CONTENT LANGUAGE

INTEGRATED LEARNING
TEACHER PROFESSIONAL
TRAINING
INTRODUCTION
• FOCUS ON CLIL APPROACH
• MAIN TOPICS:
CLIL Basics
Curriculum Planning
Classroom Materials Design
Evaluation & Assessment
OBJECTIVES

• Enrich your knowledge in terms of teaching methodologies

to support your good practices in the classroom.
• Provide new and different teaching tools to support your
teaching process and increase students learning in the
classroom.
• Strengthen your skills in the teaching process.
  Common European Framework of Reference for
Languages (CEFR)
It is a framework of reference. It was designed to
provide a transparent, coherent and
comprehensive basis for the elaboration of
language syllabuses and curriculum guidelines,
the design of teaching and learning materials, and
the assessment of foreign language proficiency. It
is used in Europe but also in other continents.
LEVELS & CAN DO STATEMENTS
 CLIL
Content Language Integrated Learning

CLIL
The main difference Teaching content through a second  CLIL
between CLIL and language is not a “new” form of
other methods is language instruction,
that CLIL is content- it includes
CLIL educational practices
driven and language helps pupils to that have been in use
is integrated acquire language for many years
through natural
forms of
communication
related to many
subjects.
The 4Cs Framework
How does CLIL work?
The 4Cs curriculum (Coyle 1999) suggested that a successful CLIL lesson
should focus on:
1. Content:
Learning new knowledge and skills
2. Communication:
Using language to learn while learning to use language
3. Cognition:
Developing thinking skills
4. Culture:
Learning about your own and other countries’ cultures.
CONTENT
1. Provides learning contexts which are relevant to the needs and interests of learners.

2. Supports integration of language into the curriculum.

3. Can be linked to literacy, forming conceptual and linguistic bridges across the
curriculum. This should involve first and second language learning.
What is CLIL? - María Rodríguez
COGNITION
1. Promotes learner progression in both language skills and knowledge
construction.

2. Helps to redefine the curriculum by focusing on the importance of thinking

skills / creative thinking.

3. Promotes the interconnections between language and cognitive skills.

María Rodríguez
COMMUNICATION
1. Involves using language in the here and now to construct
new knowledge and skills.

2. Offers direct opportunities for meaningful learning and use language with a
purpose.

3. Offers genuine opportunities for interacting: face to face and through the use
of new technologies e.g. internet, video-conferencing, international projects.
CULTURE

1. Relevant in classrooms where learners bring

diverse language and cultural experiences.

2. Exports the links between language and cultural identity, examining behaviors,
attitudes and values.

3. Involves contexts and content which enrich the learner´s understanding of their
own culture and those of others.
FIRST C : CONTENT - INPUT
• Deciding the content of the unit

• From Reach Input to Meaningful Learning

• Choosing Materials and Resources

Integrating Skills:
Content and Language Integrated Learning

• Task-based Learning and Content Based Learning

• Promoting collaborative learning and learners autonomy
• Scaffolding and integration of skills
• The learning cycle: Learning step by step
 Task-based
approach
• The lesson is based around the completion of a
central task.
• In all stages they must use all their language
resources rather than just practising one pre-
selected item.
• A natural context is developed from the
students' experiences with the language that is
personalised and relevant to them.
• Varied exposure to language.
• The language explored arises from the students'
needs.
• It is a strong communicative approach where
students spend a lot of time communicating.
• It is enjoyable and motivating
Content-based
approach
• In recent years content-based instruction has
become increasingly popular as a means of
developing linguistic ability.
• It has strong connections to project work, task-
based learning and a holistic approach to
language instruction. 
• The focus of a CBI lesson is on the topic or
subject matter. The focus of a CBI lesson is on
the topic or subject matter.
• They learn about a subject using the L2, rather
than their L1, as a tool for developing
knowledge and so they develop their linguistic
ability in the target language.
• This is thought to be a more natural way of
developing language ability and one that
corresponds more to the way we originally
learn our L1.
 Integrating Content and Language
The Content area provides a Context for the Language
used in class:

Let´s see some examples

First teach oral skills, then written skills
The order of Acquisiton of new language is usually delivered in the
classroom following this order:

1. Listening: Present the language orally.

2. Speaking: then ask the students to reproduce this language orally.

3. Reading: then present language in writting.

4. Writting: finally ask them to reproduce this language in writting.

What do students want?

What do they need?

How can we engage students?

GROUP TASK 1- Pairs
• Develop a a class using the Content-Based Approach and one
for Task-Based Approach.
• Identify the pros for both approaches of your class.

Time: 20 minutes
GROUP TASK DEVELOPMENT
CONTENT-BASED APPROACH
Links CLIL to the real world.
Motivates students.
Students see the purpose of the activity.
Avoid running out of ideas.
TASK-BASED APPROACH
Students work in a collaborative way.
They learn and use language to carry out a task.
SECOND C : COMMUNICATION
1. Classroom Communication
2. Learning and communication
strategies- Scaffolding
Classroom Interaction

• Introducing the lesson.

• Giving instructions.
• Explaining Content.
• Clarifying Issues.
• Using a Wide Range of
Resources.
Example:
• Introducing the lesson: Today we are going to learn the parts of the
human body.
• Giving instructions:
• Explaining Content:
• Clarifying Issues:
• Using Resources: Use this drawing to classify the parts of the human
body.
Classroom Interaction

MAKE SURE STUDENTS KNOW HOW TO COMMUNICATE WITH YOU

What do we have to do ?
I am sorry, what are we supposed to do?
I don´t understand?
I don´t know.
Is this correct?
How do you say/spell/write/pronunce?
Can we use the dictionary?
Classroom Interaction

MAKE SURE STUDENTS KNOW SIMPLE TRANSACTIONAL PHRASES TO

WORK TOGETHER

What do you think?

I agree/I disagree
What did you write here?
I think that is right/wrong
Who´s turn is it?
It´s my turn.
PROMOTING COMMUNICATION
SKILLS
Activate Prior Knowledge
-Remind students what they already know
What is ….? Do you remember….? What is the difference
between….?
- Personalise content as much as possible

Encourage Thinking Skills

-Have you ever been to…? Who is your favorite…? Do you like….?
THINKING SKILLS
Bloom´s taxonomy

LOTS HOTS
 Example:

LOTS HOTS
• Why/ How Q´s
• What/Where/When Q´s
• More complex context and language
• Simple answers

Why he was called the man of his

Where was Leonardo from? time?
Helping students with communication
How can we help students communicate in English?
1. Contextualising Language
2. Building Language Awareness (vocabulary, lists, tables…)
3. Distinguish clearly between:
• Key Language (active language students have to learn)
• Receptive Language (contextual language)
4. Integrating Skills Listening, Speaking, Reading, Writing.
 SCAFFOLDING
• Refers to a variety of instructional techniques used to move
students progressively toward stronger understanding and,
ultimately, greater independence in the learning process.
• Teachers provide successive levels of temporary SUPPORT that
help students reach higher levels of comprehension and skill
acquisition that they would not be able to achieve without
assistance.
TEACHERS NEED TO SUPPORT
LEARNERS BY
• Breaking down contents and tasks into
managable steps.
• Providing models and demonstrating
skills.
• Facilitating learning and teaching
learning strategies.
 SCAFFOLDING
What do you do in class to teach your students step by step?

1. Starting the lesson • Activating Prior Knowledge

• Personalising Content

• Using Questioning Techniques

2. During the lesson • Showing them Models

3. At the end of the lesson • Reminding Students what they have done
• Asking them to créate something, ex glossary
Teaching Students to speak
Speaking lessons often include:
Pronunciation
Vocabulary
Structures
Students always need some preparation before a speaking task:
Introduce the topic.
Provide a model.
Students need a clear and specific instructions about the task to be
accomplish.
Classroom Communication
• Answering questions
• Imitating /repeating
• Reading aloud
• Interactive conversation
• Oral presentation
Examples of Oral Practice Activities
GUIDED • Guided Dialogues
• Information transfer –activities
• Role-plays
• Information- gap activities
• Drama
• Project-based activities
• Games and simulations
FREE
THIRD C : COGNITION

1. Cognitive theory background

2. Developing thinking skills
3. Teachers as helpers
“Students Learn Better By Doing”
Jean Piaget

Learning as action:

• Knowledge is actively constructed.

• Action is fundamental for congnitive
development.
• Children interact with the world around
them and learn when they take action
to solve problems
How can we promote learning by doing?
1. Inquiry-based method
Use of driving questions/ idea to drive the unit.

2. Discovery Learning
Use of discovery techniques
Learning by doing: by finding solutions to problems
3. Critical thinking
Encourage students to think critically.
Promoting Critical Thinking
1. Lesson Plan  Include student centered activities in every lesson.
2. Classroom communication Allow students to ask their own
questions- LOTS and HOTS questions.
3. Materials and resources Allow students create or bring their own
materials.
4. Personalising  Arise interest by relating content with student´s
personal experience.
5. Production/Creativity Students are active protagonists of their
own learning process.
Group Task 2
Think of a task in class that:
• Motivates students.
• Involves interaction.
• Develops thinking skills for thesubject I teach.
• Needs language support.
 Cognition and the Lesson Plan
1. Starting the lesson (Warm up)
- Remind students about what they already know.
What is this surrounding the earth? Do you remember?
- Personalise content as much as posible.
What is fast food? Do you often eat hamburguers?
2. During the lesson
- Written input and visual support
Here on the board there is a list of ….
- Get students to work together and answer questions in pairs.
Work with your partner answer the questions, label the map.
3. Clossing the lesson (Wrap Up)
- Remind students about what they have learnt in the lesson
Who can tell me 3 things you have learnt today?
- Ask students to write new words in their glossary
 Learning to Learn Strategies
https://www.youtube.com/watch?v=siNy5vXWbOY

Types of learning strategies (Rebecca Oxford 1990):

1. Direct StrategiesLearners use them consciuously to learn. Memory:
Creating mental links- applying images and sounds.
Cognitive strategies: Practising- monitoring –Clarifying and verification.
Compensation strategies: Gueesing correct answers – overcoming limitations- Learning
from mistakes.
2. Indirect Strategies Learners use them indirectly to learn. Metacognitive :
Centering your learning, arranging and planning your learning, evaluating your learning.
Social strategies: Asking
questions to other people, cooperating with others on a task, helping others.
Affective strategies: lowering anxiety,
encouraging yourself when something is difficult, setting realistic and positive goals.
 Critical and creative thinking skills
https://www.youtube.com/watch?v=p5dodTlc1sc

Creative thinking is based on Bloom´s Taxonomy:

• It refers to a classification of levels of intelectual
operations.
• It is interested in promoting higher forms of
learning, thinking and creativity.
• Bloom´s taxonomy was created in 1956 by a group
of Amerian phsychologists led by Benjain Bloom.
• Is a classification of levels of intelectual operations.
• The objective is to promote higher levels of learning
thinking and creativity.
• Examine
FORTH C : CULTURE

1. Types of culture
2. Language and culture
3. Cross cultural communication
Example:
 CLIL LESSON APPROACH

1. MOTIVATION Get students involved

2. PURPOSE Make sure students find

activities meaningful

3. TOOLS Students are given the tools

to do a task

4. TASK Students do tasks they fing

meaningful

5.ACHIEVEMENT Students share their

tasks with the class and have a sense of
achievement.
REFERENCES
• Universidad Internacional de La Rioja.Unit 1,2, 3, 4, 5, 6,7,8,9, 10 &
11. Unpublished material.