THE BILINGUAL TEACHER

Unit 1- Profile and Methodology

🡺 CLIL teacher profile

● Content language continuum

● Content throw language <-> language throw content

 🡺 CLIL teacher competences

● GRID
- More comprehensive
- Sections
- Areas of competences
- Competences
- Indicators
● European framework
- Professional developmental modules
- Competences (questions to let us know where we are)
- Indicators

🡺 CLIL teacher’s roles

● Planner
- All plan CLIL or not
- Flexible plan
🡪objectives (content)
● Language user
- Awareness, competence and flexibility 🡪 limitations we have
got
● Team partner
- Content-subject language teachers
- Collaborate in planning designing…
● Materials designer
- Lack of CLIL materials develop integrated skills
● Methodological innovator
- CLIL teachers or not
- Thinking-centered language promotion
● Evaluator
- Language?
- Do we evaluate language in hard CLIL?
- Asses language, NOT evaluate
● Discipline protector
- Protect content and language
- Tailor the session integrating both
- Non-language + language discipline
● Language promoter
- Medium
- Objective
- We need to create situations to promote language
EXAM:
Differences or relationship between CLIL and non-CLIL teachers
Unit 2- The diversity of the CLIL class

Personalised education Individualised education

(CLIL closer)
What you want from the student The teacher is responsible of
everything
Not only develop academic skills 🡪 We assess what we have learnt
reinforce the internal developing
Prepare student for life not just Student with special needs are here
academically
Assesses as part of learning and for
learning

🡺 Features of a person
- Singularity
- Autonomy
- Openness

Relationship with CLIL? (EXAM)

- Multiple focus
- Safe and enriched learning environment
- Authenticity
- Active learning
- Scaffolding
- Co-operation

🡺 Multiple intelligences
VS learning styles
● Multiple intelligences theory in CLIL
- Style 🡪 manner how a learner interacts
- Intelligence 🡪 potential to solve problems
Personal education + multiple intelligence = unique learner 🡪 attend diversity
Unit 3- Teaching with emotional intelligence in CLIL

🡺 Teaching with emotional intelligence

Two frameworks
● Mayer and Salovey
- Perceive emotions
- Facilitate thoughts
- Manage emotions
- Understand emotions
● Goleman
- Framework for emotional competences
- Self and the others
🡺 3 aspects for teachers
- Subject expertise (content and language designing)
- Learning and teaching methods (this has a previous plan)
- Emotional intelligence (sometimes planned)

EMOTIONS ARE BOUND TO LEARNING!

🡺 Personal styles for teaching

Why recognize emotional dimension of learning CLIL?

- Second language
- Gain self-confidence
- Be flexible
🡺 Emotional environment…

- Shaped by…
- Ideal learning🡪 “flow” state (acts requirements to encourage
flow)
- How do our learners feel?
- The psychical experience

🡺 Acknowledge student’s existence

- Eye contact
- Calling by their names
- Positive feedback (have you listen to…?, excellent) give
important to their contribution
Unit 4- Collaborative teaching in CLIL

Team between content + language specialized

1) Simultaneous teaching / co-teaching

- At the same time and same room
- Content teacher + language specialized (language assistant)
2) Parallel teaching
- Content subject teacher
- English teacher
- Collaborate for the session’s creation and materials outside
classroom
🡺 Six thinking hats
- Process
- Facts
- Feelings
- Benefits
- Cautions
- Creativity
🡺 Key elements for collaboration
- Tasks
- Goals for AL
- Curriculum planning
- Ways to support AL learning
- Assessment mechanisms for evaluate the monitor
- Diversity as a resource
- Negotiation of roles + responsibilities

EXAM: what does it mean diversity as a resource???

🡺 Authentic use of language

● Regulative register
- Recast strategy
● Instructional register
- Follow up, expand info
🡺 FL vs L2
- FL 🡪 Spanish living here but go to an academy to learn
English
- L2 🡪 one mother language and your community in other
language
- Effective learning = students achieve the expected goal
 🡺 Tensions involved in content + language teacher’s collaboration
(Lo, 2014)

- Teachers epistemological beliefs (because of discipline)

- Perception of roles <-> positioning, power relationships
- Attitudes and willingness to collaborate
- Different focus in teaching

🡺 Similar and different roles (slide 7 )

Language teacher Content teacher

🡺 Levels of collaborative team teaching

● Attitude
● Effort
● Achievement
● Expectations of support
- Pseudo-compliance / passive resistance
- Compliance
- Accommodation
- Convergence (co-option)
- Creative co-construction

EXAM: describe a situation with X collaboration

Unit 5- CLIL teacher’s discourse

🡺 Development of talk- in- interaction

● Teacher talk time
- TTT
- Too much teacher talk
● Learners talk time
- Rising
🡺 Use of different registers + discourses
● Regulative
- Managing
▪ Give instructions
▪ Explain procedures
▪ Not content
▪ Maintain order
● Instructional
- Build knowledge + skills
▪ Use of content
▪ Identity participants, circumstances
▪ Cognitive engagement with meaningful content
🡺 Teaching exchange
I 🡪 initiation
R 🡪 response
F 🡪 follow up, feedback
Questions
- Is this answer known by the teacher?
▪ Display and referential questions
▪ Closed and open questions
▪ Meta-cognitive questions

- Repair / corrective feedback – strategies

▪ Explicit
▪ Recasts 🡪 re formulate
▪ Elicitation 🡪 are you sure?
▪ Metalinguistic 🡪 give them a clue
▪ Clarification 🡪 pardon? = elicitation, do you mean…?
▪ Repetition 🡪 repeat in another intonation
Unit 6- Teaching for learning CLIL
🡺 Engaged teaching
- Transmission 🡪 teacher-focused
- Acquisition 🡪 student-focused
- Engagement 🡪 learning-focused

🡺 Teachers and coaches

- Coaching
▪ We have to coach the hole group
▪ Coaching <-> engagement

Methodology outcomes definition

Actions/plan coaching benefits
Drawbacks goals questions
🡺 Techniques to promote critical and creative thinking
- Bloom’s taxonomy
▪ From HOTS (analyze, create, evaluate) to LOTS
(remember, understand, apply)
▪ Mind maps, lotus blossom, scamper, six thinking hats

🡺 Benefits of critical thinking

- Develop the capacity of deciding what they need
- Become autonomous and good citizens

🡺 Genre-based pedagogy or the teaching-learning

- Modelling and joint deconstruction
Independent construction 🡪 genre (text type) 🡨 joint deconstruction
Unit 7- Making content comprehensible
🡺 SIOP model
- Shelter
- Instruction
- Observation
- Protocol
- Protocol follow to design learning created in the stage for
people from other countries with L1 no English according to
their need
● SIOP designed in a context were learners learn through a second
language (E.g. communicate in English but L1 is Spanish)
● CLIL implement in a context were English is a foreign language
● SIOP created from an experience
● CLIL based on theory 🡪 output, input, scaffolding…
● CLIL 🡪 language of, for, through ---🡪 NOT in SIOP
● SIOP 🡪 fixed structures
● CLIL 🡪 more flexible
🡺 Components of the SIOP model
- Preparation
▪ Observe
▪ Re-design
▪ Content and language objective already clearly defined
▪ Content appropriate for age and educational
background
▪ Supplementary materials
▪ Content adapted to all levels of student proficiency
▪ Meaningful activities integrating concepts and language
practice
- Building background
▪ Activate previous knowledge
▪ Help students building new knowledge
● Strategies
⮚ Concepts explicitly linked to background
⮚ Links between past learning and new
concepts
⮚ Key vocabulary emphasized
- Comprehensible input
● Strategies
⮚ Appropriate speech for student’s
proficiency level
⮚ Clear explanation and academic tasks
⮚ A variety of techniques used to make
content concepts clear
- Strategies
 -Interaction
▪ Frequent opportunities for interaction and discussion
▪ Grouping configurations support language and content
objectives of the lesson
▪ Enough waiting time for student responses consistently
provided
▪ Ample opportunity for students to clarify key concepts in
L1
- Practice or application
▪ Hands-on materials and / or manipulatives provided for
▪ Activities provided to students in order to apply content
and language knowledge
▪ Activities that integrate all language skills
- Lesson delivery
▪ Content objectives clearly supported by lesson delivery
▪ Language objectives clearly supported by lesson
delivery
▪ Students engaged approximately 90% to 100% of the
period
▪ Pacing of the lesson appropriate to student’s ability level
- Review or assessment
▪ Comprehension review of key vocabulary
▪ Comprehension review of content concepts
▪ Regular feedback provided to students on their output
▪ Assessment of student’s comprehension and learning of
all lesson objectives throughout the lesson
🡺 Outdoor learning in CLIL
- 1) Prepare students for this experience
▪ Give context
▪ Explain reasons
▪ Let them chose the place
▪ Based activities on their interests
▪ Create expectation
- 2) outdoor learning experience
- 3) follow-up after the outdoor learning experience
▪ Write a reflection
▪ Oral presentation
▪ Mural
▪ (…)
Unit 8- Promoting cooperative learning in the CLIL classroom
🡺 Core features of cooperative learning
- Active engagement 🡪 inside🡪 cooperative learning
- Enhance comprehension skills development and better
reasoning
🡺 Types of cooperative learning
- Informal cooperative learning 🡪 at the moment and just for an
activity
- Formal cooperative learning 🡪 working together during several
weeks (PBL)
- Cooperative based groups 🡪 time they are together,
sometimes during the whole term or academic year and
initiated by the teacher or students
🡺 Cooperative learning principles
- PIES
- Positive interdependence
▪ Positive correlation = are students on the same side?
▪ Interdependence = does the task require working
together?
▪ Interdependence levels
● Weak 🡪 each member MAY CONTRIBUTE
● Intermediate 🡪 each member DOES
CONTRIBUTE
● Strong 🡪 each member CONTRIBUTE
NECESSARILY
- Individual accountability
▪ Is individual, public performance equal?
▪ Important to make sure that everyone participates
▪ What each member does, is important to be public so
everyone can know what has done each one
- Equal participation
▪ How to balance
Turn taking time allocation
Think time rules
Individual accountability roles assignment

- Simultaneous interaction
▪ What percent of students are overtly interacting at
once?
▪ Answer at the same time (E.g. the chat of UNIR’S
classes)
▪ Write on papers, stick in the wall…
 - Forming groups
▪ 4 or 5 members usually
▪ Mix-ability groups are important and ideal
▪ Length depends on how they are doing together, better
to change groups
🡺 Strategies to promote cooperative learning

🡺 Characteristics of CL in academic functions

- Interpersonal functions
▪ Class building
▪ Team building
▪ Social skills
▪ Communication skills
▪ Decision-making
- Academic functions
▪ Knowledge building
▪ Procedure learning
▪ Processing information
▪ Thinking skills
▪ Presenting information