WHAT IS CLIL?

Unit 2- Working out a concept (II)

🡺 Could bilingual education have a negative impact in bilingualism?
- Yes, it could have
🡺 Bilingual edcation is an umbrela term , but it has two main
programs
- Foster bilingualism and language learning
- Bilinguals in class but bilingualism NOT promoted in curriculum 🡪
focused on the majority language
🡺 Language policies have a great impact
- Preserve some languages 🡪 promote bilingualism
- Favor certain foreign languages over others
🡺 Policies in education
- Languages included curriculum
- Number of hours in curriculum
- Status 🡪 vehicular (most of the hours) or FL (not many hours)
🡺 These decisions 🡪 affect the preservation /neglection and
development
#2 Monoglossic approach to bilingual education
🡺 Subtractive bilingualism
- Aim to L1 students to dissapear 🡪 profiency in L2
● Submersion programs
▪ Mainstream 🡪 no support or additional clases
▪ “sink or swim”
● Transitional programs
▪ Support in L1 in early-years (short use of L1) 🡪 1st and 2nd
years
▪ By 3rd grade only L2
🡺 Additive bilingualism
- Preserve the L1 🡪 L2 is the dominance language (school language)
- Both languages included but clearly separated in curriculum
● Maintenance programs
▪ Education in both 🡪 L2 dominante and L1 equally level
● Prestigious programs
▪ Bilingual schools for elite
▪ Promote two prestigious languages
▪ Language is seen as capital (certain benefits=status)
● Immersion programs
▪ Wek-known 🡪 Canadian programs
▪ Began in the 50’s
▪ Minority + majority languages
▪ Both languages separated ( teacher in english and teacher
in french)
▪ Early 🡪 pre-school
 ▪ Delay 🡪 elementary
▪ Total 🡪 %100 un L2
▪ Partial 🡪 L2 taught progresively 🡪 %50-%50 🡪 %10-%90 in
L2
#3 Heteroglossic approach to bilingual education
- See bilingualism such as possitive and complex cognitive skills
- Multiple languages + 2 or more abilities in different languages
- Coach switching as a tool 🡪 encouraged
● Concurrent approach (Jacobson)
▪ Multiple languages is not penalized (code-switching)
● Translanguaging (García and Wei)
▪ Use of both languages
▪ Languages are interconnected 🡪 use to adapt the needs of
communication
▪ Monoglossic artificial 🡪 are not compartimentalized
● Recursive programs
▪ Give a future so language won’t die
▪ Immersion revitalization 🡪 early kidergarten L1 majority 🡪
aim 🡪 revitalized what was supposed
▪ Developmental 🡪 already a lost language 🡪 aim 🡪 protect
that minority language and develop
● Dynamic programs
▪ Different bilingualism degrees 🡪 needs are different
▪ Two way dimension
❖ Most effective in USA
❖ Recognized and support minority language
❖ L1 english / L1 spanish 🡪 clases in both and
viceversa
#4 CLIL
🡺 Content
- Curricular topics
- Knowledge and skills of subjects
- Cross curricular / interdisciplinary
🡺 Communication
- Fluency NOT accuracy
- Use of academic language
- Interacion is the key of the learning process
- Language not gradual 🡪 required by content requires
● BICS
▪ 2 years
▪ Everyday language
● CALP
▪ Academic language
▪ From 5 to 7 years
 🡺 Cognition
- Cognitive engagment
● Apply knowledge and skills through critical thinking, problema
solving
● Importance of thinking skills 🡪 cognitive engaged <-> cognitively
challenged
🡺 Culture
- Intercultural awareness
- Develop intercultural cognition

🡺 Language OF learning
- New concepts in the content área
🡺 Language FOR learning
- Working in a foreign language learning environment
🡺 Language THROUGH learning
- “assist” learners thinking process and access HOTS

#5 Optional discussion
VIDEO
Unit 3- Factors influencing language learning and CLIL
#1 Motivation
- Provides primary inpetus to initiate and later the driving force to sustain
the learning process
Motivational effort + desire to learn = MOTIVATION
🡺 International posture
- Attitude towards international community encouraging communication in
english
- Strong disposition to communicate in L2 even no live in L2 country
- L2 learning motivation has an inherent social dimension (different from
other subjects)
#2 Attitudes
- Closer to the affective side of learning
- Set of beliefs developed over time within a society
🡺 Attitudes
● Common behaviours, beliefs, values… in a school, family…
● Feelings and emotions (affective side)
● Contribute to increase or decrease motivation
🡺 Ultimate motivation for learning
1) High integrativeness
2) Positive attitudes towards the L2 learning environment
3) High levels of motivation (effort, enjoyment, investment)
🡺 Other variables
1) Language anxiety
2) Contextual characteristics
● Quality instruction 🡪 learning objectives, scaffolding…
● Opportunities to use additional languages
● Access to socio-cultural background of additional language
3) Other personal and pyschological variations
#3 Motivations and attitude in CLIL
- Multilingual approaches have an impact in attitudes and motivation
🡺 CLIL vs Traditional FL
● Benefits of CLIL
▪ Use of tasks
▪ Learning more authentic
▪ Authentic and multimodal input
🡺 CLIL vs non-CLIL
● No significant differences in primary levels
● Secondary 🡪 CLIL more motivated than non-CLIL
# 4 Language interdependance
- Relation between languages 🡪 language learning
- Positive transfer 🡪 facilitation
- Negative transfer 🡪 interference
🡺 Based on universal influence
- Some features more transferred from L1 to L2 than others
🡺 Developmental stages
- Similar emerging language of children in L1 and language in L2 learners
- Example: comed 🡪 came
Cummins 1979

🡺 Based on BICS and CALP

- Transfer L1 literacy skills
● L2 literacy development is influenced by L1
● L1 literacy skills transfer to L2 literacy
● Academic literacy in L1 facilitates academic literacy in L2
#5 Translanguaging
🡺 Code switching
- Change language
- Used to achieve
● Fill a conceptual gap (more easily to say in one language)
● Establish an identity different from one existing in either language
🡺 Classroom
- Use strategically
● Problem solving
● Metalinguistic awareness
 ● Bridgning time (summaries to check if they understood)
🡺 Reading and writing
- Time to discuss using L1
- Dictionaries
- Brainstorming
🡺 Listening and spelling
- Allow to discuss what they Heard using their L1
- Individual / group conference to check comprehension and
understanding
- IMPORTANT!!!!
● Is not translating
● L1 not to make content easier
● Opportunities to use L1
🡺 Integration in CLIL
- L2 development + cognitive = not paired (makes challenging)
- Language learnt in content
- Use of language according to academic genre
- Implication
● New teacher identity
- Content teacher NOT language teacher 🡪 facilitator of opportunities for
language learning in content class
● Language frameworks
● Collaboration teachers (language teachers)
● Academic language and literacy
🡺 Multimodal input
- Multiple intelligence
- Deeper understanding
- Promotes visual literacy topic selection
- Illustrates and clarifies matters in a FL
● Rich input
▪ Meaningful – authentic – challenging – multimodal
● Scaffolding
▪ Enables to accomplish a task
▪ Express content knowledge in L2 booster CALP
● Input scaffolding
▪ Rich interaction and pushed output
▪ Meaningful interaction
▪ Modified output
- Communication tasks 🡪 REALLY IMPORTANT
- Intercultural dimension
● Factual knowledge about culture (not enough)
● Keep the flow of communication going
● Aware of linguistic and non-linguistic strategies
Unit 4- Methodology or approach
#1 CLIL: methodology or approach?
🡺 Approach
- Ideas + principles
- Assumptions
- Beliefs + philosophy
- CLIL 🡪 includes different methodologies
- Not one way of do it 🡪 is constantly changing
🡺 Methodology
- Method 🡪 predetermined ideas based on the approach
#2 CLIL’s fundamentals
- Many faces of CLIL
● Language showers
● Double immersion
🡺 Shares elements of learning and language theories
- Social constructivims
- SLA
🡺 Comprises educational practices and methodologies
#3 The 4C’s framework
- CLIL principles
● Social constructivism
● SLA input and output hypothese 🡪 international hypothese
● Bloom’s taxonomy
🡺 Content
- Knowledfe and skills of a subject discipline
- Cross-disciplinary themes
🡺 Communication
- Language needed to construct knowledge
- Connect content + cognition 🡪 interaction
- Transparent and accesible
- As demanded by content, not the progressive patern followed in L2
learning
- Challenge in CLIL 🡪 lack of parity between cognitive and L2 levels
(Speaking about learners)
 🡺 Language triptych
● Language OF learning 🡪 related to content (PLAN)
▪ Key vocabulary
▪ Expressions
▪ Terminology
● Language FOR learning 🡪 to process and understand (PLAN)
▪ Work in groups
▪ Build arguments and disagrements
● Language THROUGH learning 🡪 not PLAN for it
▪ Using feedback
🡺 Cognition
- Process info and engage it to construct meaning
- Applying and using knowledge to solve problems and carry out tasks
- Learners are cognitively challenged (Bloom’s taxonomy)
● Different habitats explain
● Understand
🡺 Culture
- Developing intercultural understanding
- Is the filter through individuals interpretate their world
- Develop intercultural understanding
#4 CLIL pyramid
- Tool for lesson planning and materials
- Bottom to top
● Topic selection
● Choice of media
● Task design
● CLIL workout
#5 CLIL task design
🡺 Rich input
● Meaningful
● Authentic
● Challenging 🡪 scaffolding content + activities and appropiate for
age
● Multimodal 🡪 > multimodal = better
🡺 Multimodal input
● Multiple intelligence
● Promote visual literacy
● Deeper understanding of the content

🡺 Scaffolding
 ● Help students understanding language + content
● Enable them to accomplish the task
● Learning skills and strategies
● Supports language production
▪ Express content in L2
▪ Booster CALP
▪ Language needed for tasks
🡺 Input scaffolding
- Make sure they are able to apply subject’s specific skills
● Rich interaction and pushed output
▪ Meaningful interaction 🡪 we need to accomplish something
▪ Modified output
● Communication tasks
▪ Interact
▪ Collaborate
▪ Meaningful use of L2
▪ Connect ideas
▪ Understand content
🡺 Intercultural dimension
● Factual knowledge about culture and countries 🡪 not enough
● Keep the flow to communication
● Aware of linguistic + non-linguistic strategies 🡪 address codes of
L2
🡺 Make it hot
● Revised Bloom’s taxonomy to make tasks cognitively demanding
● Systematic academic language learning
🡺 Sustainable learning
● Reinforced what has been learned
● Translanguaging
● Autonomous learning
▪ E.g. –> entrance ticket, 3-2-1… mind maps, pre-reading,
thumbs up-thumbs down…
#6 Integrated assessment
- It has to be fair
- How assess
- What assess
- When assess
🡺 OF learning
● Summative
▪ Exams, tests at the end of the unit/term…
▪ At the end = a grade
▪ Check progression
▪ Never be the only/main source of assessment in our class

🡺 FOR learning (CLIL)

 ● Formative 🡪 feedback (descriptive and focus on the task)
▪ Planned 🡪 collect evidence of learner’s progress (rubrics,
obervation…)
▪ Reactive 🡪 adjust teaching based on evidence
▪ Reciprocal 🡪 teachers + students can improve the quality
of: teaching and learning
🡺 AS learning (CLIL)
● Formative
▪ Learners monitor their own learning
▪ Increase awareness about learning process
▪ Self and peer assessment
Unit 5- CLIL integrating language + content
#1 Research in CLIL
- Most focused on effects of CLIL on L2 proficiency
- More empirical research needed on how to achieve integration of
language
#2 Integration in CLIL
- Integration implications 🡪 decisión-making
● Classroom practice
▪ Methodology
▪ Processes
● Stakeholders
▪ Perceptions
▪ Beliefs
- As a teacher is important to revisit and reshape the identity as content
and language teachers
- Learning + teaching content in L2 = challenging 🡪 not new methods, not
native speakers
🡺 Classroom practice
- Research
● Integration language + content in the discourse
● Students use L2 🡪 Content knowledge
● Tasks leads in integration
- Teachers need scaffolding strategies
🡺 Curriculum integration
- Schools historically organized along subjects
- Subjects compartimentalize knowledge + skills
- Organized in a curriculum
- Lifelong learning 🡪 acquisition of skills
- Implications
● Decompartimentalized
● Interdisciplinary projects
● Cross-curricular relationships
● Theme-based units
● Go beyond textbooks
#3 Types of curriculum integration
- Full integration
● All subjects designed considering a central topic
- Soft integration
● 2 subjects or cross-curricular links used in a Project based
learning unit of work (PBL)
- “continuum” of integration
🡺 Multidisciplinary
● Most perfect way
● Decompartimentalized
● Everything set around a topic
● Conected in a cross-curricular way
🡺 Interdisciplinary
● Not all subjects are setted around 🡪 things are embedded in
another
● CLIL
🡺 Transdisciplinary
● Curriculum organized around students
● Questions + concerns
● PBL
● Develop life akills aplying them to real life situations
Unit 6- The CLIL module formal format planner
1. Identification
- Content
- Level
- Unit title
- CEFR level
- Cross-curricular
- Timing
- Types of grouping
- Sesions
- Materials
- Resources
2. Previous knowledge
- Actívate prior content (review-visuals-explicit links)
- Actívate prior LANGUAGE KNOWLEDGE
● BICS 🡪 communicatively functional language
● CALP 🡪 academic language
3. Fronting content
- Subject related content
● Living things
- Language related content
● Vocabulary
● Structures (present simple)
4. Formulate subject-related goals
- Bloom’s taxonomy 2001
● Verb form
● Créate
● Evaluate
5. Through cognition
- Remember 🡪 label-analyze 🡪 compare
- Understand 🡪 explain – evaluate 🡪 hypothese
- Apply 🡪 organize – create 🡪 create
6. Create a language corpus
- Language OF
- Language FOR
- Language THROUGH
7. ()
8. Differentiation
- Different levels
- Focus placed on different kinds of learning
- Differentiate goals and tasks
- E.g. create a model of a flying animal and test it
9. Driving questions
- Teacher questioning is fundamental for developing HOTS, creativity and
language progression
● Craft a central question to the unit
 10. Craft a final task/Project
- TBL
● Aligned with curriculum
● Able to cater to mixed-ability groups
11. ()
12. Double check cognitive
13. More driving question
- Add a driving question
- Questions = challenging and engaging
- Student-friendly questions (obvious answer)
14. Task-design (4 skills)
- Balanced use of the skills in all the tasks
15. Communication tasks
- Balance between non-communication tasks and communicative ones
● Presentation – manipulation – communication
16. Methods used
- Reflect on the used tolos/methodologies
17. Scaffolding materials + resources
- Aim rich multimodal input
- How provide them input + output scaffolding
18. Cooperative work
19. ()
20. Create a rubric
21. ()

Unit 7- Content
 - Content theoretical underpinnings
● Socio constructivism
▪ The learner construct own knowledgr and skills +
interaction
● Theories of learning
▪ Content related to learning and thinking skills
▪ Thinking processes according to language demands
● SLA (second language acquisition)
▪ Learning takes place through learning
🡺 In CLIL
- We use language to learn
- We learn to use the language properly
- So…
● Identify and justify integration
● Effective learning 🡪 cognitive engagment
● Relation between language and cognitive levels (challenge)
▪ Strategic and principled planning (based on previous
knowledge)
🡺 Implications for teachers
- Content teachers need to incorpórate language content
- Incorpórate real content
- Subject matter 🡪 related to knowledge
#1 Content in FFP (formal format planner)
1. Identification
- Content
- Level
- Unit title
- CEFR level
- Cross-curricular links
- Timing
- Types of grouping
- Number of sessions
- Materials resources
2. Previous knowledge
- Review
- Visuals
- Explicit links

3. Fronting content
- Subject related content
 ● Living things
● Animal kingdoms
● Plants
- Language related content
● Vocabulary
● Present simple
● Description of the process
4. Formulate learning goals
- Bloom’s taxonomy (2001)
5. ()
6. ()
7. ()
8. Differentiation
- Multiple intelligences
9. 13. Driving questions
- Introduction
- Investigation
- Consolidation
- Creation
- What’s the best way…?
- How does…?
10. Craft final task/Project
- The teacher describes it
- List the content they will need
11. Plan sessions and tasks (cognition)
- How many sessions
17. Scaffolding
- Instructional scaffold 🡪 visual support, speak slower
- Materials + resources 🡪 multimodal input+ inputs+ outputs
20. Assessment
- Must be formative + designed as a rubric
- Content 🡪 should describe the content appearing in the rubric
21.

Unit 7- Content
 🡺 Content theoretical underpinnings
- Socio constructivism
● The learner constructs own knowledge and skills + interaction
- Theories of learning
● Content related to learning and thinking
● Thnking processes according to language demands
- SLA (second language acquisition)
● Learning takes place through learning
🡺 In CLIL
- We use language to learn
- We learn to use language properly
- So…
● Identify and justify integration
● Effective learning 🡪 cognitive engagment
● Relation between language and cognitive levels (challenge)
▪ Strategic and principled learning 🡪 based on previous
research
🡺 Implications for teachers
- Content teachers need to incorpórate language content
- Incorporate real content
- Subject matter 🡪 related to content
🡺 Content in FFP (formal format planner)
#1 Identification
- Content
- Level
- Unit title
- CEFR level
- Cross-curricular links
- Timing
- Types of grouping
- Number of sessions
- Materials
- Resources
#2 Previous knowledge
- Review
- Visuals
- Explicit links
- ACTIVATE PRIOR CONTENT KNOWLEDGE

#3 Fronting content
 - Subject related content
● Living things
● Animal kingdoms
● Plants
- Language related content
● Vocabulary
● Present simple
● Description of the process
#4 Formulate learning goals
- Bloom’s taxonomy (2001)
# 8 Differentiation
- Multiple intelligences
#9 and 13 Driving questions
- Introduction
- Investigation
- Consolidation
- Creation
- What’s the best way…?
- How does…?
# 10 craft final task/Project
- The teacher describes it
- List the content they will need
# 11 Plan sessions and tasks
- How many sessions? (also cognition)
# 17 Scaffolding
- Instructional scaffold
● Visual support, speak slower
- Materials + resources
● Multimodal input
● Inputs + outputs
#20 assessment
- Must be formative + designed as a rubric
- Content 🡪 should describe the content appearing in the rubric

Unit 8- Cognition
🡺 Theories of learning
 - Behaviorism (blank slate)
● Stimuli (+ or – reinforcement) following a respond to tend to a
stregthen behaviour(+) 🡪 (-) if it is eliminator
● Teach something 🡪 reinforcement: positive feedback, verbal,
bonuts points, repetition based practice…
- Cognitivism
● How knowledge is acquired, developed, stored and retrieved in
brains
● Internal info process
▪ Attention, language, memory, thinking and consciousness
● Classroom
▪ Classyfing, grouping info
▪ Apply to real situations, use reality
▪ Critical thinking
▪ Learning strategies –> analogies, mind maps…
- Constructivism
● Learning based on previous knowledge
● Learning = process of adapting mental models to accomodate new
experiences
● Principles 🡪 motivation, structure, sequence + reinforcement
● Classroom
▪ Curriculum should be spiral 🡪 build upon what already have
▪ Problema solving
▪ Research projects
▪ Discovery learnings
▪ Cooperative learning (not just group work)
2) Cognition in the 4C’s
- content learning be effective 🡪 students cognitively engaged
- teachers identify cognitive and knowledge process transparently
● All learners have Access to develop processes
● All learners have the language to do it
Bloom’s taxonomy
- Knowledge
● Factual 🡪 information
● Conceptual 🡪 relationships
● Procedural 🡪 how to do something
● Metacognitive 🡪 thinking

🡺 Cognitive benefits of CLIL

- Creativity
- Cognitive control
- Mental flexibility
3)Cognition in FFP
🡪 classroom
- Formulate goals + assessment criteria
- Design experiences inalignment with the plan
🡺 Formulate goals (Anderson + krathwohl 2001)
- Subject matter content to be learn (Step 3)
- Description of what is to be done with content (Step 4)
🡺 Steps 9 and 13
- Teacher questioning is fundamental for HOTS
● Craft 1 central question for the unit, related to the last production
● Challenging questions, engaged
🡺 Step 10
- Final task or Project
● Introduction (LOTS) 🡪 remember what they know
● Research (LOTS) 🡪 manipulate the content + discover
● Consolidation (HOTS) 🡪 structure what they have learned
● Creation (HOTS) 🡪 share what they have learned
🡺 Step 11
- Grow different tasks in different sessions

Unit 9- Communication
1) Issues about language in CLIL
🡺 Role of language in CLIL
- Means or end?
- Assessed? Yes
🡺 Language in class interactions + tasks in CLIL
- BICS and CALP
- Fluency or accuracy?
🡺 Language visible
- Scaffolding
🡺 Primary focus on content, we need to be aware of the role of language
- Used for learning curricular content
- In CLIL 🡨-> content –based learning objectives
🡺 Need to understand how language is used in classroom interactions and
activities in CLIL
- CLIL class is not simply a natural L2 environment
- CLIL students also need to learn academic language (CALP)
🡺 Language should be visible in CLIL
- Language needed to perform tasks effectively needs to be brought out in
the open
- Unfairness
🡺 Content teachers need to
- Be aware of the impact of language on cognition
- Have linguistic aware
🡺 Language teachers need to
- Understand the nature of subject-related texts and discourse
2) Role of language in CLIL
🡺 Language in CLIL different from ESL class
- Focus on form and meaning CLIL vs focus on forms (ESL)
- No gramatical progression
🡺 Language in CLIL
- Comprehensible input
- Focus on communication
- Specialized language
- Language learning 🡪 of, through and for
3) Language in CLIL clases
🡺 Which aspects of language?
- Subject-specific vocabulary
- Listening /Reading for meaning
- Demonstrate thinking/reasoning in L2
- Awareness of gramatical features of L2
- Correct use of genres
● Text types
● Language functions
● Sentence patterns

🡺 Developing comprehension
- Barret’s taxonomy
● Literal comprehension 🡪 closed questions, recall info
● Inferential comprehension 🡪 Reading between lines
 ● Evaluation 🡪 critical Reading, reaction to others ideas
● Appreciation 🡪 creative Reading, developing a product
🡺 Progression in communicative tasks
- Presentation
- Manipulation
- Production / communication

Unit 10- Communication

1) Guiding (scaffolding) input
- Input 🡪 language that learners are exposed to
- Intake 🡪 portion of the input that learners interiorize
- Reading = associating codes with meanings (linked to info already
stored)
- Input demands in CLIL: listening+Reading skills required to L2
- Authentic speech and texts in L2 are challenging
2) Tasks for guiding input
🡺 Gap fill or cloze
- Focus on certain aspects of language
- Focus on academic vocabulary > subject vocabulary
🡺 Matching
- Terms and definitions
- Heads and tails
● Sentence level
● Language structure (cohesion, gramar🡪 conditionals)
- Headings to paragraphs and visuals
🡺 Joining two lists
- Two different ítems from two lists
a) Changes in a country
b) Posible results
🡺 Labelling
- Reading a text and labelling a diagram/map
🡺 Answering Qs
🡺 Filling a chart/table
🡺 Sequencing sentences
- Put jumbled sentences in order (not literal from texts)
🡺 Sorting cards
- Break down a whole tex tinto smaller chunks
- Sort the info into categories provided
- Texts should have structures (advantages and disadvantages)
3) Supporting (scaffolding) output
- Output 🡪 pushes learners to process language more deeply (production)
than input
🡺 Output (speaking) in CLIL
- Teachers need to encourage oral interaction in classroom
- Teachers need to créate safe space (situations) where students feel
comfortable to interact
- Scaffold language so students can gradually become autonomous
- Provide language support

🡺 Speaking
- Individual talk
- Pairs and small groups
- Whole class
- Role playing
- Reading aloud
🡺 Supporting output
- Full scripts
- Models
- Brief-pre activity
- Ingo gap 🡪 good for interaction
- Jigsaw
🡺 Supporting output: writing
- Importance of genres
● Descriptive
● Narrative
● Expository
● Persuasive
- Some more characteristics to subjects
- In CLIl writing should be planned for as a sequence to culminate in
expected written production
- Same support techniques as speaking
- Substitution tables
- Writing frames
🡺 Role of language in content
- Used for learning curricular content
- Connected to content-based learning objectives
🡺 How language is used
- CLIL is not simply a natural L2 environment
- CLIL students also need to learn academic language (CALP)
- LANGUAGE SHOULD BE VISIBLE IN CLIL
🡺 Language in CLIL
- Comprehensible input
- Focus on communication
- Specialized language
🡺 C for communication in FFP
1) Language-related content and objectives
- Indetify subject+language related content (step 1)
- Language related to previous knowledge (step 2)
- Fronting language related to content (Step 3) generally
- Create a language corpues (step 6)
- Formulate language related goals (step 7)
● Bare infinitive + ítem forms corpus
● Language of = describe
● Language for = make
● Language through = use
2) Language in tasks
- Craft a final task / Project (step 10)
● Specify the language needed for the task
▪ Key vocabulary
▪ Present simple
 ▪ Language for description
- Designing tasks according to the unit (step 11)
● Cognitive progression from LOTS to HOTS
● Communication stages
▪ Presentation (non-communication)
▪ Manipulation (non-communication)
▪ Communication
- Doublé – check balance between 4 skills (step 14)
- Doublé – check balance between communication and
non-communication (step 15)
3) Language scaffolding
- Scaffolding instruction (step 17)
● Guiding input 🡪 word Banks, multimodal input, graphs…
● Supporting output 🡪 frames
- Designing rubrics (step 20)
● Consider the parameter “communication” in rubrics
● Consider criteria based on the language needed for the task

Unit 11- Culture

# 1 Conceptualizing culture
- Each has a differen idea about culture
 ● Its own cultural glasses
- Fish analogy
● Beliefs, values… surroun as, are invisible
- Onion analogy
● Peel the layers, each one is releted to one culture
- Iceberg analogy
● Visible things we want to show, but 🡪 much more surrunded
- In education culture is deeply nooted
- Traditionally present in language curricula and in key competences
- Culture
● Multicultural
● Pluricultural
● Intercultural situation
● Intercultural competence
● Appropiate and effective interaction between people who
represent different orientation of the world
# 2 Culture in CLIL
- Culture linked with language and thinking
● Determines the way we interpret the world, we use the lnaguage
to express this interpretation
● Language is not just how we definde culture 🡪 how we reflect it
- Culture cannot be learned in some lessons about traditions/celebrations
● Involves different experiences and demands meaningful
interaction
● CLIL offers opportunities for intercultural interaction
# 3 DIsambiguation of culture
- Culture
● Citizenship
● Conncection
● Collaboration
● Community
- C = connection to the world through collaboration and ICT
- When planning C for culture, take into account:
● Diversity and cultural enrichment
● Connect to the world
● Encourage international collaborations through ICT (twin schools,
erasmus…)
● Present opportunities for discussion
● Create a welcoming and inclusive environment
FALTA INFORMACIÓN
- Montessori
● Creativity and autonomy orientated
● Hands-on learning and collaborative play
 - Waldorf
● Cultivation of creativity in a holistic way
● Emphasis on investigation, artistic development
- Reggio Emilia
● Childhood
● Foster innate curiosity

- Service learning
# 4 Culture in FFP
- Steps 5 and 11
● Connection + collaboration (ICT) consider culture
● Goal 🡪 create a video about ecosystems
● Objectives 🡪 develop respect and tolerance, understand different
ways of living
- Step 13 🡪 consider culture when drafting driving questions
- Step 16 🡪 methodology used
- Step 20 🡪 assessment 🡪 include culture in rubrics

Unit 12- CLIL related methods

#1 Communicative language teaching
- Final aim = communicative competence
 - Communicative competence = be able to use language effectively +
successfully
- Fundamentals
● Language learned through use
● Authentic and meaningful communication
● Main goal = fluency
● Integration of language skills
● Learning as a process of trial and error
- Communicative competence
● Chomsky
▪ Linguistic competence
▪ Apply knowledge in: sintaxis + gramar
● Hymes
▪ Communicative competence
▪ Communicative competent in a speech: culture +
communcation
- Hymes
● Speakers both language knowledge and ability in terms of
▪ Systematic potential 🡪 create language
▪ Appropiarcy 🡪 based on situation
▪ Occurrence 🡪 how often something is said
▪ Feasibility 🡪 whether something is posible
- Canale and Swain (1980)-NOWADAYS THEORY!
● Communicative competence involves 4 competences
▪ Linguistic competence 🡪 rules of language
▪ Sociolinguistic competence 🡪 situation (and culture)
▪ Discourse competence 🡪 genres, cohesion and coherence
▪ Strategic competence 🡪 compensating for communication
problems
- CLT and theories of language learning
● Negotiation of meaning 🡪 check understanding
● Acquisition –learning 🡪 1 conscious, 2 unconscious
● Cognitive aspects
● Behavioural aspects 🡪 how we respond to language
- CLT (communicative language teaching)
● Language as communication in CLIL
▪ Is a system for expression of meaning
▪ Function🡪 interact + communicate
▪ Gramar and syntax are NOT the most important
▪ Focus on discourse

# 2 CLT and CEFR

- Instrument for planing, designing and assessing language wise, in both,
language learning and CLIL scenarios
- Mostly in europe, incresing in non-Europe countries
 - Guideliness to describe achievements in terms of what students can do
with language (competence)
- Plurilingualism= develop linguistic repertoire in different languages
# 3 Tasks
- Activities to promote sharing of ideas and opinions, collaboration towards
the same goal
🡺 Task based interaction
- Pairs or small groups 🡪 + opportunities to participate and produce
language
- Greater control over initiations of topics within task
● Better range of speech
● Increase opportunity of using target language specific to needs
- Jigsaw task 🡪 spot difference picture comparison
- Information gap 🡪 follow directions of a map
- Problema solving 🡪 solve mistery, scape room
- Decision making 🡪 planning a travle Budget
- Opinion Exchange 🡪 debate
🡺 Cognitive progression of tasks
- From LOTS to HOTS
● Introduction (LOTS)
● Investigation (LOTS)
● Consolidation (HOTS)
● Creation (HOTS)
🡺 Communicative progression of tasks
- From non-communicative to communicative
● Presentation (NON-COMMUNICATIVE)
● Manipulation (NON-COMMUNICATIVE)
● Production (COMMUNICATIVE)
🡺 CORE elements in CLIL
- Input
● Authentic
● Meaningful
● Challenging
- Tasks
● HOTS
● Interaction
● Authentic communication
● Subject specific skills

- Output
● Cross-curricular communication
● Fluency + accuracy + complexity
● BICS and CALP
+ SCAFFOLDING
🡺 Subject relevane methodologies
- Maths 🡪 Discovery method
- Social studies 🡪 lectures, discussions
- PE 🡪 movement exploration
- Arts and creafts 🡪 art production