Content: subject matter
(Science, Geography, and so on)
2. Cognition: active thinking
(Bloom’s taxonomy) and learning
processes
3. Communication: meaningful
communicative context - task
requiring interaction.
4. Culture: positive attitudes
towards culture/intercultural
awareness and understanding.

Communication/Cognition entail language

demands that the teacher needs to plan ahead.

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The 5Cs model: the inclusion of competences

The role of competence in

modern curricula:
We are moving towards
competence-based
learning - what a student
can do (rather than what
they know)

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Implications for syllabus design: two key components

➔ Learning outcomes (what they will know and be able to do)

➔ Competences acquired and/or demonstrated through the process

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2.2. Spanish regulatory framework: the national curricula

NEW educational
act: LOMLOE (2022)-

➔ Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de
mayo, de Educación.

➔ BOE-A-2020-17264
➔ LOMLOE: https://www.boe.es/eli/es/lo/2020/12/29/3

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ORDEN 4605/2017, de 14 de diciembre.
★ Minimum of 30% of teaching hours
★ Any subject but Maths and Spanish
Valencia:
http://www.ceice.gva.es/es/web/ens
enanzas-en-lenguas/plurilinguismo
Legislation: LEY 4/2018, de 21 de febrero,
Requirements for schools wishing to apply:
★ Support of the teachers and school council
(consejo escolar)
★ Sufficient number of accredited teachers and a
candidate for coordination.
★ Bilingual project proposal including a report
justifying the application, an organogram, a
proposal for teacher training, European projects,
use of the European Language Portfolio, school
exchange programs, projects related to foreign
language learning etc. needs to be submitted.
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Common requeriment of Bilingual education in all autonomous
communities
1. 50% of the curriculum, two to four content subjects, are
to be taught through CLIL in the first additional language (which
may be English, French or German).

2. Bilingual sections may coexist with non-CLIL groups.

3. Additional language exposure at any educational level

should be daily, usually five hours per week in order to develop
plurilingual intercultural competence (Jáimez-Muñoz, 2007, p.
56).

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2.2. Spanish regulatory framework: the regional curricula

Example: Madrid

Visit the Asociación Educación Bilingüe (EB)

webpage: summary of the legal situation in the
different autonomous regions.

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Curricular elements in the LOMCE

★ Objetivos
★ Competencias básicas
★ Competencias básicas por ámbito

★ Contenidos (conocimientos, habilidades, destrezas y actitudes)

★ Metodología didáctica
★ Estándares y resultados de aprendizaje evaluables
★ Criterios de evaluación

Please check all the links provided in

the course manual
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2.2.3. Curricular elements

When designing a syllabus

(plural syllabi), these
transversal competences need
to be served, integrated with
specific CLIL competences
and other curricular elements.

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2.3.2. Subject planning

Considerations to be included in syllabi:

1. Introduction: key concepts and introduces the theoretical framework you are working
with.
2. Regulatory framework, the environment at the specific school (size, number of
teachers, years the bilingual program has been functioning etc.) and the subject in the
context of the school curriculum.
3. Resources: human, ITC, facilities, training, and so on.
4. Teaching methodology: “multiple focus, safe and enriching learning environment,
authenticity, active learning, scaffolding, co-operation” (Mehisto et al, 2008, p. 29f.)
5. Diversity: reflection on individual needs, learning styles, multiple intelligences, cultural
and linguistic diversity, cognitive aptitudes, motivation, or social environment;

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2.3.2. Subject planning

6. Objectives: Concreciones de los objetivos generales de la etapa connected with the specific
learning outcomes
7. Content: knowledge, skills and attitudes (savoir faire)
8. Competences: “basic skills” - you need to consider which will take part in your subject.
9. Assessment: what, when and how. The use of diagnostic, formative and summative assessment,
as well as options for self-, peer- and teacher assessment need to be contemplated.

● All these elements are needed before planning for CLIL.

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Session 3

EXTENSION:

COYLE’S PLANNING TOOL

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But first...

The 4Cs framework in detail

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Syllabus design: The 4Cs Model

Any CLIL syllabus must revolve around these
four elements:
1. Content: subject matter (Science,
Geography, and so on)
2. Communication: meaningful
communicative context - task requiring
interaction.
3. Cognition: active thinking (Bloom’s
taxonomy) and learning processes
4. Culture: positive attitudes towards
culture/intercultural awareness and
understanding.

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CONTENT

1. Guiding element
2. Part of the curriculum
3. It dictates the language. Examples:
a. Experiments in science - predictions
and hypotheses (e.g. conditionals)
b. History - language to express cause
and consequence (e.g. ‘due to’, ‘as
a result’, etc)

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COGNITION

1. Aim: Progression towards HOTS

2. Follow Bloom’s taxonomy, it will
help you

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COMMUNICATION
1. In order to do Science or History, we
need the language of Science and
History.
2. Language to carry out tasks related
to the discipline:
a. Specific vocabulary
b. Grammatical structures
c. Discourse frameworks (genres)
3. Teachers must create
communicative atmospheres.

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COMMUNICATION: THE LANGUAGE TRIPTYCH

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COMMUNICATION: THE LANGUAGE TRIPTYCH

LANGUAGE OF LEARNING: Language specific to the content

matter - vocabulary, structures, discourse organization, etc.
(connected with CALP)
LANGUAGE FOR LEARNING: Language related to the classroom
activities and transferable to other subjects (general academic
language). E.g. language to compare and contrast, to justify
opinions, etc.
LANGUAGE THROUGH LEARNING: language necessities that
may appear spontaneously in the classroom. E.g. questions or
doubts that teachers may have not considered beforehand.
Excellent opportunity to learn language in a natural and
contextualised way.

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CULTURE

1. Aim of CLIL: we learn English so

that people from different
cultures can communicate
2. Foster tolerance and
understanding in a globalised
world
3. Intercultural communication
4. Cultural relativity (Byram, 1997)

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The planning tool

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The planning tool

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The 4Cs Start with content. Define it.

● What will I teach?
● What will they learn?
● What are my teaching aims/objectives?
● What are the learning outcomes?

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In the original tool, communication comes first. However,
when planning, it may be useful to establish the cognitive
demands first and the language needs associated with
those cognitive operations later.

Now explore the kind of thinking skills you can develop

according to decisions made above.
● What kind of questions must I ask in order to go beyond
‘display’ questions?
● Which tasks will I develop to encourage higher order
thinking-
● What are the language (communication) as well as the
content implications?
● Which thinking skills will we concentrate on which are
● appropriate for the content?

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In the original tool, communication comes first. However,
when planning, it may be useful to establish the cognitive
demands first and the language needs associated with
those cognitive operations later.

Now link content with communication.

● What language do they need to work with the content?
● Specialised vocabulary and phrases?
● What kind of talk will they engage in?
● Will I need to check out key grammatical coverage of a
particular tense or feature eg comparatives and
superlatives?
● What about the language of tasks and classroom
activities?
● What about discussion and debate?
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Culture as a thread which weaves it way

throughout the topic.
● What are the cultural implications of the topic?
● How does the CLIL context allow for ‘value
added’?
● What about otherness and self?
● How does this connect with the all Cs?

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Let’s have a look at the tool:

Recursos y materiales>Materiales del profesor>Coyle’s tool for

planning

- planning tool
- Tool kit (extended)

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Thank you!!!

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